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Monitor Progress
Word and
Story Reading
If… students have difficulty reading multisyllabic words in the selection,
then… have them look for and read meaningful parts in the words or have them chunk words with no recognizable parts.
If… students have difficulty reading along with the group,
then… have them follow along as they listen to the AudioText.
Fly, Eagle, Fly!
DAY 3
ROUTINE
Fly, Eagle, Fly!
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL PLOT AND THEME Have students tell what plot and theme
are. (plot includes all the important things that happen; theme is the big idea of the story) If necessary, review the meaning and provide a model. The plot of a story is what happens in a story. It includes the most important things that happen at the beginning, middle, and end. A theme is the big idea of the story or what the characters learn. For example, in Boom Town, which appears in Unit 1, the plot is that, at the beginning, Amanda and her family move to California; in the middle, Amanda tries to find a way to make money; at the end, Amanda has a successful business. The theme is that hard work and perseverance pay off.
Ask students to identify the important events of the plots of some favorite books, stories, or movies with which they are familiar. Then have them determine whether there is a theme and what the theme is. For example, ask: What are some stories you like? What happens at the beginning of the story? What happens in the middle? What happens at the end? What are some lessons the characters learn?
Read Fly, Eagle, Fly! pp. 126–129
BEFORE READING Have students tell what happened in the story so far. Ask: What does the farmer decide to do with the eagle chick he found? Reread pp. 118–119 and model how to pick the important event to fill in the “beginning” section of the plot organizer. The farmer is looking for a calf and he finds a baby eagle. As the story continues, the focus is on the eagle, not the calf. So finding the baby eagle is the important event that begins the plot. I’ll write “finds eagle chick” in the first box of the graphic organizer. Ask students to tell what they think would go in the middle box. (eagle raised as a chicken) As they finish the story, tell them to look for the event that they think belongs in the last box. Target Skill STRATEGY Graphic Organizers
DURING READING Follow the Guiding Comprehension routine on
pp. 126–129. 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.
  • Why does the farmer’s friend want to go to the mountains so early?
  • What happened when the eagle felt the wind as it stood on the cliff?
AFTER READING What does this story tell us about fitting in? Was
the eagle supposed to fit in with the chickens? Reread with students
for comprehension as needed. Tell them that tomorrow they will read
“Purple Coyote,” a fantasy about a coyote that doesn’t fit in.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL PLOT AND THEME Have students discuss other plots from stories they have read or that they can imagine that address this theme of fitting in or adapting to your surroundings.
Target Skill STRATEGY GRAPHIC ORGANIZERS Have students create a time line. More detail can be added to the time line than will appear in the beginning-middle-end story map. Tell students that each event in the story is represented by a mark on the time line, to which they add a label that identifies what has happened. Keep an eye out for clues in the story as to how much time has passed, so the points on your time line can be spaced out appropriately.
Read Fly, Eagle, Fly! pp. 126–129
BEFORE READING Have students recall what has happened in the selection so far. Remind them to be aware of how the plot is developing and the events that lead up to the end. Have them continue to fill in the points on their time line.
CRITICAL THINKING Have students read pp. 126–129 independently. Encourage students to think critically. For example, ask:
  • Why do you think the farmer’s friend is so determined to see the eagle know that it is an eagle?
AFTER READING Have students complete the Strategy Response Log activity (p. 128). In addition, have them review their predictions from the earlier Strategy Response Log activity and compare their predictions to how the story ended. Then have students write a paragraph about why we sometimes need someone else to help us recognize what we are supposed to be or point us in the right direction, just as the eagle needed the farmer's friend to return him to the sky. Meet with students to discuss their thoughts.