Weekly Literature - Ellis Family - Homeellis2020.org/treasures/TG-treasures/unit4_week1_1.pdf ·...
Transcript of Weekly Literature - Ellis Family - Homeellis2020.org/treasures/TG-treasures/unit4_week1_1.pdf ·...
Rico the border collie has a knack for learning words.
by Kim Christopher
DOG AMAZES SCIENTISTS!
by Liam Engell
Weekly Literature
Week At A Glance
Tested Skills for the Week
Read-Aloud AnthologyListening Comprehension
Readers’ Theater
•
•
Vocabulary/Comprehension
Weekly Theme: Man’s Best Friend
Whole Group
VOCABULARY
neglected, appreciated, risks,
bluffing, misunderstood,
desperate, endured, obedience
Word Parts/Prefixes
COMPREHENSION
Strategy: Generate
Questions
Skill: Draw Conclusions
WRITING
Explanatory Writing
Science LinkLife Science
Describing Animals
Small Group Options
Differentiated Instructionfor
Tested Skills
Vocabulary/Comprehension
Science Link Genre News Story
Vocabulary/Comprehension
Main Selection Genre Fantasy
410J
A
UDIO CD
White House Dogs
by Michael Burgan
Informational Nonfiction
White House Dogs
by Michael Burgan
Informational Nonfiction
White House Dogs
by Michael Burgan
Informational Nonfiction
White House Dogs
by Michael Burgan
Informational Nonfiction
White House Dogs
by Michael Burgan
Informational Nonfiction
White House Dogs
by Michael Burgan
Informational Nonfiction
Resources for Differentiated Instruction
Leveled ReadersLeveled Readers
• Same Theme• Same Vocabulary• Same Comprehension Skills
LEVELED PRACTICE
CLASSROOM LIBRARY
Approaching On Level Beyond
On-Level Reader
sheltered for English
Language Learner
ELL Teacher’s Guide
also available
Beyond LevelApproaching Level
English Language Leveled Reader
On Level
ELL
ONLINEINSTRUCTION
www.macmillanmh.com
AUDIO CD
Listening
Library
Fluency
Solutions
•
•
CD ROM
Vocabulary
PuzzleMaker
•
A
UDIO CD CD ROM
Also AvailableLEVELED READER PROGRAM
Genre Informational Nonfiction
Genre NonfictionGR Levels O–T
O Q T
Phonics and Decoding
Comprehension
Vocabulary
Also available Reading Triumphs,
Intervention Program
•
•
•
INTERVENTION ANTHOLOGY
Approaching On Level Beyond
Trade books to apply Comprehension Skills
HOME-SCHOOL CONNECTION
Family letters in
English and Spanish
Take-Home Stories
•
•
Dear Mrs. LaRue 410K
White House Dogs
by Michael Burgan
Informational Nonfiction
Dear Mrs. LaRue,
414–435
ORAL LANGUAGE• Listening
• Speaking
• Viewing
Listening/Speaking/Viewing
Focus Question The dogs onpp. 410–411 are taking a bus ride.Where do you think they are going?
Build Background, 410
Read Aloud: “Hachiko: The True Story of a Loyal Dog,” 411
Listening/Speaking
Focus Question How close to reality is the picture Ike is painting in his letters to Mrs. LaRue?
WORD STUDY• Vocabulary
• Phonics/Decoding
Vocabulary
neglected, appreciated, risks, bluffing, misunderstood, desperate, endured, obedience, 412
Practice Book A-O-B, 112
Strategy: Word Parts/Prefixes, 413
Vocabulary
Review Vocabulary, 414
Phonics
Decode Words with Inflected Endings, 443E
Practice Book A-O-B, 118
READING• Develop
Comprehension
• Fluency
“Puppy Trouble,” 412–413
Comprehension, 413A–413B
Strategy: Generate Questions
Skill: Draw Conclusions
Practice Book A-O-B, 113
Model Fluency, 411
Partner Reading, 410R
Dear Mrs. LaRue, 414–435
Comprehension, 414–435
Strategy: Generate Questions
Skill: Draw Conclusions
Practice Book A-O-B, 114
Partner Reading, 410R
LANGUAGE ARTS• Writing
• Grammar
• Spelling
Writing
Daily Writing Prompt: Do you think dogs make good pets? Write a paragraph explaining why or why not.
