Scott Foresman Reading Street

Fly, Eagle, Fly!
Group Time

Leveled Reader Buck's Way

REINFORCE CONCEPTS This week's concept is fitting in. Because everyone is one of a kind, it can sometimes seem difficult to fit in. How can identifying what makes us special help us fit in?

BEFORE READING Using the Picture Walk Routine on p. DI•1, guide students through the text, focusing on key concepts and vocabulary. Ask questions such as:

p. 7 How can you tell from this picture that Buck may not be fitting in? (Buck looks sad, and the other ducks are laughing.)

pp. 10–11 How can you tell from these two pictures that Buck is
still different but now fits in? (He is not swimming like the other ducks, but they are all being friendly in the next picture.)

Read pp. 3–4. Then do a choral reading of pp. 5–8. Have students read and discuss the remainder of the book with a partner. Ask: How did Buck finally fit in? (Buck swam fast, and he fit in when others realized that his special style worked well.)

Preview Decodable Reader 20

BEFORE READING Review the words on Decodable Reader p. 33. Then have students blend these story words: ostrich, actress, window, crate, distress, frustrated, slumped, moaned, hundred. Be sure students understand the meanings of words such as distress.

Use the Picture Walk Routine on p. DI•1 to guide students through the text.

Preteach Phonics

SYLLABLES VCCCV Review some common consonant blends (gr, st, tr) and consonant digraphs (sh, th, gh) with students. Explain that when three consonants come together, syllables are divided between the single consonant and the blend or digraph. Write and say laughter. In this word, gh is the consonant digraph. So we divide this word between the gh and the single consonant, t—laugh-ter. Have individuals continue blending practice with these VCCCV words: partner, angry, although, panther, install, worship, instinct, and contract.