Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Main Idea, Graphic Organizers, and
Lesson Vocabulary, see pp. LR1–LR9.

Penguin Chick
Group Time

Leveled Reader
Birds That Can't Fly!

BEFORE READING Have
students create a four-column
chart with the headings Bird,
Home, Diet, Special Body Parts.
This book gives many facts about different kinds of flightless birds.
As you read, record information
about each bird—such as its
name, where it lives, what it eats,
and any special features about its
body—on your chart.

DURING READING Have students follow along as you read pp. 3–7. Then let them complete the book on their own. Remind students to add information to their charts as they read.

AFTER READING Have students compare the information on their charts. Point out that information they learned about penguins will help them as they read tomorrow’s selection, Penguin Chick.

Build Background

DEVELOP VOCABULARY Write the word
refuge and explain that it means “shelter or
protection from danger or trouble or worry.” Ask:
What place might you, or someone you know, think of as a refuge? (a bedroom or other part of their home, a relative’s house, school) Repeat this activity with the word flightless and other words from the Leveled Reader Birds That Can’t Fly! Use the Concept Vocabulary routine on p. DI•1 as needed.

Leveled Reader
Penguins on Parade

BEFORE READING Recall
the Read Aloud “Swamp
Scramblers.” How do
the body features of
mudskippers help them
survive in their environment?
(Strong front fins help them
move on ground. Back fins
help them climb. Pockets
help them keep gills moist
so they can get oxygen.)
Today you will read how the body
parts of penguins help them
survive in a very different environment.

CRITICAL THINKING
Have students read the Leveled Reader independently.
Encourage them to think critically. For example, ask:

How do you think some of the penguins you read
about got their names?
How are all penguins alike? What are some
of the key differences among them?
Why do you think penguins balance their eggs
on their feet instead of building nests?

AFTER READING Have students review the book to
select four or more unfamiliar or interesting words
and determine their meanings by using context or
the dictionary. Then have students write True or
False statements about penguins using the words
and exchange papers with partners. Have students
meet with you to discuss the selection and the
statements they wrote.

Independent Extension Activity

NOW TRY THIS Assign “Now Try This” on pp. 18–19 of Penguins on Parade for students to work on throughout the week. Ask them to write down what they discovered.