Explanation, 442–443B
Grammar
Daily Language Activities, 443I
Pronouns and Antecedents, 443I
Grammar Practice Book, 97
Spelling Pretest Words with Inflected Endings, 443G
Spelling Practice Book, 97–98
Writing
Daily Writing Prompt: Write a journal entry from the point of view of a dog, and comment about a day in your life.
Explanation, 442–443B
Grammar
Daily Language Activities, 443I
Pronouns and Antecedents, 434I
Grammar Practice Book, 98
Spelling Word Sorts, 443G
Spelling Practice Book, 99
ASSESSMENT• Informal/Formal Vocabulary, 412
Comprehension, 413B
Comprehension, 425, 435
Phonics, 443E
Leveled Readers
Student Book
by Liam Engell
Student Book
Differentiated Instruction 443M-443VDifferentiated Instruction 443M-443VTurn the Page for
Small Group Lesson Plan
Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner
410L410L
Vocabulary
Vocabulary Words
Word Parts/Prefixes
Comprehension
Strategy: Generate Questions
Skill: Draw Conclusions
Writing
Explanatory Writing
Listening/Speaking
Focus Question Compare “Puppy Trouble” with Dear Mrs. LaRue. Which story is a fantasy, and which is realistic? How can you tell?
Summarize, 437
Listening/Speaking/Viewing
Focus Question Think about this article and Dear Mrs. LaRue. What do you think Rico would say if he wrote a letter to his owner?
Media Literacy: Animals in the News, 433
Expand Vocabulary: Man’s Best Friend, 443F
Listening/Speaking/Viewing
Focus Question Based on your readings, what conclusions can you draw about the relationship between dogs and their owners?
Speaking and Listening Strategies, 443A
Vocabulary
Review Words in Context, 443C
Strategy: Word Parts/Prefix mis-, 443D
Practice Book A-O-B, 117
Phonics
Decode Multisyllabic Words, 443E
Vocabulary
Content Vocabulary: intelligent, impressive, demonstrated, exposure, phrases, 438
Build New Words, 443F
Apply Vocabulary to Writing, 443F
Vocabulary
Spiral Review: Vocabulary Game, 443F
Dear Mrs. LaRue, 414–435
Comprehension
Comprehension Check, 437
Maintain Skill: Author’s Purpose, 437B
Repeated Reading, 437A
Practice Book A-O-B, 115
“Dog Amazes Scientists!” 438–441
Comprehension
Science: News Story
Line Graph, 438
Practice Book A-O-B, 116
Partner Reading, 410R
Self-Selected Reading,410R
Comprehension
Connect and Compare, 441
Practice, 437A
Partner Reading, 410R
Writing
Daily Writing Prompt: Write a dialogue between a dog and a cat over who makes the better pet.
Writer’s Craft: Rearrange Ideas, 443A
Explanation, 442–443B
Grammar
Daily Language Activities, 443I
Mechanics and Usage, 443J
Grammar Practice Book, 99
Spelling Word Meanings, 443H
Spelling Practice Book, 100
Writing
Daily Writing Prompt: Write a poem describing a dog. You may choose a specific breed or a mutt who is the family pet.
Writing Trait: Organization, 443B
Explanation, 442–443B
Grammar
Daily Language Activities, 443I
Pronouns and Antecedents, 443J
Grammar Practice Book, 100
Spelling Review and Proofread, 443H
Spelling Practice Book, 101
Writing
Daily Writing Prompt: Write a letter to Mrs. LaRue giving her advice about Ike.
