Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Plot and Theme, Graphic Organizers,
and Lesson Vocabulary, see pp. LR37–LR45.

Fly, Eagle, Fly!
Group Time

Leveled Reader
The Lost Dog

BEFORE READING Have students create a KWL chart. This book tells a lot about dogs called beagles. In the first column, list what you know about beagles, or about dogs in general. In the next column, write one or two things you’d like to know about beagles. After you finish reading the story, list things you’ve learned about beagles in the final column.

DURING READING Have students follow along as you read pp. 3–9. Then let them complete the book on their own. Remind students to complete their KWL charts when they finish reading.

AFTER READING Have students compare the facts in their KWL charts. Point out that it was the beagle’s instincts that created the problem in the story. Relate that thinking about animal instincts will help them as they read tomorrow’s story Fly, Eagle, Fly!

Build Background

DEVELOP VOCABULARY Write the word
hopeful and define it for students (filled with hope; expecting the outcome one wants). What are some
things you are hopeful about? (good grades, fitting in)
Ask questions that connect the words from the Leveled
Reader The Lost Dog to student experience. Use the
Concept Vocabulary Routine on p. DI•1 as needed.

Leveled Reader
Smart Dog

BEFORE READING Recall
the Read Aloud story Eaglet’s
World. Why did the eaglet

have to leave the comfort
of the nest? (To fit in with the
other eagles, he had to learn
how to fly.) Today you will read
a story about a dog that needs
to learn a few things in order
to fit in with his new family.

CRITICAL THINKING Have the
students read the Leveled Reader independently.
Encourage them to think critically about the behavior
of Toby, the dog, and Charlie, his owner.

How do instinct and learning create conflict in
the story?
In what way are the things Toby learns like the
eaglet learning to fly in Eaglet’s World?

AFTER READING Have students make a list of verbs
the author uses to describe various animal actions.
Then have students sort the verbs into categories,
such as sounds, movement, and special actions.
Meet with students to review their lists and discuss
how some words are general and may apply to more
than one animal, while other words specifically
describe one animal.

Independent Investigative Work

Have students use online or print resources to find out more about the Westminster Kennel Club Dog Show. Throughout the week, have students work on a chart that shows the major dog categories for the show and what judges look for in the dogs that are showing.