Lesson 27
The Watchdog Who Wouldn’t (Narrative)
Supplemental Instructional Focus
Title
Phonics
The Watchdog Who Wouldn’t
Prefixes and suffixes
About the Text
High-frequency Words
The family needs a watchdog, but TickTock is scared of everything! He has to
learn to be a watchdog. Otherwise…
across, could, later, look, around, who,
under
Content Words
Online Activities
Comprehension: Newspaper Front Page
Words: Word Train, un- and dis- prefixes
Writing: Snappy Slide Show
Genre
Narrative
Running Words
burglar, cardboard box, carpet, Jack-inthe-boxes, lock, watchdog
Genre Selection
1
Direct Instruction with Text: 2.RL.1.1
Phonics & Word Recognition: 2.RF.3.3d, 2.L.3.4b
Vocabulary Acquisition and Use: 2.L.3.4a, 2.L.3.4c
2
Comprehension: 2.RL.2.5, 2.L.1.1b
Digital Activities: 2.RF.3.3d
3
Reread the Text for Fluency: 2.RF.4.4a, 2.RF.4.4c
Craft and Structure: 2.RL.2.4
4
Read the Genre Selection (rhyme): 2.RL.4.10, 2.L.1.2c, 2.RL.2.4
5
Collaborative Conversation: 2.SL.1.1b, 2.SL.2.6
Writing: 2.W.3.8
Enrichment: 2.W.2.6
Intervention Instruction
No, We Didn’t Forget (rhyme)
1
2.L.3.4a, 2.L.3.4c Decode words
Tier Two Words
2
2.L.2.5 Describe the structure
decided, adorable, fierce, proper, balcony
3
2.RL.2.4 How words and phrases supply rhythm and meaning
4
2.RL.4.10 Comprehend literature
5
2.W.3.8 Recall information from experience
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Session 1
The Watchdog Who Wouldn’t
Direct Instruction with Text
“Our learning goal is to ask and answer such questions as who, what, where, when, why,
and how to understand key details in a text.”
2.RL.1.1. Ask and
answer such questions
as who, what, where,
when, why, and
how to demonstrate
understanding of key
details in a text.
Tell students that they are going to begin reading a new text The Watchdog Who Wouldn’t.
• Have them look at the cover illustration and title. Ask: What do you think the story is
about? What is a watchdog? Are all dogs watchdogs? What do you think it is that the
watchdog wouldn’t do? Why do you think this is the title of the book? What makes a good
watchdog? Can dogs learn to be watchdogs?
• Students ask other questions about the text before they begin reading. They share their
wondering questions with a partner.
• Allow students two minutes to discuss their questions, then share them out to the group.
Phonics and Word Recognition
2.RF.3.3d. Decode
words with common
prefixes and suffixes.
2.L.3.4b. Determine the
meaning of the new
word formed when a
known prefix is added
to a known word (e.g.,
happy/unhappy, tell/
retell).
302
“Our learning goal is to decode words with common prefixes and suffixes.”
Review pages 4-6 with students. On page 6, point students to the word undid. Ask them
what they think the word means. Is there a smaller word inside of the big word (did).
• Ask: What does it mean when it says he undid the rope around the box? Does it mean he
ties the rope around the box? Does he cut it? How do you know? What happens when we
add the prefix un- to a word? What does it mean to unzip your zipper? Unleash a dog?
• Establish with students that un- means not or the opposite of.
• Give students a challenge. Display page 20. They find a word that has the prefix un-. (unfair
in the second paragraph). What does it mean to be unfair? (not fair).
• Display page 8 and have students find the word adorable. Read the sentence together and
discuss the meaning of the word. Break the word into the root word and the suffix, ador able. Discuss how when the root word ends in e, the letter is dropped before the suffix able.
© 2013 Wendy Pye Publishing Ltd
Session 1
The Watchdog Who Wouldn’t
Ask: What does adore mean? (to love) What does able mean? (can do) Establish that adorable
means can be loved.
• Brainstorm words with the suffix able and discuss meanings, e.g. breakable, valuable.
• Students segment the words into root word and suffix, and then blend the two parts
together to read the whole word.
Vocabulary Acquisition and Use
2.L.3.4a. Use
sentence-level context
as a clue to the
meaning of a word or
phrase.
2.L.3.4c. Use a known
root word as a clue
to the meaning of an
unknown word with
the same root (e.g.,
addition, additional).
“Our learning goal is to use context and the root word as clues to the meaning of words.”
Display page 2 of the text. Students read it and jot down any unfamiliar words.
