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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL Fly, Eagle, Fly! is about a farmer who tried to raise an eagle chick like a chicken. Eventually the farmer's friend gets the eagle to fly like an eagle.
Comprehension Check Critical Response
  1. You can never change who you are, so you should always be yourself. Author's Purpose
  2. The farmer wanted the eagle to be like a chicken, and his friend wanted it to be an eagle; the eagle finally proved he was an eagle. Target Skill Plot Structure
  3. Drawings will differ, but they should show what happened at each point in the story.
    Target Skill Use Graphic Organizers
  4. Students may identify hillside, forests, thatch grass, mountain, cliffs, river, veld, crevices, ledge.
         Target Skill Vocabulary
TEST PRACTICE Look Back and Write For test practice, assign
a 10–15 minute time
limit. For assessment,
see the Scoring Rubric at the right.
Retell
Have students retell Fly, Eagle, Fly!
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and the Scoring Rubric for Retelling on p.131 to assist fluent retelling.
If… students have difficulty retelling the selection,
Check Retelling Rubric
ELL
Check Retelling Have students use the illustrations to guide their retelling. Let students listen to other retellings before attempting their own. See the ELL and Transition Handbook.
Write Now
Look at the Prompt Explain that each sentence in the prompt has a purpose.
  • Sentence 1 presents a topic.
  • Sentence 2 suggests students think about the topic.
  • Sentence 3 tells what to write—a plot summary.
Strategies to Develop Word Choice
Have students
  • list time-order words from stories.
  • write the main events of a story’s plot and add transitions to link events.
  • revise wordy sentences.
NO:   The fact is that the princess
  was fearful of storks because
  they were a very large size.
YES: The princess feared giant
  storks.
For additional suggestions and rubric, see pp. 137g–137h.
Hints for Better Writing
  • Carefully read the prompt.
  • Use a graphic organizer to plan your writing.
  • Support your ideas with information and details.
  • Use words that help readers understand.
  • Proofread and edit your work.
Retelling: SUCCESS PREDICTOR
TEST PRACTICE
Look Back and Write What was the farmer's friend's third plan? Look back at page 129. Use information from the selection to write about the third plan and how it worked.
Meet illustrator Niki Daly on page 422.
Fly, Eagle, Fly! has a lesson to teach. What do you think the
lesson is? Think Like an Author
1.
What was the problem in the story, and how was it resolved? Plot
2.
Make a story map showing what happened at the beginning, the
middle, and the end of the story. Graphic Organizers
3.
The words gully, valley, and reeds describe the land where the
farmer searched for his calf. Find other words from the story
that also describe the African setting. Vocabulary
4.
Open for Discussion A good story needs a good storyteller.
Retell Fly, Eagle, Fly! so that someone will say, "That's a good story!"
Reader Response
Write Now: Write About Plot
Prompt
The plot of the African tale Fly, Eagle, Fly!
is the order in which the events happen.
Think about a tale you know well.
Now write a summary of the plot of the
tale, telling the events in time order.
Writing Trait
As part of your word
choice, use time-order
words and phrases to
help readers follow the
plot.
Student Model
Student Model
Use the model to help you write your own summary of the plot of a tale.
Word choice
includes
time-order
words and phrases to
make order of
events clear.
Last
sentence
wraps up
story by
explaining
its point.
First sentence
introduces
story
characters.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response will use the information on p. 129 to tell what the farmer’s friend planned to do to show that the bird was an eagle, not a chicken.
Example of a Top-Score Response Chickens cannot fly. To prove the bird was an eagle, the farmer’s friend took it to a high ledge at sunrise. He thought it would follow the sun into the sky. The eagle saw the sun come up. It spread its wings and soared into the sky.
For additional rubrics, see p. WA10.
Scoring Rubric    Narrative Retelling
Rubric 4 3 2 1
Connections
Makes connections and generalizes beyond the text
Makes connections
to other events, stories, or experiences
Makes a limited connection to
another event, story, or experience
Makes no
connection to
another event, story, or experience
Author's Purpose
Elaborates on author's purpose
Tells author's purpose with some clarity
Makes some connection to author's purpose
Makes no
connection to
author's purpose
Characters
Describes the main character(s) and any character development
Identifies the main character(s) and gives some information about them
Inaccurately
identifies some characters or gives little information about them
Inaccurately
identifies the characters or gives no information
about them
Setting
Describes the time and location
Identifies the time and location
Omits details of time or location
Is unable to identify time or location
Plot
Describes the problem, goal, events, and ending using rich detail
Tells the problem, goal, events, and ending with some errors that do not affect meaning
Tells parts of the problem, goal, events, and ending with gaps that affect meaning
Retelling has no sense of story
Selection Test To assess with Fly, Eagle, Fly! use Selection Tests, pp. 77–80.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 115–120.
Retelling Plan
  • Week 1 Assess Strategic Intervention students.
  • Week 2 Assess Advanced students.
  • Week 3 Assess Strategic Intervention students.
  • Week 4 Assess On-Level students.
  • This week assess any students you have not
    yet checked during this unit.
Use the Retelling Chart on
p. TR16 to record retelling.