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Unit 4 Week 5
Genre Nonfi ction
GR K
Word Count 597
Lexile 440
ReadNote Taking Have children take notes as they
read. Encourage children to record:
• important ideas
• unfamiliar words
• any questions about text that they have
Children can also fi ll in a graphic organizer,
noting the important events for each section.
Reread
COLLABORATE
Discuss Notes Ask children to share
their questions. Then work with them
to go back into the text to fi nd evidence to
answer the questions. Discuss evidence
children cited in the text.
Chapter 1 (pages 2–5)
Phonics Say the word puppy. Have children
listen for the long e sound. Explain that the
letters ey and y can make the long e sound as
in puppy. Then have children fi nd words in the
chapter with long e spelled y and ey.
Sentence Structure Look at pages
4 and 5. Ask children to look up the word
command in the glossary. Explain that when
reading this dialogue, or the words in quotes,
the commands have their own punctuation.
Point to the exclamation mark after “Sit!” in
the second paragraph. Tell children that the
exclamation mark tells you that the word is
a command, or an order for the dog. Have
children fi nd other commands on page 5. Ask:
What do the commands all have in common?
Teach a Dog!
BEYOND LEVEL BEYOND LEVEL
Nonfiction
PAIREDREAD Working with Dolphins
by Justin Yong
TEACH A DOG!TEACH A DOG!TEACH A DOG!
FC_BC_CR14_LR_G1_U4W5_L20_BEY_119638.indd 3 2/22/12 9:56 AM
7979Card
CLOSE READING
ESSENTIAL QUESTION How do people work with animals?
What Makes the Text Complex?
Foundational SkillsDecode words with long e spelled y, ey Children can practice
reading words with long e spelled y, ey.
Structural Analysis Children can practice reading compound words.
Access Complex TextSentence Structure Children may be unfamiliar with the use of
commands mid-sentence.
Purpose Understanding the author’s purpose for including text
features will help children understand the topic.
AS
Read Have children read “Working with Dolphins.”
Ask what type of text “Working with Dolphins”
is. How can they tell?
Reread to Compare Texts
COLLABORATE
Have partners talk about each
photograph on pages 13 and 14.
Ask: What information do the captions include?
How is working with a dolphin diff erent from
training a dog?
Chapter 1 (continued)
Comprehension Check Direct children to
page 4. Ask: How is this girl training her dog?
What do you think she did fi rst? What is she
doing now?
Ch apter 2 (pages 6–7)
Phonics Have children fi nd a word in the
chapter with the long e sound spelled y.
Structural Analysis Point out the word
something on page 6. Explain that this is a
compound word. A compound word is made of
two smaller words put together. Ask: What two
words are in the word something? What does
the compound word mean?
Purpose Remind children that an
author has a purpose or reason for writing any
selection. Sometimes authors want to give you
information. Other times they want to entertain
you or make you laugh. Authors also have a
purpose for including certain text features in
a selection. Ask: Why do you think the author
included photos in this selection? Why do you
think the author chose these photos for pages
6 and 7?
Comprehension Check Why do you think this
chapter is titled “A Dog Can Teach You!”?
Chapter 3 (pages 8–11)
Phonics Have children fi nd a word in the
chapter with the long e sound spelled y.
Structural Analysis Have children fi nd two
compound words on page 9.
Comprehension Check Look at pages 8
and 9. These pages explain how to walk a dog.
Ask: What do you need to do if you are walking
a dog and the dog pulls on the leash? Why do
you think it is important to show a dog you are
the boss?
PAIRED READ “ Wo r k i n g w i t h D o l p h i n s”
Write About ReadingWAnalytical Writing
Ana W
Inform Have
children write about
how dogs and dolphins can
be trained. Ask: How do
people train dogs and
dolphins? Have partners use evidence
from the texts to support their writing.
Ask volunteers to share their writing
with the class.
Write About ReadingWAnalytical Writing
Ana W
Inform Have children write a
response to the text using the
Essential Question. How do people
work with dogs? Have them use
evidence in the text to support their
ideas.
Compare TextsRead about how animals work with people.
Genre Nonfiction
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BEYOND LEVEL Teach a Dog! Unit 4 Week 5
C H A P T E R 1Phonics:
Then have children fi nd words in the chapter with long e spelled y and ey. key, gently, happy
Sentence Structure:
What do the commands all have in common? Answer/Evidence The commands are all in quotation marks and have exclamation points. They’re also all things that people say to dogs while training them.
Comprehension Check:
How is this girl training her dog? What do you think she did fi rst? What is she doing now? Answer/Evidence The girl is training her dog to sit. I think that fi rst she commanded the dog to sit. Now she’s petting the dog and praising it for sitting.
C H A P T E R 2 Phonics:
Have children fi nd a word in the chapter with the long e sound spelled y. happy, tummy
Structural Analysis:
What two words are in the word something? What does the compound word mean? Answer/Evidence some, thing; The compound word means “an object.”
Purpose:
Why do you think the author included photos in this selection? Why do you think the author chose these photos for pages 6 and 7? Answer/Evidence I think the author included photos because this is a nonfi ction selection, and the photos show real people with real dogs. I think the author chose these photos for pages 6 and 7 because the photos show diff erent signals dogs can give with their bodies. This helps me to better understand the text.
Comprehension Check:
Why do you think this chapter is titled “A Dog Can Teach You!”? Answer/Evidence I think this is the title because the chapter is about signals dogs give, and about learning to fi gure out what the signals mean.
C H A P T E R 3Phonics:
Have children fi nd a word in the chapter with the long e sound spelled y. ready, slowly
Structural Analysis:
Have children fi nd two compound words on page 9. sometimes, something
Comprehension Check:
What do you need to do if you are walking a dog and the dog pulls on the leash? Why do you think it is important to show a dog you are the boss? Answer/Evidence You need to stop walking until the dog settles down. I think it is important for the dog to know you are the boss so he behaves and is a good pet.
W R I T E A B O U T R E A D I N GInform How do people work with dogs? Have them use evidence in the text to support their ideas. Children’s responses will vary, but could include that people teach things to dogs. Dogs can sit, stay, and come. People can watch dogs and see what they want by observing their signals.
P A I R E D R E A DRead:
Have children read “Working with Dolphins.” Ask what type of text “Working with Dolphins” is. How can they tell? Answer/Evidence This is nonfi ction. It tells how real dolphins help people and what dolphins can learn.
Reread to Compare Texts:
Have partners talk about each photograph on pages 13 and 14. What information do the captions include? How is working with a dolphin diff erent from training a dog? Children’s responses will vary but could include that the captions tell that dolphins understand commands, and dolphins like to eat fi sh. I think working with a dolphin would mean that a trainer would have to work in or near the water.
W R I T E A B O U T R E A D I N GInform Have children write about how dogs and dolphins can be trained. How do people train dogs and dolphins? Have partners use evidence from the texts to support their writing. Ask volunteers to share their writing with the class. Children’s responses will vary but could include that people train dogs and dolphins with treats. Both dogs and dolphins do tricks. And both animals make people happy.
Answer Key
