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 Anthology Listening 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 Link Life Science Describing Animals Small Group Options Differentiated Instruction for Tested Skills Vocabulary/ Comprehension Science Link Genre News Story Vocabulary/ Comprehension Main Selection Genre Fantasy 410J
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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
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.
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
Transparency 16
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.”