Building Background
Introduce the story word, manure. Tell children that manure is waste matter of animals that is used to fertilize soil. When you put manure into the ground, it helps fertilize plants and flowers and helps them to grow. Ask: Have you smelled manure when a family member was fertilizing your yard, when you went to a county fair, or when you visited a farm? What did it smell like? Did it have an odor? Tell them that odor is a synonym for smell – it’s a word that is spelled differently but has the same meaning. Discuss other vocabulary words that relate to smell, like sniff and whiff. Ask: What do you do when you sniff? What do you do if you take a whiff of something? If you sniffed a bad smell, what do you do? Would you hold your nose or turn away? What would you do if it were a good smell, like a chocolate cake? What kind of smell does soap have?

Have children act out what they would do with good smells and bad smells. Tell them that there are many words that describe good smells and bad smells. Write Good Smells and Bad Smells on the chalkboard or chart paper. Help children to generate a list of words under each heading. As prompts, use the words delightful, heavenly, and refreshing from the story.

Introduce the word habit. Explain that a habit is something that a person has done so often without thinking about it that it becomes difficult to stop. For example, there are "bad" habits like twisting your hair, chewing on pencils, etc. and there are "good" habits like washing your hands, saying "yes, please", etc. Ask children to give examples of both bad and good habits, and list them on the chalkboard. Then ask them to think about the habits that they have or someone they know has. Draw a big circle in the middle of a chalkboard or chart paper and write the word Habits inside. Draw several lines out from the big circle and make smaller circles at the end of each line. As the children share their habits, write them in the circles.

Tell children that good habits are ones they want to keep; bad habits are those they may want to change. In order to break bad habits or to stop doing whatever it is that has become a problem, you need to think of solutions. Help children brainstorm ideas for breaking each of the bad habits in the circles. Draw a line from the smaller circles and write the word, solutions. Under solutions, write suggestions for eliminating the bad habit. Ask if one of the children will volunteer to try breaking their habit, using the ideas generated by the class. Tell them that after a few weeks, they can share what happened – did they break their habit?

Book Walk
Go through the book with the children paying attention to the illustrations and pausing on difficult words and complicated ideas.

During Reading

Student Reading
After the introduction, give each child a book. Allow children to read at their own pace. When they come to difficult words, tell them to ask themselves questions to monitor their understanding. Ask: Does this passage make sense? Are there words that confuse me? Can I pronounce all the words? To help children predict what is coming next, encourage them to use Think Alouds as they read, for example on page 5: Clyde had a bad habit and he’s going to Farmer Brown’s farm to roll in manure. I wonder what else he is going to do? Will he chase the chicken, or will he just get dirty and smelly?

As children read, monitor their reading and provide prompts as necessary.

After Reading

Comprehending the Text
To check for understanding, ask children questions that will cause them to reflect on the story and provide information that acknowledges their comprehension, such as:

Visual Learning
Select pages from the story to help children understand how details in pictures can help them to better understand the story. For example:

Word Work
High Utility Words
Write the words, would and could on the chalkboard or chart paper. Tell children that they will see these words frequently as they read. Explain that they are special words that are often found in books, and are easier to memorize than to sound out every time they appear. Next, give children two cards to copy the words, would and could. Point to the first word, read it, then ask children to read it back to you. Ask them to dictate sentences using the word. Write the sentences and have them read them back to you. Look at distinguishing features in the words. Put the words onto the classroom Word Wall.

Synonyms
Tell children that you are going to work with words called synonyms. Words that mean the same or nearly the same are called synonyms, like gift and present. Synonyms can be both nouns and verbs, like odor (noun) and sniff (verb). Write the word synonym on the chalkboard or chart paper. Have children reread the story. Tell them to look for words that are nearly the same as smell. Help them generate the list of synonyms: odor, scent, sniff, whiff. Ask: Which synonyms are nouns and which are verbs? Put an n next to the noun synonyms and a v next to the verb synonyms. Tell children that the story synonyms odor, sniff, and whiff are used on pages 6, 12, 14, and 18.

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