Scott Foresman Reading Street

A Symphony of Whales
Group Time

for Fluency

Use Decodable Reader 14.

Word Study/Phonics

LESSON VOCABULARY Use p. 356b to review the meanings of anxiously, bay, blizzards, channel, chipped, melody, supplies, surrounded, and symphony. Blend all of the decodable words, and say and spell the nondecodable words anxiously and symphony. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write icebreaker and model how to decode a compound word. First I look for parts I know. I see ice at the beginning of the word, and I see breaker at the end. I know what ice is, and breaker means "something that breaks something else." So I can guess that an icebreaker is something that breaks ice.

Use the Multisyllabic Word routine on p. DI•1 to help students read these other words from A Symphony of Whales: parkas, commands, eerie, heaving, freighter, emergency, radioed, settlements, gnawed, channel, beckoned, melodies, and transmitter. Be sure students understand the meanings of words such as eerie and beckoned.

A Symphony of Whales,
pp. 358–367

BEFORE READING Yesterday we read how people can work together to
save stranded whales. Today we will read a story about whales in
trouble and how people helped them in an unusual way.

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. 359. Together, set a purpose for reading.

pp. 360–361 Where do you think this story takes place? (in a very cold
climate) What animals could live here? (seals and walruses)

pp. 362–363 How do the people on this page look? (worried, upset) They
seem to be anxious about the whales in the icy water.

DURING READING Follow the Guiding Comprehension routine
on pp. 360–367. Have students read along with you while tracking
the print or do a choral reading of the selection. Stop every two pages
to ask what students have learned so far. Prompt as necessary.

How did the whales get trapped in the bay?
What did the people do to help the whales before the icebreaker came?

AFTER READING What has happened so far in the story? What do you think will happen next? Reread passages as needed.

Extend Vocabulary

CONTEXT CLUES Choose and read a sentence or passage
containing a difficult word defined in context, such as this passage
on p. 14 of Whales and Other Animal Wonders: “It did not take long
for people to understand the benefits of having wolves as pets.
Wolves could warn people about dangers by barking. They could also
protect people . . . ." What does the word benefits mean? (something
good or helpful; a plus; an advantage) How did you figure out this
meaning? (I used the context clues “Wolves could warn people” and
“They could also protect people.” These are examples of good things.)
Discuss how context clues can help students figure out the meaning
of an unknown word. Remind students to use the strategy as they
read A Symphony of Whales.

A Symphony of Whales,
pp. 358–367

BEFORE READING In Whales and Other Animal Wonders you read that some animals, like whales, are endangered. Today you will read a story about people working together to save animals in immediate danger. As you read, think about how the people in the story show how much they care about the wildlife around them.

Have students write questions about what they are about to read in their Strategy Response Logs (p. 358). As students read, have them answer their questions and write any new questions they think of from what they learn.

CRITICAL THINKING Have students read pp. 358–367 independently. Encourage them to think critically. For example, ask:

What sort of relationship do Glashka and her people have with the land and animals around them?
Why do you think the old ones of the village call Narna the whale their friend?
What kind of person is Glashka?
Do you predict the icebreaker will help the whales? Why or why not?

AFTER READING Have students meet with you to discuss the selection and their Strategy Response Log entries. Ask them to list animals that they or people they know consider to be their friends. For each animal, have them list the characteristics or things the animal does that make it a friend.