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


Science Link Genre News Story


Main Selection Genre Fantasy

410J

A

UDIO CD

White House Dogs

by Michael Burgan

Informational Nonfiction

White House Dogs

by Michael Burgan


White House Dogs

by Michael Burgan


White House Dogs

by Michael Burgan


White House Dogs

by Michael Burgan


White House Dogs

by Michael Burgan


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

http://www.macmillanmh.com

White House Dogs

by Michael Burgan


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


READING• Develop

Comprehension

• Fluency

“Puppy Trouble,” 412–413

Comprehension, 413A–413B

Strategy: Generate Questions



Model Fluency, 411

Partner Reading, 410R

Dear Mrs. LaRue, 414–435

Comprehension, 414–435





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.


Grammar


Pronouns and Antecedents, 434I


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



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


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


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


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


“Dog Amazes Scientists!” 438–441

Comprehension

Science: News Story

Line Graph, 438



Self-Selected Reading,410R

Comprehension

Connect and Compare, 441

Practice, 437A


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


Grammar


Mechanics and Usage, 443J


Spelling Word Meanings, 443H


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


Grammar


Pronouns and Antecedents, 443J


Spelling Review and Proofread, 443H


Writing

Daily Writing Prompt: Write a letter to Mrs. LaRue giving her advice about Ike.


Grammar


Pronouns and Antecedents, 443J

Grammar Practice Book, 101–102

Spelling Posttest, 443H


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


• Comprehension

• Vocabulary

Beyond Level

• Extend Vocabulary, 443S

Leveled Reader Lesson, 443T

• Comprehension


• 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



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


O Q T

On LevelSubscription also available.

Levels O-T

Small Group Options

Additional Leveled Reader Resources

Phonics, 443M

Fluency, 443N

Vocabulary, 443O


• Comprehension

Phonics, 443M


• Comprehension

Fluency, 443N


• Make Connections Across

Texts

Fluency, 443Q

Vocabulary, 443Q


• Comprehension

Text Feature, 443Q


• Comprehension

Fluency, 443Q


• Make Connections Across

Texts

Fluency, 443S

Vocabulary, 443S


• Comprehension

Text Feature, 443S


• 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


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


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

Transparency 16


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

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