• Turn students’ attention to the first paragraph where it says the kids are like jack-in-theboxes. Ask students if they have ever seen this phrase before. Ask: What do you think this
could mean? What do the children look like? Use the illustration on page 3 to help. Ask
students if they have ever seen the toy where a clown jumps out of the box and jumps up and
down? That is a jack-in-the-box.
• Students reread that paragraph to see if they can understand what the children are doing.
• Look at the second paragraph. Students tell what it means that Dad is striding down the
drive. Ask: What other words would make sense here?
• Guide students through using context clues to make sense of the words. Note the root word
of striding (stride). Ask: What do you think that could mean? Do you think he is moving fast or
slowly? Why? Insert other verbs that might be a synonym for stride.
• Remind students to always reread after they try to figure out the meaning of new words to
make sure what they read makes sense.
Independent Practice
Students read the digital version of the text online.
Intervention Instruction Sequence
2.L.3.4a. Use
sentence-level context
as a clue to the
meaning of a word or
phrase.
2.L.3.4c. Use a known
root word as a clue
to the meaning of an
unknown word with
the same root (e.g.,
addition, additional).
“Our learning goal is to decode words with common prefixes and suffixes.”
Students read the remainder of the text beginning on page 7. They work with a buddy to help
clarify the meaning of words using context clues.
• Use a graphic organizer with three columns headed Tricky word or phrase, What we guess it
means, and What it really means.
• Model for students how to use the chart first by showing them an example: as he undid
the rope around the box (page 6, Tricky word or phrase), He cut the rope. (What we guess it
means), The opposite of did. He took the rope off the box. (What it really means)
• Discuss the chart. Have students complete the first two columns and leave the third one for
the group to do together after reading.
• Students jot down what the words/phrases really mean, using a dictionary to confirm.
© 2013 Wendy Pye Publishing Ltd
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Session 2
The Watchdog Who Wouldn’t
Comprehension
2.RL.2.5. Describe
the overall structure
of a story, including
describing how the
beginning introduces
the story and the
ending concludes the
action.
“Our learning goal is to describe the overall structure of a story.”
2.L.1.1b. Form and use
frequently occurring
irregular plural nouns
(e.g., feet, children,
teeth, mice, fish).
“Our learning goal is to recognize irregular plural nouns.”
Tell students that they are going to discuss the beginning and end of the text, and the
important role each plays in the story structure.
• Invite them to reread the first chapter entitled Dad Brings Home a Box on pages 2-9 and
the final chapter Late One Night pages 22-24.
• Ask students what they learned about the watchdog from the first chapter. What kind of a
dog was he? How was the dog described on page 8? What does the family worry about in
the first chapter?
• At the end of the text, what have we learned about the watchdog? Does Tick-Tock end up
learning how to be a watchdog? How do you know? Cite the evidence in the story that tells
if he was a good watchdog.
Throughout the text there are plural words. Plural means that there is more than one.
• Display pages 2-3, and ask students to scan for plural words (jack-in-the-boxes, arms).
• Write the word box for students to see. Add the letter s and ask students if this is the
correct way to make the word box plural.
• Ask what is wrong with the spelling? Tell students that if a word ends with an x, we add es
to make the plural word.
• Students find the other irregularly formed plural noun in the text. (bushes, page 14)
• Brainstorm more irregular plural nouns, e.g. men, feet, children, women, teeth, mice.
Digital Activities
2.RF.3.3d. Decode
words with common
prefixes and suffixes.
304
“Our learning goal is to recognize words with the common prefixes un- and dis-.”
Students work through the Word Train activity. They drag and drop words with prefixes unand dis- from a selection onto a train track. Then they type the words onto cars on the word
train. The word stack button reminds them of the words and the correct spelling. They can
print out a ticket showing their results.
© 2013 Wendy Pye Publishing Ltd
Session 2
The Watchdog Who Wouldn’t
Intervention Instruction Sequence
2.RL.2.5. Describe
the overall structure
of a story, including
describing how the
beginning introduces
the story and the
ending concludes the
action.
“Our learning goal is to describe the overall structure of a story.”
Review the comprehension lesson by inviting students to briefly review the beginning and
ending of the text. They can use the illustrations to help them retell the beginning and end of
the text.
• Invite students to do a Before and After T-Chart to show how Tick-Tock changed from
the beginning to the end. Students can work alone or with a partner to complete the chart,
rereading the text to gather key details.
• Allow students to share out their findings, discussing the surprise ending.
• Review why the text was titled The Watchdog Who Wouldn’t. Ask students if they think
that it is a good title. If they do not think so, invite them to come up with an alternate title
more reflective of the ending of the text.