Explanation, 442–443B
Grammar
Daily Language Activities, 443I
Pronouns and Antecedents, 443J
Grammar Practice Book, 101–102
Spelling Posttest, 443H
Spelling Practice Book, 102
Fluency, 437A Vocabulary, 443D
Student Book
Rico the border collie has a knack for learning words.
by Kim Christopher
DOG AMAZES SCIENTISTS!
Student Book Student Book
Differentiated Instruction 443M-443V Differentiated Instruction 443M-443VDifferentiated Instruction 443M-443V
Weekly Assessment, 197–204
Dear Mrs. LaRue 410M
Suggested Lesson Plan
For intensive intervention see TriumphsR E A D I N G
Focus on Skills
Differentiated Instruction
What do I do in small groups?
Instructional Navigator Interactive Lesson Planner
Approaching Level
• Additional Instruction/Practice
• Tier 2 Instruction
Fluency, 443N
Vocabulary, 443N
Comprehension, 443OELL Reinforce Vocabulary,
443N
Phonics, 443M
Vocabulary, 443O
Leveled Reader Lesson, 443P
• Vocabulary
• ComprehensionOn Level
• Practice Vocabulary, 443Q
Leveled Reader Lesson, 443R
• ComprehensionELL Leveled Reader,
443U–443V
Leveled Reader Lesson, 443R
• Comprehension
• Vocabulary
Beyond Level
• Extend Vocabulary, 443S
Leveled Reader Lesson, 443T
• Comprehension
Leveled Reader Lesson, 443T
• Comprehension
• Vocabulary
Use your observations to guide additional instruction and practice.
Vocabulary
Words: risks, desperate, obedience,
appreciated, bluffing, neglected, endured,
misunderstood
Strategy: Word Parts/Prefixes
Comprehension
Strategy: Generate Questions
Skill: Draw Conclusions
Fluency
Phonics
Decode Words with Inflected Endings
410N
Day 5
Focus on Leveled Readers
Leveled Reader DatabaseGo to www.macmillanmh.com
Search by
• Comprehension Skill
• Content Area
• Genre
• Text Feature
• Guided Reading Level
• Reading Recovery Level
• Lexile Score
• Benchmark Level
BeyondApproaching
ELL
Apply skills and strategies while reading
appropriate leveled books.
White House Dogs
by Michael Burgan
Informational Nonfiction
O Q T
On LevelSubscription also available.
Levels O-T
Small Group Options
Additional Leveled Reader Resources
Phonics, 443M
Fluency, 443N
Vocabulary, 443O
Leveled Reader Lesson, 443P
• Comprehension
Phonics, 443M
Leveled Reader Lesson, 443P
• Comprehension
Fluency, 443N
Leveled Reader Lesson, 443P
• Make Connections Across
Texts
Fluency, 443Q
Vocabulary, 443Q
Leveled Reader Lesson, 443R
• Comprehension
Text Feature, 443Q
Leveled Reader Lesson, 443R
• Comprehension
Fluency, 443Q
Leveled Reader Lesson, 443R
• Make Connections Across
Texts
Fluency, 443S
Vocabulary, 443S
Leveled Reader Lesson, 443T
• Comprehension
Text Feature, 443S
Leveled Reader Lesson, 443T
• ComprehensionELL Graphs, 443S
Fluency, 443S
Self-Selected Reading, 443T
Dear Mrs. LaRue 410O
Teacher-Led Small Groups
Indepen
de
nt
Ac
tiv
itie
sLite
rac
yW
orkstations
© M
acmillan/M
cGraw
-Hill
✔ Put a check next to the activities you complete.
