• Have students turn to page 6. Point out the words camping and fishing and write them on the board.
• Review the ng digraph. Explain that the /ng/ sound has no single letter in the alphabet to represent it. In English, the sound is represented by the letters n and g. In the ng digraph, you don't say the /n/ or /g/ sounds.
• Have students look through the book for other ng digraph words. Write them on the board when students find them. Make sure they can locate words such as things that contain the digraph in the medial position. 

-er and -est Comparatives

• Write the word faster on the board and point out the -er ending. Explain that when we compare things to one another, we use the -er ending to mean "more" and the -est ending to mean "most."
• Explain that sometimes, the spelling of a word changes when we add a new ending. Provide the examples of pretty, sad, and easy. Explain that when words end in y, one must change the y to an i before adding an ending. In words ending with a single consonant, one must double the consonant before adding an ending. Write the words prettier, saddest, and easier on the board.
• Have student practice making up oral sentences using adjectives you provide and adding either the -er or -est ending. Use words such as big, fast, slow, green, happy, and tall.
• Hand out worksheet 2. Explain that they will add the -er and -est endings to each of the words in the appropriate column. Then in the sentences below, they should choose the correct form of the word to make sense in the sentence. 

Fluency

• Allow students to reread the book independently or with a partner. Partners can take turns reading from the book.
• Have students take copies of the book home to read with parents, caregivers, siblings, or friends.
• Create an informal reader's theater production. Assign each character to a student. Assign the narration to one or two narrators. Have students read the book aloud, each character or narrator reading his or her parts.