© 2013 Wendy Pye Publishing Ltd
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Session 3
The Watchdog Who Wouldn’t
Reread the Text for Fluency
2.RF.4.4a. Read gradelevel text with purpose
and understanding.
“Our learning goal is to read text with purpose and understanding and to self-correct using
context.”
2.RF.4.4c. Use
context to confirm
or self-correct word
recognition and
understanding,
rereading as necessary.
Ask students to read page 2 aloud. Remind them to use context to help them self-correct if
they read a word wrongly.
• Listen to the text on pages 2-9. Ask: What do you notice about the narrator’s voice? How
does it demonstrate the events happening in the story? How does Lizzie feel about the
surprise in the box? What happens when Dan tries to look into the box? How does Mom
respond when she sees the box? What is Dad’s question about the dog? What do Mom and
Dad decide to do with the puppy?
• Have students reread pages 2-9 independently, practicing reading with purpose by using
emotion in their voices to reflect what is happening in the story and to self-correct using
context if necessary.
Craft and Structure
2.RL.2.4. Describe how
words and phrases
(e.g., regular beats,
alliteration, rhymes,
repeated lines) supply
rhythm and meaning
in a story, poem, or
song.
“Our learning goal is to describe how words and phrases supply rhythm and meaning in a
text.”
Display pages 10-11 where the reader finds out about Tick-Tock’s ability to be a watchdog.
Ask: What is it that the watchdog wouldn’t do? How did he react to the stranger? What does
Dad say on page 11? Why does he say that? What does he mean by “Otherwise...”?
• Display pages 14-15. Ask students what they notice about the text. What line is repeated?
Why does Dad say this again? Are there other places in the text where this line is repeated?
Why does the author repeat it so often?
• If Dad were to finish the sentence, how might it end? Have students give suggestions:
Otherwise, _________________. For example, Otherwise, we might have to give Tick-Tock
away and get a new dog.
Independent Practice
Students do the Comprehension activity online. They use the Newspaper Front Page to
personalize their front-page story and retell the story on the basis of who, when, what, and
where. They write a caption for an illustration they choose. After revising their writing, they
can print their front page to share.
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© 2013 Wendy Pye Publishing Ltd
Session 3
The Watchdog Who Wouldn’t
Intervention Instruction Sequence
2.RL.2.4. Describe how
words and phrases
(e.g., regular beats,
alliteration, rhymes,
repeated lines) supply
rhythm and meaning
in a story, poem, or
song.
“Our learning goal is to describe how words and phrases supply rhythm and meaning in a
text.”
Review the meaning of the repeated line, He’ll have to do better than that. Otherwise...
• Invite students to act out the story, using the dialogue to give more dramatic effect. They
can choose which character they’d like to read for (Dan, Dad, Mom, Lizzie, Uncle Jim).
• Remind students of the importance of reading with feeling by pretending they are the
characters. They should think about how the characters would feel if they were in the story.
• Remind them to adjust their voices, reading softly and loudly depending on the mood.
• If there are more students than there are characters, allow other students to be the narrator
and read the parts that do not have dialogue. Remind them to read with expression to
convey the feelings within the story.
• Model as needed.
© 2013 Wendy Pye Publishing Ltd
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Session 4
The Watchdog Who Wouldn’t
Read the Genre Selection
2.RL.4.10. By the end
of the year, read and
comprehend literature,
including stories and
poetry, in the grades
2–3 text complexity
band proficiently, with
scaffolding as needed
at the high end of the
range.
2.RL.2.4. Describe how
words and phrases
(e.g., regular beats,
alliteration, rhymes,
repeated lines) supply
rhythm and meaning
in a story, poem, or
song.
2.L.1.2c. Use commas
in dates and to
separate single words
in a series.
“Our learning goal is to read and comprehend literature with scaffolding as needed and
understand how repetition helps supply rhythm and meaning.”
Introduce the genre selection “No, We Didn’t Forget.” Ask students to listen as you read the
rhyme. Tell them to listen for rhyming words as you read.
• Students discuss the surprise ending of the rhyme. Ask: What was it that they DID forget?
Who do you think the narrator is talking to in the rhyme? When they say “We are coming
home to see you now,” who is “we?” Who is “you?”
• Talk about how the repetition, rhythm, and rhyme help with the meaning of the rhyme.
“Our learning goal is to use commas to separate single words in a series.”
Ask students to create a list of all the things they didn’t forget in the rhyme, using commas to
separate the words. Model as a guide. No, we didn’t forget the oatmeal, rice, shampoo, hand
towels, ice,... Students add all the other things that they didn’t forget by continuing the list.
• Students reread their sentences, using commas as a place to pause in their breathing to
enable them to read such a long sentence.