Name Date
My To-Do ListMy To-Do List
Reading
Practice fluency
Choose a story to read
Writing
Write an explanation
Write about taking care of pets
Social Studies
Research animal shelters
Graph numbers of pet adopted
Technology
Vocabulary Puzzlemaker
Fluency Solutions
Listening Library
www.macmillanmh.com
Word Study
Write meanings of words with prefix mis-
Sort words and add endings
Science
Research how dogs help people
Create an illustrated poster
Leveled Readers
Write About It!
Content Connection
Independent Practice
Practice Book, 112–118
Grammar Practice Book, 97–102
Spelling Practice Book, 97–102
18 Unit 4 • Dear Mrs. LaRue Contracts
Isabella
Vincent
Jack Eliza
Dean
Maria
Green
Literacy Workstations
Independent Activities
Teacher-LedSmall Groups
Red
Blue
Orange
Green
What do I do with the rest of my class?
Managing the Class
Class Management Tools
Includes:
• How-To Guides • Rotation Chart • Weekly Contracts
Layered Book Foldable Pyramid Foldable
Hands-on activities for reinforcing weekly skills.
410P
A
UDIO CD
White House Dogs
by Michael Burgan
Informational Nonfiction
Write A DescriptionThink of a dog that your family owns or
another dog you know. With a partner, write
a paragraph describing this dog and how it
gets along with people.
Research Dog BreedingWith a partner, choose one dog from the book
and write three sentences about the dog. Write
about things like its height, where the dog
came from, or what it was used for.
Height WeightWhere First Commonly
RaisedUsed For
Breed 1
Breed 2
Independent Activities
Approaching On Level ELL Beyond
LEVELED PRACTICE
Approaching On Level ELLBeyond
ONLINE INSTRUCTION www.macmillanmh.com
Turn the page for Literacy Workstations.
VOCABULARY PUZZLEMAKER
Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles
CD ROMCD ROM
For Repeated Readings and Literacy Activities
Leveled ReadersLeveled Readers
Skills: Vocabulary (p. 112), Comprehension: Draw Conclusions (p. 113), Graphic Organizer (p. 114), Fluency (p. 115),
Text Feature: Line Graph (p. 116), Vocabulary Strategy: Word Parts (p. 117), Phonics (p. 118)
• Meet the Author/Illustrator
• Oral Language Activities
• Computer Literacy Lessons
• Vocabulary and Spelling Activities
• Research and Inquiry Activities
• Leveled Reader Database
LISTENING LIBRARY
Recordings of selections
• Main Selections
• Leveled Readers
• ELL Readers
• Intervention Anthology
FLUENCY
SOLUTIONS
Recorded passages for modeling and practicing fluency
Dear Mrs. LaRue 410Q
Reading20 Minutes
• Select a paragraph from the Fluency passage on page 115 of your Practice Book.
• With a partner, take turns reading the sentences aloud.
• Slow down when you come to unfamiliar words and pronounce them by syllables.
Extension
• Pronounce unfamiliar words.
• Readers Theatre: Practice fluency with the play All the Money in the World.
Fluency
Fluency SolutionsListening Library
Things you need:
• Practice Book
• All the Money in the World page 182 of Read Aloud Anthology
31
In
dep
en
de
nt
Ac
tiv
itie
s
Teacher-Led Small Groups
Lite
rac
yW
ork
statio
ns
410R
Objectives• Practice fluency with Readers’ Theater.
• Read passage fluently with expression.
• Draw conclusions about a character.
• Select literature for reading enjoyment.
Objectives• Write definitions of words with prefix mis-.
• Add the endings -ing and -ed to base words.
Literacy ActivitiesCollaborative Learning Activities
Managing the Class
Objectives• Write an explanatory paragraph about a
problem and a solution.
• Write an explanatory paragraph about the
importance of training dogs.
Objectives• Use a computer to find out and list ways
that dogs help people.
• Research information about pet adoptions.
