Stuart J. Murphy
The book is narrated by the dog
and centers around a timeline that he's keeping while he's trying to
get the girl to get up and get dressed to go to school.
So some of the activities I've chosen to create using doggie things.
Hook: Who has a pet?
Record names of students, how
many they have, types of pets (2 dogs, 1 cat) and the names of the
pets on a large chart. (A big paw print chart would be cute.) Or, you can record them on paper and
transfer them later to a chart. Great environmental print for
Read the Room Station. You can use this information later for
creating math word problems, sorting, graphing, etc. If you
can get them to bring in ONE picture of their pet(s), you can create
a matching activity where the students try to match the classmate to
their pets, and then another activity trying to match the pets to
the pet's names.
Vocabulary Matching Cards: Use these printable vocabulary matching
cards for small group work. Print on cardstock and laminate.
Vocabulary Matching Cards
Scavenger Hunt -
This scavenger hunt was created and shared by Alice Thomas.
I use them as sponge activities for when we're getting ready
to start our reading lesson.
Sequencing: I'm using the pictures/words, along with two different
timelines for my students to use when sequencing the events in the
story. I scanned the small event pictures from the book and
used them to create picture cards with the word on it as well.
I'm going to create a tally mark number line similar to the one in
the book on a sentence strip, and the student will place the
pictures in the correct order underneath the timeline in the
appropriate place. The tally marks will be a different color
for each event, so they'll have to understand the concept of the
tally mark groupings so they'll know where to place the cards
I'm going to create a different
timeline using small clocks on brightly colored bulletin board
border. The border connects to the blanket in the book.
The clocks will tick off the time for each event of the story and
the students will place the correct picture card under each clock to
sequence the events. This will help them to visualize how the
clock hands move with the passage of time. I'm using a school
bus for the last picture.
Timeline Addition: I created this math activity to coordinate with
the timeline in the book. Print the cards on cardstock,
laminate and cut out. Students match the timeline with the
correct addition number sentence. When they've mastered that
skill, have them use a Vis-a-Via pen to write a number sentence for
Cloze/Rhyming Activity: Use some similar sentences from the book to
see if your students can figure out the missing rhyming words.
I'm going to print the following sentences on sentence strips and
leave a blank for the missing rhyming word. I'll print the
missing word at the end of the strip and laminate them. Then
I'll just cut the word off the strip for the students to use to fill
in the missing word. You can put the words in the bottom of
the pocketchart as a "word bank." (I'll have to really help
the kids with these to start with. Lots of reading practice in
You're always so slow.
Let's get up and ____. (go)
Just 5 minutes more to snuggle
If you don't get up you'll
never by ______. (ready)
A 3 minute stop - that's all
I'd better see how much time
that will _____. (make)
She's already late - so I'd
to keep careful track of the
time going ____. (by)
I like breakfast the most.
I only wish that she'd give me
some ______. (toast)
She gave me a treat.
Now I'm ready to _____.
She has a lot to do.
I'd better keep track of these
minutes, _____. (too)
She has to brush her teeth and
She's running late, but I'm
sure she doesn't _____. (care)
7 minutes to dress, that's all
Unless you play or sit down to
She's taking so long, I do not
I'd better check to see how
much time has gone _____. (by)
She needs to pack all the
things she can find.
I make sure she doesn't leave
her homework _____. (behind)
In one minute she'll be out the
I wish she had time for one hug
She was almost too late.
But now she's gone so
everything is _____. (great)
Now we know how much time it
took her to get ready,
since she woke up and snuggled
with ______. (Teddy)
Getting her ready isn't all
but now she's gone and my work
is _____. (done)
Everything's cool and I'm
The rest of the day is totally
Doggie Path Game: I created this game as a generic gameboard so it
could be used to reinforce different skills. Because the
footprints are different colors, you could work on colors/color
words. I created bones with the Primer and First Grade level
sight words. If the student can read the word, they move their
dog bone (real Milk Bone treat) one space. The first one to
the doghouse is the "Champ." You could roll a die to practice
counting and move forward that many spaces, you could use a die with
numbers for number recognition. You could create your own
LARGE cube to roll, from a box and cover it. Then program it
with colors, color words, etc. and let them move to that color.
There's lots of ways to use the board.
Katie's Morning emergent reader
Vocabulary Planning Sheet