Independent Practice
Students listen to the audio of “No, We Didn’t Forget,” noting how the reader changes
expression.
Intervention Instruction Sequence
2.RL.4.10. By the end
of the year, read and
comprehend literature,
including stories and
poetry, in the grades
2–3 text complexity
band proficiently, with
scaffolding as needed
at the high end of the
range.
308
“Our learning goal is to read and comprehend literature with scaffolding as needed.”
Display “No, We Didn’t Forget” and have students choose partners to work with.
• Each of them takes turns reading the lines of the rhyme. When finished, they should switch
parts so that each student gets a chance to read all of the lines of the rhyme.
• Make sure students remember to emphasize rhyme and adjust voice volume and intonation
to convey meaning.
• Choose some words and phrases to talk about with students and discuss their meaning,
e.g. sugar free, jasmine-flavored.
© 2013 Wendy Pye Publishing Ltd
© 2013 Wendy Pye Publishing Ltd
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Session 5
The Watchdog Who Wouldn’t
Collaborative Conversation
2.SL.1.1b. Build
on others’ talk in
conversations by
linking their comments
to the remarks of
others.
2.SL.2.6. Produce
complete sentences
when appropriate to
task and situation
in order to provide
requested detail or
clarification.
“Our learning goal is to build on others’ talk in conversations by linking their comments to
the remarks of others.”
Ask students to participate in a discussion game. The goal of the game is to help each other
build on one another’s ideas. Remind students to answer in complete sentences.
• Explain the procedure. Each time someone makes a comment about the text, the next
person has to link a new comment to the previous one. For example, one student shares
something special about Tick-Tock. Add to their comment by modeling how to restate it, then
add to it. It will be imperative for students to see a few additional models of this so that they
know how to participate in the discussion.
• Example: Student 1 says, “Tick-Tock ended up surprising his family by helping protect
them against a burglar.” Student 2 says, “Tick-Tock surprised them by finally barking when
a stranger came, even though he never barked before.” Notice how the second comment
added more specific detail to the first.
• When needed, offer guiding questions for the students, such as: What was your favorite
part of the text? How did the characters change their opinion of the watchdog at the end of
the text? What lesson could we learn from the text? What would you do if you were trying
to train the dog to be a watchdog?
Writing
2.W.3.8. Recall
information from
experiences or gather
information from
provided sources to
answer a question.
310
“Our learning goal is to recall information from experiences or gather information from
provided sources to answer a question.”
Have students write a Wanted Ad for a watchdog.
• Discuss what a Wanted Ad is. It can be found in a newspaper or on an Internet site for
classified ads.
• Model a Wanted Ad that you can write collectively for a teacher. Wanted: An excellent 2nd
grade teacher, must be able to: Teach us in a fun way; Make learning exciting so we always
want to do it. Add any other ideas students have.
• First there should be a description of what it takes to be a good watchdog.
• Ask students: What does it take to be a good watchdog?
• Students will use specific examples from the text The Watchdog Who Wouldn’t to help
them write their Wanted Ad.
© 2013 Wendy Pye Publishing Ltd
Session 5
The Watchdog Who Wouldn’t
Independent Practice
Click on the Writing button online and have students use the Snappy Slide Show to create a
Wanted Ad, using pictures from the text or class photos.
• They can add labels, speech balloons, animation, borders, effects, captions, and music.
(Note: Students’ slide shows cannot be saved. They can be played again before quitting.)
Intervention Instructional Sequence
2.W.3.8. Recall
information from
experiences or gather
information from
provided sources to
answer a question.
“Our learning goal is to recall information from experiences or gather information from
provided sources to answer a question.”
Students present their first drafts of their Wanted Ads with the group. They can help each
other to revise their Wanted Ads by reading them over with a buddy to see if there is any
way to improve it.
• Model this for the students first by inviting a student to demonstrate with you how to
revise it. Ask questions to help the student think about ways to improve their writing.
• Make sure they are using specific examples from the book to demonstrate what they
learned about watchdogs.
Enrichment
2.W.2.6. With
guidance and support
from adults, use a
variety of digital tools
to produce and publish
writing, including in
collaboration with
peers.
“Our learning goal is to produce writing using digital tools.”
Ask students to think about the types of dog that make good watchdogs. Model how to
enter watchdogs into a search engine and select a website and images to investigate.
• Divide the group into pairs and have each pair choose a dog breed to research. They
can begin by downloading the picture of the dog and then use an encyclopedia or other
appropriate source to locate additional information about the breed and its abilities as
a watchdog.
• Students use a digital tool to create a description of a good watchdog breed. They print or
present to the rest of the group.
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