Literacy Workstations
Dear Mrs. LaRue 410S
410
ORAL LANGUAGE• Build Background
• Read Aloud
• Expand Vocabulary
VOCABULARY• Teach Words in Context
• Prefixes
COMPREHENSION• Strategy: Generate Questions
• Skill: Draw Conclusions
SMALL GROUP OPTIONS
Differentiated Instruction, pp. 443M–443V
Oral LanguageBuild Background
ACCESS PRIOR KNOWLEDGE
Share the following information.
Labrador retrievers are the most
popular breed of dog in the United
States, followed by golden retrievers,
beagles, and German shepherds.
TALK ABOUT MAN’S BEST FRIEND
Discuss the weekly theme.
■ What responsibilities do you think dog owners have?
■ How are dogs helpful to people?
FOCUS QUESTION Ask a volunteer to
read “Talk About It” on Student Book
page 411 and describe the photo.
■ Describe the animals you see.
■ What is unusual about the picture?
Beginning Prompts Have students say what they can about the
picture. Point to the dog and say, This is a dog. A dog is a pet. A dog
can be a friend. Have students repeat. Then have students point to
and name things in the picture.
Intermediate Personal Connections Ask, Do you have a dog?
How do you take care of your dog? In pairs, have students discuss
dogs they know. Call on partners to share. Help students use
descriptive phrases and sentences.
Advanced Ask Questions Complete the Intermediate Task.
Have students interview each other regarding their pets. First,
generate questions and write them on the board. Afterwards, have
partners share their results.
410
Talk About ItThese dogs are taking a
bus ride. Where do you
think they are going?
Find out more about dogs
at www.macmillanmh.com
411
Talk About It Student pages 410–411
Read AloudRead “Hachiko: The True Story of
a Loyal Dog”
GENRE: Nonfiction
Remind students
that a nonfiction
story is about real
people and events.
LISTENING FOR A
PURPOSE
Ask students to
listen carefully for
details that describe Hachiko and his
actions as you read “Hachiko: The
True Story of a Loyal Dog” in the
Read-Aloud Anthology. Choose from
among the teaching suggestions.
Fluency Ask students to listen
carefully as you read aloud. Tell them
to listen to your phrasing, expression,
and tone of voice.
RESPOND TO THE STORY
Ask students to describe something
amazing that a dog or another
animal did. Encourage them to use
descriptive language.
Expand VocabularyHave students find three new words
from today’s discussion and story
that relate to the weekly theme of
Man’s Best Friend. Ask them to write
synonyms for each word and share the
words with a partner. For an extended lesson plan and Web site activities for oral
language development, go to www.macmillanmh.com
Picture Prompt
Look at the picture. Write about what you see. You can write a poem,
a story, or a description, or use any other type of writing you like.
Read Aloud pages 66–71
Dear Mrs. LaRue 411
Vocabularyneglected misunderstood
appreciated desperate
risks endured
bluffing obedience
Word Parts Prefixes are added to the
beginning of words and
change their meanings.
mis- = “badly” or “wrongly”
misunderstood = “wrongly
understood”
We got back from the grocery
store and found the house a mess. I had
neglected to close the bathroom door
again, and our Saint Bernard, Bernie,
had left chewed toilet paper all over the
house. Bernie was happily jumping up
and running in circles. He had no idea
that what he had done while we were
away was not appreciated.
Bernie had already chewed Mom’s
favorite handbag and my new pair of
shoes. Mom was also concerned that
Bernie jumped up on people when I took
him out for walks. She didn’t want to take
risks with the little kids on the block, and
I couldn’t blame her.
by Liam Engell
412
Define: When you neglected
something, you forgot or failed to do it.
Example: I neglected to give Mom the
phone message.
Ask: What are some reasons why
homework might be neglected? DESCRIPTION
Vocabulary/Comprehension Student page 412
VocabularyTEACH WORDS IN CONTEXT
Use the following routine.
