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Baskerville Takes the DayLesson Plan · Level 3

1

Book SummaryLevel 3 (Grades 2–3) Text Type: Fiction/Realistic Word Count: 720

Luis thinks that his dog Baskerville will win three events at the Wagsworth Dog Show. But each time it’s Baskerville’s turn to do a trick, bark, or sniff, something threatens Luis and Baskerville comes to his rescue. He doesn’t get to finish any event, and he doesn’t win any prizes. Just as Luis is about to lead Baskerville home, though, the judges make a surprise announcement.

Skills for the Week

Build Background• Ask students:

Does anyone have a dog as a pet?What tricks can your dog do?What kind of tricks have you seen dogs do?

Use the projectable as yoUr shared book.

print copies of the book for stUdents to take home.

day 1

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day 1 day 2 day 3 day 4 day 5

Listen for fluency and expression

Choral readAsk and answer questionsVocabulary

Cloze read: Parts of speech

Predict through vocabulary

Phonological Awareness:Alliteration

Pronouns Conjunctions

Make predictions

Text-to-world connectionsStory Elements: Problem and solution

Comprehension Check:RecallMake inferences /Draw conclusions

Comprehension Check: Sequence events

Write using alliteration

Read for enjoyment Pronouns

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Baskerville Takes the DayLesson Plan · Level 3

2

Book Walk• Discuss front and back covers, title, author, and illustrator.

• Ask students what they see on the cover.On the cover, I see ______. The title of this story is ______.

• Encourage students to predict what the text will be about, on the basis of the title and illustrations.

• Ask:What do you think this story will be about?What can you tell about this story just by looking at the cover?What is the title of the story? (Ask a student to point to it.)Where is the author’s name? (Ask a student to point to it.)What does an author do?Where is the illustrator’s name? (Ask a student to point to it.)What does an illustrator do?

• Do a brief picture walk of the first few pages to highlight elements in the illustrations relating to the story and the concept that illustrations support what is read. Don’t show all of the illustrations so that students can predict the final outcome. This should NOT be a discussion of a potential story sequence.

Introduce VocabularyVocabulary Words

bounded (v.), confident (adj.), howl (n.), loyal(adj.), performed (v.), trick (n.)

• Use vocabulary cards to introduce vocabulary. Show students one vocabulary card at a time.

• discussion:Can you tell me what this is a picture of?What does this picture remind you of?This word says ______. Does anyone know what this word means?Let’s read the definition of this word.I can use this word in a sentence: ______. (Use the word in a sentence aloud.)Who can use this word in a different sentence?These words are all in this story. What do you think this story might be about? (If students made predictions during the Book Walk, ask them whether they want to change their predictions or keep them the same.) What other words might be in this story?

Read the Book• Read to illustrate fluency and expression. Stop occasionally to make brief

predictions or think aloud (self-query, prediction). The focus should be on reading for enjoyment. Have each student turn to a partner and retell the story in their own words.

Home Connection• Send printed books home with students to read with a parent or another

trusted adult. The focus should be on reading for enjoyment.

predict throUgh VocabUlary

read 1listen for

flUency and expression

DAy 1 continued

read for enjoyment

make predictions

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Baskerville Takes the DayLesson Plan · Level 3

3

day 2

read 1choral read

ask and answer qUestions

read 2VocabUlary

Introduce the Book• Review the front and back covers, title, author, and illustrator.

• Ask:Where is the title of this story? (Ask a student to point to it.)Where is the author’s name? (Ask a student to point to it.)What does an author do?Where is the illustrator’s name? (Ask a student to point to it.)What does an illustrator do?

Read the Book• Read at a slightly slower pace. Students should be encouraged to join

in the reading if they can. The overall focus should be on enjoyment of the text and reading experience and not on total participation among students.

• Have students work with a partner to write a question that would require a reader to search the text in at least two places to find the answer. Have them share their questions aloud and answer them as a group, highlighting the evidence in the story that supports each answer.

Read with Students• Read at a slightly slower pace. Students should be encouraged to join in

the reading if they can. • As you read the story, emphasize descriptive vocabulary. For example,

on page 3 you might emphasize big, small, sleek, fluffy, thin, and sturdy. Continue to read, hesitating at selected descriptive words on each page, allowing students to say the words if they know them.

Connect to the Reading: Text-to-worldExplain that engaged readers think of how events and people from around the world, both past and present, are like the events and people in whatever they are reading. These kinds of connections are called text-to-world connections.

• discussion:• Ask students to talk about any dog shows they have participated

in, seen in person, or watched on TV. Have them make connections between their real-world experience and what they read in the book.

• Encourage students to make additional text-to-world connections:This story reminds me of a time when ______ because ______.When I read about ______, it reminded me of ______ because ______.

• Invite students to use the stamp tool to show the part(s) of the story in which they made a text-to-world connection.

Story Elements: Problem and solution• Review with students the elements of a story: characters, setting, and

problem and solution.• Review what problem and solution mean and then discuss Luis’s problem.

text-to-world connections

problem and solUtion

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Baskerville Takes the DayLesson Plan · Level 3

4

• discussion • What is the problem in the story?• Once a story sets up a problem, the plot, or story events, tells how

the problem is solved. What keeps getting in the way of Baskerville’s finishing an event?

• How does the author solve the problem in the end?

Introduce the Book• Review front and back covers.• Using the vocabulary cards and character cards as prompts, ask students

to retell the story. (This can include dramatization, working with a partner to retell the story, and so on.)

