Expand on the Reading

Lesson Plans for SMELLY CLYDE Level L

Expand on the Reading

Writing Connection
Working in pairs, tell children to pick one of the habits from the list generated during the Building Background section and write or illustrate a story. Tell them to pick a character, like the dog in Smelly Clyde, to use in their story. They should also decide what habit the character had, and what the character did to break the habit. Tell them to choose a title for their story. As children work, provide help with making words or with drawing
illustrations. When the children have finished, ask them to share their story with the class. Encourage them to take their story home to read with a family member.

Reading Independently
Allow students to read the book independently or with a partner. As they read, encourage them to think about think about a problem they may have and how they think they can solve the problem.

Home Connection
Tell children to take the book home to read with their family. Have them add the story vocabulary words to their Word Journal. Have them take the journal home and practice the words. Ask children to make a Sniff Chart. Tell them to do a "sniff search" around their houses and record the smells they found, like cooking smells or animal smells

Assessment

Monitor children’s responses in the Comprehending the Text section to assess how well they understand the text or story.
Monitor reading to see if children are using the effective reading strategies.
Monitor children as they read aloud in guided reading groups to check for understanding and to see if they are using appropriate reading strategies.
As children write or illustrate a new story (Writing Connection), monitor their work for ß understanding, making words, and connecting the words to their illustrations.
Make use of observational notes as you observe children reading independently or with a partner: Do they demonstrate an understanding of the story? Are they able to choose strategies that will help them to read unfamiliar words? What strategy or strategies do they find most helpful?
Check the Comprehension and Skills Activity Sheets: Did children understand the directions? Were they able to complete the activities successfully? Could they extend the cause and effect concept from the story to the Comprehension Skills Activity Sheet?

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