■ Obedience is doing what you are told
when you are told to do it. Obedience
is expected of all students during
assemblies. When is obedience needed
to keep you safe? DESCRIPTION
■ If you appreciated something, you
valued it. I appreciated the chance to
attend the concert. What have you
appreciated? EXAMPLE
■ If you take risks , you face possible
danger. Many extreme sports involve
risks. Describe a job where a person
must take risks. DESCRIPTION
■ Someone who is bluffing is pretending
to be or have something other than
what is true. Bluffing would be easy,
but instead I will tell the truth. What is a
synonym for bluffing? SYNONYM
■ If something is misunderstood , it is
not correctly known. I misunderstood
the task, so I did extra work. Describe
a time you misunderstood directions.
DESCRIPTION
■ Someone who is desperate will do
just about anything to help or change a
situation. I was so desperate for advice,
I even asked my sister. What is the
difference between being worried and
being desperate? COMPARE AND CONTRAST
■ Things that are endured are put up
with. Dad endured reading me the same
bedtime story when I was little because
he knew it was my favorite. What is an
antonym for endured? ANTONYM
During Small Group Instruction
If No Approaching Level
Vocabulary, p. 443N
If Yes On Level Options,
pp. 443Q–443R
Beyond Level Options,
pp. 443S–443T
Do students understand
word meanings?
Practice Vocabulary
Write the words endured,
neglected, and appreciated,
on the board. Point out the
-ed endings. Say that these
tell the reader the actions
happened in the past.
Have students help you
make several sentences
with each word using time
markers, such as yesterday
and last week.
412
Vocabulary and Comprehension
Mom said that if Bernie didn’t start
behaving, we couldn’t keep him, and I
knew Mom wasn’t bluffi ng. I could tell
she wasn’t kidding. Her message was
clear, so there was no way it could be
misunderstood, And now Bernie was in
trouble again.
I was desperate. If I didn’t think of
something really fast, I was going to
lose my dog!
Then I had a really wonderful idea.
It meant I would have to give
up watching some of my
favorite TV shows to spend
more time with Bernie. In
the end, though, if I could
keep him, it was worth a try.
Just then, Mom fi nished
putting the groceries away.
She came into the living
room and saw the mess.
“I’ve had it with this puppy,” Mom
said in a tired voice. “I’m just about out
of patience, Lin.”
“I know, Mom,” I said, “you’ve
endured Bernie’s chewing and messes
for three months now. But I’ve never
had a pet before. If I’m not training
him the right way, then it’s not
Bernie’s fault. Can we try taking him to
obedience school?” I asked.
And that’s just what we did.
Reread for Comprehension
Generate QuestionsDraw Conclusions Authors don’t always tell everything that happens. Readers have to use what they already know and what the author does tell to draw conclusions. As you draw conclusions, ask yourself questions, such as, “Are there clues that support my conclusion?”
A Conclusions Chart can help you analyze what you read. Reread the selection to draw conclusions about the ending of the story.
413
Vocabulary/Comprehension Student page 413
VocabularySTRATEGYWORD PARTS
Prefixes Review the definition of
prefixes. Remind students that a
prefix changes the meaning of a base
word. On the board, write the word
misunderstood, separating the prefix
from the base word. Tell students that
the prefix mis- means “wrongly” or
“badly.” Ask them to figure out the
meaning of misunderstood. Then ask
them to brainstorm words they know
that begin with the prefix. (mislead,
misspell, mistreat, misuse)
Point out that not all words that begin
with mis- follow this pattern of prefix +
base word. Discuss words like mister or
missing.
Read “Puppy Trouble”
As you read “Puppy Trouble” with
students, ask them to identify clues
that reveal the meanings of the
highlighted words. Tell students they
will read these words again in Dear
Mrs. LaRue.
Use the words in the box to complete the sentences below.
risks desperate obedience appreciatedbluffing neglected endured misunderstood
1. My dog has often taken to save me from danger.
2. Once I to look both ways before crossing the street, and I almost walked into a bus.
3. I really that my clever dog barked and jumped up on me. He probably saved my life!
4. The only time I scold Sparky is when he tries to eat food from our
table. Each time he looks at me as if he has great suffering.
