Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Generalize, Answer Questions, and
Lesson Vocabulary, see pp. LR28–LR36.

A Symphony of Whales
Group Time

Leveled Reader
A Day with the Dogs

BEFORE READING Have
students create webs with
Helping Animals in the center.
This book tells about a busy day
at an animal shelter. As you read,
look for ways that the characters
help the animals. Make a
connecting circle with each
character’s name and surrounding
circles that tell how the character
helps.

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 characters and ideas to their webs as they read.

AFTER READING Have students compare the ideas on their webs. Point out that thinking about how people help animals will help them as they read tomorrow’s selection, A Symphony of Whales.

Build Background

DEVELOP VOCABULARY Write field biologist
and discuss its meaning with students.
(a scientist who studies animals in the wild) What
are some things a field biologist might do? (observe
animals, take pictures, take notes, carefully catch
animals and examine them) Repeat this activity with
the word veterinarian and other words from the
Leveled Reader A Day with the Dogs. Use the
Concept Vocabulary routine on p. DI•1 as needed.

Independent Extension Activity

NOW TRY THIS Assign “Now Try This,” pp. 22–23
of Whales and Other Animal Wonders.

Leveled Reader
Whales and Other Animal Wonders

BEFORE READING Recall the
Read Aloud “Fiddler Crabs to
Rhinos.” Besides doing field
research, how does the author
help endangered animals? (by
speaking to and helping people
who live near the animals) Today
you will read about other
endangered animals and what
is being done to help them.

CRITICAL THINKING/PROBLEM
SOLVING Have students read the Leveled Reader independently. Encourage them to think critically and in terms of problems and solutions. For example, ask:

How do animals become endangered?
What do animals such as whales and wolves “give” to people?
How might people, including you, help endangered animals?

AFTER READING Have students review the selection to find five or more unfamiliar words and determine their meanings by using context clues or the dictionary. For each word, have them write a question for which the word is an answer. Tell them to be as creative as possible. For example, What canid is larger than a coyote but smaller than a wolf? Answer: jackal. Have students meet with you to discuss the selection. Then have them ask one another their questions.