Scott Foresman Reading Street

Fly, Eagle, Fly!
Group Time

for Fluency

Use Decodable Reader 20.

Word Study/Phonics

LESSON VOCABULARY Use p. 114b to review the meanings of clutched, echoed, gully, reeds, scrambled, and valley. Students can blend all of the words. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write ridiculous and model how to chunk the word to read it. I see a chunk at the beginning of the word: ri. I see a part in the middle: dic, and another part: u. I see a chunk at the end of the word: lous. I say each chunk slowly: ri dic u lous. I say the chunks fast to make a whole word: ridiculous. Is it a real word? Yes, I know the word ridiculous.

Use the Multisyllabic Word Routine on p. DI•1 to help students read these other words from Fly, Eagle, Fly!: huddled, terrible, roosters, convinced, reluctantly, kitchen, and majestically. Be sure students understand the meanings of words such as convinced and reluctantly.

Fly, Eagle, Fly! pp. 116–125

BEFORE READING Yesterday we read about a bird that didn't fit in. Today we will read about a bird that has been made to fit into the wrong group.

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. 117. Together set a purpose for reading.

pp. 120–121 How can you tell that this is a farm?

p. 124 Thinking about the title of the story, what do you think the man in the yellow shirt is doing? (trying to make the eagle fly)

DURING READING Follow the Guiding Comprehension Routine on
pp. 118–125. Have students read along with you while tracking print, or do a choral reading of the selection. Stop every two pages to ask what has happened so far. Prompt as necessary.

What is the farmer looking for? Why?
What does the farmer find in the mountains?
Why does the eagle think it is a chicken?

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

Extend Vocabulary

WORD STRUCTURE Have students look at p. 3 of Smart Dog,
picking out words that end in -ed. (commanded, hoped, panted, pressed, sighed) What are the base words for each of these words? How did adding -ed change the meaning of the base word? Discuss why recognizing word endings is important, and remind students to be aware of word endings as they read Fly, Eagle, Fly!

Fly, Eagle, Fly! pp. 116–125

BEFORE READING In "Eaglet's World," you heard about a baby eagle
that watched its parents fly but wasn't certain it wanted to fly. Today you will read a story about an eagle who doesn't even know what eagles are supposed to be like. As you read, think about how we sometimes need help learning the behavior that is best for us.

Have students list their predictions for their Strategy Response Log
(p. 116). Have them check their predictions when they reach p. 125.

CREATIVE THINKING Have students read pp. 116–125 independently. Encourage them to think critically and creatively. For example, ask:

What are some ways people try to fit in with the wrong group?
Do you think people, like the eagle, start to act like the people they spend time with?

AFTER READING Have partners discuss the selection and share their Strategy Response Log entries. Encourage them to think about how they would like the story to end. Then have individuals write a paragraph that tells what happens to the eagle. Have students share their story endings.