Scott Foresman Reading Street provides over 600 leveled readers that help children become better readers and build a lifelong love of reading. The Reading Street leveled readers are engaging texts that help children practice critical reading skills and strategies. They also provide opportunities to build vocabulary, understand concepts, and develop reading fluency. The leveled readers were developed to be ageappropriate and appealing to children at each grade level. The leveled readers consist of engaging texts in a variety of genres, including fantasy, folk tales, realistic fiction, historical fiction, and narrative and expository nonfiction. To better address reallife reading skills that children will encounter in testing situations and beyond, a higher percentage of nonfiction texts is provided at each grade.
Trang 1A New Girl in Class
A New Girl in Class
SUMMARY This is a fictional story about two
friends who help organize a walk-a-thon to
raise money for further research on muscular
disorders They get the idea for the
walk-a-thon when they find out that a girl with
cere-bral palsy will be a new student at the school
LESSON VOCABULARY
abdomen artificial
gait handicapped
therapist wheelchair
I NTR O D U C E TH E BO O K
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and the author of A New Girl
in Class Based on the title, ask students what
kind of information they think this book will
provide Draw students’ attention to the cover
illustration and elicit questions about the girl
with crutches Ask them what the title and the
illustration tell them about what they will be
reading in the book
BUILD BACKGROUND Ask students if any of them
ever volunteered for a fundraiser? If so, what
cause did it benefit? What types of activity did
they do to raise money? Ask them if they know
how the money raised helped the cause?
PREVIEW Have students study the illustrations
Ask them what they think is going on in the
illustrations Ask students if any of them have
seen a scene similar to the illustration of the
girl on the parallel rails on page 10, and if so,
do they know what she is doing and why
Have students discuss in English what
they see in the illustrations Elicit responses
specifically referring to crutches, handicaps,
and therapy Encourage them to use their new
vocabulary words to discuss handicaps Have
them share equivalent words from their home
language regarding handicaps
R E AD TH E BO O K SET PURPOSE Ask students to set a purpose for reading this book Draw out their curiosity
in the illustrations and in the discussion of muscular disorders and handicapped people
STRATEGY SUPPORT: PREDICT Have students write down predictions every time they are about to turn the page Every prediction should be justified by their prior knowledge, by clues they find in the text, and by their sense
of logic If their prediction doesn’t match the story as they read on, they should refine their predictions based on the new information
COMPREHENSION QUESTIONS
PAGES 3–6 Why does Mr Porter tell the class
about cerebral palsy? (because Lisa, the new
student, has it)
PAGE 4 What is cerebral palsy? (a condition
that prevents a person from developing motor skills properly)
PAGE 6 Which sentence is a generalization?
(“In general, some scientists believe it’s the result of not enough oxygen getting to the brain
in the early stages of development.”)
PAGES 12–13 What did the students decide to
do to help kids like Lisa? (Possible responses: to
raise money for research, sponsor a walk-a-thon)
PAGE 17 How did Karen and Dave recruit
walkers? (They divided the class into teams,
one team for each grade Then each team would meet with students to recruit walkers.)
5.4.2
GENERALIZE PREDICT
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TEACH/REVIEW VOCABULARY
Review the vocabulary words and definitions with students Use the illustrations in the book to discuss handicapped, therapist, and abdomen Have the students use the rest
of the words in sentences Ask them to try
to use more than one vocabulary word in a single sentence
TARGET SKILL AND STRATEGY
GENERALIZE Remind students that a gen-eralization is a broad statement that applies
to many examples Explain that an author’s generalizations often sum up information
in a story Stress that there are clue words that can signal generalizations, and offer these words as examples: often, usually, and in general Encourage them to note these words as they read
PREDICT Explain to students that to pre-dict means to tell what you think might hap-pen in a story based on what has already happened Explain that students should look for clues in the text and use prior knowledge and logic to make their predictions As they read, they should monitor their predictions
to see if they match the text If not, they should refine their predictions in light of new information
ADDITIONAL SKILL INSTRUCTION
PLOT Explain to students that the plot is an organized pattern of events Encourage stu-dents to use story maps to recognize the elements of plot: background, goal, rising action, climax, and outcome Introduce the terms flashback, in which the action of the story is interrupted to talk about something that happened in the past, and foreshadow-ing, in which the writer hints at events to come in the story Encourage students to look for these elements as they read
R E VI S IT TH E BO O K
READER RESPONSE
1 Possible responses: [Details] Muscular
dis-orders result in trouble with motor skills,
they can improve with time, physical
ther-apy can help [Generalizations] Muscular
disorders bring many challenges; these
cir-cumstances can often be improved
2 Possible responses: A large amount of
money will go to cerebral palsy research;
Lisa may feel good about attending this
school
3 Abdomen means stomach; stomach, belly
4 Possible responses: Premature birth may
have led to her brain not getting enough
oxygen for normal development
EXTEND UNDERSTANDING Ask students to write
the elements of plot structure—background,
goal, rising action, climax, and outcome—
down one side of the page, leaving a couple
of lines between each word Then, ask
stu-dents to identify each of the elements in the
text (background: information the students
receive about Lisa and cerebral palsy; goal:
sponsoring a walk-a-thon; rising action:
prepa-ration for the event; climax: the walk itself;
outcome: walk-a-thon is a success)
RESPONSE OPTIONS
WRITING Have students pretend that they are
organizing a walk-a-thon for someone like Lisa
Ask them to create a poster that encourages
other students to participate in the
walk-a-thon Suggest that their posters both inform
other students about cerebral palsy and
inspire them to participate
SCIENCE CONNECTION
Come up with a list of several
other muscular disorders Then,
divide students into groups of four or
five Have students do further research
on the causes of, effects of, and interesting
facts about these muscular disorders Then,
the students should compile their information
into three columns—Causes, Effects,
Interesting Facts—then present their
information to the class
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A New Girl in Class
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Name
Generalize
A generalization is made after thinking about a number of examples or facts and identifying what
they have in common
Directions Read this information about cerebral palsy.
Cerebral Palsy is a condition that a person is sometimes born with It prevents the person from developing motor skills properly Babies born with cerebral palsy often have a hard
time learning to roll over, sit up, stand, or walk They can develop these skills, but it takes
them much longer than usual—sometimes many years
They usually need a lot of physical therapy to learn to control and develop their muscles
Sometimes kids with cerebral palsy are helped by wearing braces
Directions Use the information in the passage to fill out the graphic organizer You may find several
generalizations, but try to identify the main generalization and three of the supporting details
A New Girl in Class
78
Generalization
Supporting Facts
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Name
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Vocabulary
Directions Draw a line from each word to its definition.
Check the Words You Know
abdomen handicapped
artificial therapist
gait wheelchair
1 abdomen a particular way of walking, stepping, or
running
2 artificial produced by humans, not nature
3 gait a specialist who provides treatment or
healing of an illness or disability
4 handicapped a chair equipped with large wheels for the
use of a disabled person
5 therapist the section of the body that holds the intestines and stomach; the belly
6 wheelchair people who have a mental or physical disability
Directions Write a paragraph about what you learned about Lisa using four of the vocabulary words
A New Girl in Class