Scott Foresman Reading Street

Penguin Chick
Group Time

Reinforce Comprehension

SKILL MAIN IDEA AND DETAILS Have students tell what the main idea of a piece of writing is (the most important idea) and what supporting details are (little bits of information that support the main idea). If necessary, review the meanings and provide a model. The main idea of a piece of writing is the most important idea. Details tell about the main idea. Suppose I read this paragraph: “The mother penguin moves by tobogganing. She walks or slides on her belly. She uses her flippers to push herself forward.” The main idea is “The mother penguin moves by tobogganing.” I know that because it’s the most important idea. The other two sentences help explain or give more information about it.

Have students find the main idea (Emperor penguins are the largest of all penguins) and details in the paragraph below.


	Emperor penguins are the largest of all penguins. They grow up to 40 inches tall, and they weigh about 90 pounds. They have big heads and short, thick necks.

Penguin Chick, pp. 162–167

BEFORE READING Have students retell what they have learned so far
from the selection. Reread the last two paragraphs on p. 157 and model
how to use a main ideas graphic organizer, such as the one shown on
p. 150. These paragraphs are about staying with the egg to keep it warm. That’s the topic. I ask myself, “What’s the most important idea about staying with the egg?” It’s that the father stays with it. That’s the main idea. Some details that support or explain that idea are (1) the father is bigger and fatter, (2) he can live longer without food, and (3) the mother needs to go to the sea for food. Remind students to look for main ideas and details as they read the rest of Penguin Chick.

STRATEGY Graphic Organizers

DURING READING Follow the Guiding Comprehension routine on
pp. 162–167. Have students read along with you while tracking print or do a choral reading. Stop every two pages to ask students what they have learned so far. Prompt as necessary.

What did you learn about how penguin chicks get food?
What is p. 164 about?

AFTER READING How does this selection show that penguins can survive in their environment? Reread with students for comprehension as needed. Tell them that tomorrow they will read “Plants: Fitting into Their World,” a photo essay that tells how some plants survive in their environments.

Extend Comprehension

SKILL MAIN IDEA AND DETAILS Discuss with students how sometimes the main idea of a paragraph or section does not appear at the beginning; it may be in the middle or end of a paragraph or section. Also, the main idea may not even be stated outright; you might need to infer it from the details. Have students read the following paragraph and identify the main idea from the details: Like the emperor penguin, the king penguin is large. In fact, it is the second largest species of penguin. Also like the emperor penguin, the king penguin doesn’t build a nest; rather, it tucks the egg into a brood patch. Finally, the parents of king penguins take turns caring for their egg and feeding their chick just as emperor penguins do.

(Main idea: The emperor and king penguin are similar in many ways.)

STRATEGY GRAPHIC ORGANIZERS Have students write a paragraph about penguins that includes a main idea and details that support the main idea. Review their paragraphs with them. Then have partners exchange paragraphs and use graphic organizers to identify each other’s main idea and supporting details. Encourage students to discuss their graphic organizers with their partners.

Penguin Chick, pp. 162–167

BEFORE READING Have students recall what they have learned from
the selection so far. Remind them to look for main ideas and supporting details and to use graphic organizers to help them as they read the remainder of Penguin Chick.

CRITICAL THINKING/CREATIVE THINKING Have students read
pp. 162–167 independently. Encourage them to think critically and creatively. For example, ask:

How do you know the author has done a lot of research for this selection?

AFTER READING Have students complete the Strategy Response Log activity (p. 166). Then discuss pourquoi, or “why,” tales with students. Help students use the library or Internet to find and read a pourquoi tale. Then encourage them to write a pourquoi tale about the emperor penguin, explaining why it doesn’t have wings or why it slides on its belly. Give students an opportunity to meet with you as they plan their writing.