Cloze Read with Students• Use the masking tool to cover words to emphasize a particular part of

speech, for example, action verbs. On page 4, cover the word hugged; on page 5, cover sniffed; on page 6, cover leaped and pranced, and so on.

• Read at a slower pace. Hesitate at the masked parts of the story and have students fill in the blanks.

Comprehension Check: Text dependent• Ask students comprehension questions to help them think critically about

the text. Have students highlight evidence in the story that supports their answers.

How did Luis feel about his dog? Point to places in the text that tell you this. (Recall)Why didn’t Baskerville flip the biscuit from his nose? (Cause and effect)Why didn’t Baskerville howl? Show me where the text tells you this. (Cause and effect)What do you think the message or lesson of this story is? Show me where the text supports this. (Make inferences / Draw conclusions)

Grammar and Mechanics: Pronouns• Write the following sentences on the board and read them aloud: John is

a student. He is in grade two. • Ask students if they know which word in the sentences is a pronoun.

Confirm with or explain to students that the word he is a pronoun and it stands for John. The sentence is saying that John is in grade two.

• Write these sentences on the board: Grace is a student, too. ______ is in third grade. Ask students what word you need to fill in the blank and complete the sentence. Ask them what kind of word it is and who the word refers to.

• Make a list of subject personal pronouns and review them with students: I, he, she, it, you, we, they.

• read the book • Project page 3 of the book and read it aloud. Then ask students if they

can see a personal pronoun. Call on a student to underline the pronoun using the pen tool . Ask students who the pronoun they refers to.

pronoUns

read 2 pronoUns

day 3

DAy 2 continued

read 1 cloze read:

parts of speech

comprehension check

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Baskerville Takes the DayLesson Plan · Level 3

5

• Repeat with several other pages in the book, asking students to look for personal pronouns and tell what the pronouns refer to.

• See the Home Connection on the back of the printed book for a Grammar extension activity.

Review Home Connection• Ask volunteers to share the pronouns they found in the book. Write

the words next to the book cover projectable or on the pages where the words are located using the pen tool or the text tool .

Read with Students• Read with students as needed for fluency and expression. You may choose

to have the only reading on this day be part of the skill lesson.

Phonological Awareness: Alliteration• Begin by saying a familiar tongue twister with students, for example:

She sells seashells at the seashore. Ask students to describe why it’s fun to try to say the sentence quickly.

• Explain that writers often use words that start with similar sounds when they write. This is called alliteration. Using alliteration makes the writing sound good and roll off a reader’s tongue.

• read the book • Project page 6 and read aloud the second paragraph. Emphasize

the phrases shaggy sheepdog shook, graceful greyhound, and perky poodle pranced as you read. Ask students to identify the examples of alliteration on the page and use the pen tool to circle the beginning letters in the words.

• Project other pages with examples of alliteration on page 8, page 12, and page 15. Have students identify the examples and underline them using the pen tool .

Shared Writing: Write using alliteration• Write the following sentence on the board: The tall flower flip-flopped

over onto the ground. Read aloud the sentences with students. Ask students if they can see any examples of alliteration in the sentence.

• Have students work with you to write several sentences that contain examples of alliteration. You might want to work with students to first write a description of something familiar to all of them and then go back to their sentences to add words that create alliteration.

• Have students work with a partner to write one or more alliterative sentences. Then ask partners to share their writing with the group.

Read with Students• Read with students as needed for fluency and expression. You may

choose to have the only reading on this day be part of the skill lesson or Comprehension Check or both.

read 1 (optional)

write Using alliteration

DAy 3 continued

day 4

pronoUns

alliteration

read 2 alliteration

read 1 (optional)

day 5

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Baskerville Takes the DayLesson Plan · Level 3

6

Grammar and Mechanics: Conjunctions• Explain to students that longer sentences often contain two parts joined

by the word but. Write an example on the board: Luis wanted his dog to win, but the dog didn’t finish any events. Point out that there are two ideas in this sentence, and underline them. Explain that the two ideas are joined by the word but to make one longer sentence. Circle the word but.

• Provide two sentences that students can turn into one sentence using the word but, for example: I wanted to see the parade. I got there too late.

• read the book• Project the book and read it with students. Ask them to watch for

sentences that contain the word but. Students will find examples on pages 6, 8, 9, 11, 12, 14, and 16.

Comprehension Check: Sequence events• Explain that stories happen in a certain order. First one event happens,

then another event, and so on. Tell a familiar story out of order. Ask students whether or not it makes sense and why.

• Point out to students that sometimes writers use signal words to help their readers understand the order of events. Write the following words on the board: first, next, then, finally.

• Model using the word first to tell what happened first in the story about Luis and his dog Baskerville. Be sure to explain the difference between an important event and a detail.

• Ask students to tell the important events of the story in order with a partner, using the character cards and the vocabulary cards as prompts.

seqUence eVents

conjUnctions

DAy 5 continued

read 2 conjUnctions

SubSequent readingS uSing the projectable toolS

• Use the stamp tool to identify the most interesting words in the text.

• Use the highlight tool to find as many words with the beginning or ending sound as X in one minute.

• Use the masking tool to hide the text on any page. Have students write the text they think should go there.

• Use the highlight tool to highlight story vocabulary and then connect it to its picture in the illustration.

• Use the masking tool to mask the verbs on one page of text. Have the students tell that page in present tense.

• Use the highlight tool to identify a word in the text.

• Use the text tool to write in the sides as many words as possible that rhyme with the highlighted word.

• Use the pen tool to write the numerals above the number words.