5. Once I sent him to school.
6. Sparky pretended to learn all the commands, but he was only
.
Write two sentences, each using one of the vocabulary words.
7.
8.
neglected
appreciated
endured
obedience
bluffing
Our dog never came when he was called, but now he
is getting obedience lessons.
I didn’t realize I had neglected to do my homework
until I was in the bus on the way to school.
risks
Possible responses provided.
On Level Practice Book O, page 112
Approaching Practice Book A, page 112
Beyond Practice Book B, page 112 Dear Mrs. LaRue 413
Vocabulary/Comprehension
Objectives• Generate questions
• Draw conclusions
• Use academic language:
generate, conclusions
Materials
• Comprehension
Transparencies 16a and 16b
• Graphic Organizer
Transparency 16
• Leveled Practice Books,
p. 113
Reread for
ComprehensionSTRATEGYGENERATE QUESTIONS
Tell students they should generate questions about a text before,
during, and after reading. By asking themselves what is happening
and what might happen next in a story, for example, they can
improve their understanding of the plot, characters, and theme.
SKILLDRAW CONCLUSIONS
■ Explain that good readers use clues that the author provides and
knowledge they may already have to draw conclusions, or make
logical decisions, about the text. This skill is needed because an
author may not directly tell the reader what is important.
■ As students look for text clues, they should ask themselves
questions that help them reason logically. Examples of this type of
question are: What may have happened before this? Why would
the character react this way?
Draw Conclusions
Introduce 413A–B
Practice /Apply
414–437; Leveled Practice, 113–114
Reteach / Review
443M–T, 447A–B, 448–463, 469M–T; Leveled Practice, 120–121
Assess Weekly Tests; Unit 4 Test; Benchmark Tests A, B
Maintain 503B, 529B, 557B
Generate Questions Use
the illustrations on Student
Book pages 412 and 413
to model generating
questions. Pair students
and have them develop
questions about the
illustration. (What kind
of dog is this? How old is
the dog? How long has
the boy had the dog?) To
help students, write on the
board such question words
as what, how, why, and
where.
Vocabularyneglected misunderstood
appreciated desperate
risks endured
bluffing obedience
Word Parts Prefixes are added to the
beginning of words and
change their meanings.
mis- = “badly” or “wrongly”
misunderstood = “wrongly
understood”
We got back from the grocery
store and found the house a mess. I had
neglected to close the bathroom door
again, and our Saint Bernard, Bernie,
had left chewed toilet paper all over the
house. Bernie was happily jumping up
and running in circles. He had no idea
that what he had done while we were
away was not appreciated.
Bernie had already chewed Mom’s
favorite handbag and my new pair of
shoes. Mom was also concerned that
Bernie jumped up on people when I took
him out for walks. She didn’t want to take
risks with the little kids on the block, and
I couldn’t blame her.
by Liam Engell
412
Transparency 16a
Student Book pages 412–413 available on Comprehension Transparencies 16a and 16b
Vocabulary and Comprehension
Mom said that if Bernie didn’t start
behaving, we couldn’t keep him, and I
knew Mom wasn’t bluffi ng. I could tell
she wasn’t kidding. Her message was
clear, so there was no way it could be
misunderstood, And now Bernie was in
trouble again.
I was desperate. If I didn’t think of
something really fast, I was going to
lose my dog!
Then I had a really wonderful idea.
It meant I would have to give
up watching some of my
favorite TV shows to spend
more time with Bernie. In
the end, though, if I could
keep him, it was worth a try.
Just then, Mom fi nished
putting the groceries away.
She came into the living
room and saw the mess.
“I’ve had it with this puppy,” Mom
said in a tired voice. “I’m just about out
of patience, Lin.”
