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Reading and Writing Connections for this selection:

Juvenile Eagle Behavior
Immature Eagles: Oh, Grow Up!

Reading Strategies:

Vocabulary
immature, juvenile, nestling, disperse, immature plumage, shorelines, innate, and constructed

Read
Revisit
Reflect

Read
• Activate prior knowledge that will help students connect with the details for this topic by asking the following questions: “Which games of ‘Pretend’ did you enjoy playing in kindergarten or first grade?” “What jobs do kids often role play in their games?” “How do games of Pretend help kids prepare to be grown-ups?”

• To introduce the selection, engage students’ curiosity about young eagles using the following questions: “What skills would a young eagle need to learn?” “How do young eagles learn the skills they need to survive in the wild?” “How long does it take a young eagle to learn how to fish?” “How to fly?” “How to construct a nest?” “Who teaches a juvenile eagle how to build a nest, catch a fish, soar through the skies?”

• Read aloud the title of the selection. Invite students to scan the text for boldface headlines: “On Vacation” “Playing House” and “Practice Makes Perfect.” Have students make predictions about the facts that may be revealed in the article.

• Read “Immature Eagles: Oh, Grow Up!” Have students “Stop and Share” after the “Practice Makes Perfect” paragraph: “Why do you suppose young eagles take so long to grow up compared to hummingbirds and robins?” Encourage students to use facts revealed in the text to answer the question. Read the rest of the article for possible reasons that eagles take more time to grow up than robins or hummingbirds.

Revisit

  • Revisit the selection by reviewing the questions discussed prior to reading. Invite students to summarize details from the article that answer each question.
  • Encourage students to write hypotheses for questions that were not answered in the selection.
  • Invite students to research facts for unanswered questions.
  • Have students work with a partner to create a Web-0-Facts using details from the selection. Encourage students’ creative thinking for ways to graphically represent the facts revealed in the selection.
  • Revisit the text to find hypothesis statements: “They (eaglets) do seem to remember where they’ve been....”“These nests were apparently just practice ones...” Ask students to examine the language of these hypothesis statements. “Why did the author choose words and phrases such as 'seem to...' and 'apparently,' to describe observations of eaglet behavior?”
  • Reread the text to build students’ vocabulary skills. “Circle the word nest(s) wherever it appears in the article. How is the word nest used to describe facts about eagles?” Encourage students to use reference materials to find definitions and synonyms for the word nest. Create a Word Web for nest. Include synonyms for nest as a noun and as a verb. Explore other words that can be used as nouns and verbs. Start a chart to collect these “Double Duty Words.”

Reflect
Journaling Questions: Why do you suppose young eagles take so long to grow up compared to hummingbirds and robins?

Making Connections: The Importance of Learning Essential Skills

  • What would happen if a young eagle did not learn how to fish? How to fly?
  • What skills are essential for children to learn for survival?

Evaluation (Readers examine author’s strategies)
1. How did the author help you focus on the main ideas and details described in this selection? (Questions focused the reader’s attention on the main ideas described in the article.) Have students underline or highlight the questions written within the selection.
2. Authors help readers learn new facts by making comparisons. Identify parts of the selection that try to help readers connect facts by making comparisons.

Writer’s Workshop
  • Narrative
    Create a short story called, “Eagle School.” Write a fictional story that teaches readers about young eagles learning survival skills.
  • Descriptive
    Write an essay that describes how young eagles mature. Include approximate timelines in your description.
  • Persuasive Imagine a young spoiled eagle that does not want to learn how to fish or fly. He just wants to nap in the nest and watch clouds float by. Write a letter to this eagle to persuade him to get out of the nest and start learning how to take care of himself.

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