Scott Foresman Reading Street

Elena's Serenade
Group Time

for Fluency

Use Decodable Reader 30.

Word Study/Phonics

LESSON VOCABULARY Use p. 382b to review the meanings of burro, bursts, factory, glassblower, puff, reply, and tune. Students can blend all of the words. Practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write squinting and model how to use meaningful word parts to read it. First I look for parts I know. I see the ending -ing. I also notice the base word squint. I say the parts of the word: squint ing. Then I read the word: squinting.

Use the Multisyllabic Word Routine on p. DI•1 to help students read these other words from Elena's Serenade: serenade, furnace, overtake, Roadrunner, steady, awakened, Coyote, medium, burping, swallow, and chiming. Be sure students understand the meanings of words such as serenade and chiming.

Elena's Serenade, pp. 384–393

BEFORE READING Yesterday we read about the five steps glassblowers follow to create glass. Today we will read a about a girl named Elena who wants to be free to learn to be a glassblower.

Using the Picture Walk Routine on p. DI•1, guide students through the text, asking questions such as those listed below. Then read the question on p. 385. Together, set a purpose for reading.

pp. 386–387 This is Elena and her father. What does Elena's papa do? (He is a glassblower.) Yes, and Elena would like to be a glassblower too.

pp. 388–389 Elena is under the hat. What comes out of her glassblowing pipe? (music and sounds) What a surprise! Her pipe plays a serenade.

DURING READING Follow the Guiding Comprehension routine on
pp. 386–393. Have students read along with you while tracking the print or do a choral reading. Stop every two pages to ask what has happened so far. Prompt as necessary.

Where did this story take place?
What was Elena's problem?
What happened when Elena played a march for Roadrunner?

AFTER READING What has happened so far? What do you think will happen next? Reread passages with students as needed.

Extend Vocabulary

CONTEXT CLUES Choose and read a sentence or passage containing a difficult word, such as this passage from p. 12 of Jackie Robinson: "Still, Rickey was cautious. He did not go public with his plans to sign an African American player but instead pretended he had plans to start a new African American team.…" What does the word cautious mean? (careful, not taking chances) How did you figure out the word's meaning? (I used the details about Rickey not telling anyone what he was doing.) Discuss why context clues are helpful, and remind students to use the strategy as they read Elena's Serenade.

Elena's Serenade, pp. 384–393

BEFORE READING In Jackie Robinson, you read how Jackie Robinson wanted to be free to follow his dream of becoming a major league baseball player. Today you will read a fantasy about a girl who follows her dream. As you read, think about people, either real or make-believe, who followed their dreams.

For their Strategy Response Logs (p. 384), have students make a three-column chart. In the first column, they should list the characters from the story. As they read, they can complete the second column with facts about the characters. During and after reading they can write generalizations about the characters in the third column (p. 393).

CREATIVE THINKING/PROBLEM SOLVING Have students read
pp. 384–393 independently. Encourage them to think creatively and solve problems. For example, ask:

What advice would you give Elena about following her dreams?
What would you do to help each of the animals solve its problem?

AFTER READING Have partners discuss the selection and share their Strategy Response Log entries. Have them add facts and generalizations to their charts. Then have students put themselves in the role of an advice columnist. Have them write and answer a letter that Elena might write about her problem. Meet with students to discuss their columns.