“I know, Mom,” I said, “you’ve
endured Bernie’s chewing and messes
for three months now. But I’ve never
had a pet before. If I’m not training
him the right way, then it’s not
Bernie’s fault. Can we try taking him to
obedience school?” I asked.
And that’s just what we did.
Reread for Comprehension
Generate QuestionsDraw Conclusions Authors don’t always tell everything that happens. Readers have to use what they already know and what the author does tell to draw conclusions. As you draw conclusions, ask yourself questions, such as, “Are there clues that support my conclusion?”
A Conclusions Chart can help you analyze what you read. Reread the selection to draw conclusions about the ending of the story.
413
Transparency 16b
413A
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Vocabulary/Comprehension
MODEL
Read aloud the first paragraph of “Puppy Trouble” from Student
Book page 412.
Think Aloud The narrator says that he didn’t close the
bathroom door “again.” I can conclude from this that he has
done it before. How many other times has Bernie made a
mess with toilet paper? What other things has the puppy
done in the past? I will keep reading to find out.
GUIDED PRACTICE
■ Have students enter the first Text Clue and Conclusion in the
Conclusions Chart. (Clue: The narrator says he has left the
bathroom door open “again.” Conclusion: The dog may have
dragged toilet paper around the house before.)
■ Ask students what conclusion they can draw from the fact
that Bernie “had no idea that what he had done . . . was not
appreciated.” (The narrator may not have known how to
discipline Bernie properly in the past.) Have them add this
conclusion to the Conclusions Chart.
■ Have students reread the remainder of the selection. Remind
them to think about how their personal experiences might help
them draw conclusions about the text.
APPLY
Have students complete the Conclusions Chart. Ask them to write
about how they think things will work out for Mike and his dog.
Students should identify a conclusion that summarizes the main
idea.Sometimes when you read a story, you have to draw a conclusion about a character or an aspect of the plot. To draw a conclusion, use what the author tells you and what you know from your own experience to make a statement about what’s happening in the story.
Read the story. Then draw conclusions to answer the questions.
Fred and Roberto lived next door to each other. Whenever Roberto
looked out the window and saw that Fred’s owner was taking him for a
walk, Roberto would scratch at the front door and whine until Mrs. Marsh
got his leash and took him out.
One day Fred came bounding into Roberto’s backyard. “I’m running
away,” he told Roberto. “Mr. Gomez doesn’t appreciate the way I bring
him his slippers when he comes home from work.”
“Don’t do it,” he advised Fred. “Give Mr. Gomez a little more time to
get to know you. He will appreciate you when he gets to know you better.”
“You may be right,” Fred agreed. “I’ll give him another chance.”
1. How do you know that this story cannot be true?
2. How do you know that Fred has not been with Mr. Gomez for very long?
3. How do you know that Mrs. Marsh was good to Roberto?
4. How do you know that Fred doesn’t really want to run away?
Roberto says, “Give Mr. Gomez a little more time.”
She would take him for walks whenever he wanted.
Fred quickly agrees to give Mr. Gomez more time.
Possible responses provided.
Dogs don’t really talk to each other.
On Level Practice Book O, page 113
Approaching Practice Book A, page 113
Beyond Practice Book B, page 113
During Small Group Instruction
If No Approaching Level Comprehension, p. 443O
If Yes On Level Options, pp. 443Q–443R
Beyond Level Options, pp. 443S–443T
Can students draw conclusions about the story?
Graphic Organizer Transparency 16
Conclusions Chart
Text Clues Conclusions
The bathroom door was left open
“again.”
This has happened before.
Bernie does not know he has misbehaved.
Bernie has not been disciplined.
Mike says he will have to spend more
time with Bernie.
Mike has to be with Bernie at obedience
school.
Mike thinks he may not be training
Bernie correctly.
There are right and wrong ways to train
a dog.
Dear Mrs. LaRue 413B