LFO Teacher's Guide - Book - Page 111
Read them and have the students explain/show you what the words mean. Do at least one
review activity. For ideas, go to page v, Teaching Vocabulary.
Teach the new vocabulary words from New Words (same, subway). Reinforce these new
words via at least one or two activities.
For more ideas on how to work on vocabulary, go to page v, Teaching Vocabulary.
Pre-Reading
1. Get Ready to Read!
ALC: Students understand
HOTS: MAKE CONNECTIONS
the historical, social and / or
Have the students look at the picture of the book. Discuss the
cultural contexts of the text
cover of the book.
and its author.
Ask:
• What is the title of the book (Harriet the Spy)
• Who is the writer of the book? (Louise Fitzhugh)
• What can you say about the writer? (show the students the pullout box about the
writer)
• Describe the character on the cover? (Elicit: blond hair, red sweatshirt, black glasses,
flash light, notebook)
• Have you seen some of these things in the story before? (see page 70)
• Would you like to read this book? (Accept any logical
answer.)
SI: Students express
feelings, likes and dislikes.
OPTION: Have the students discuss the picture in pairs.
2. Let’s Talk!
HOTS: PREDICT
Have the students look at the pictures from the book and the notebook spread on the next
page. Have them discuss what they think might happen in the story based on these two
pictures and the title of the story. Allow about two minutes for them to discuss their ideas
and have the students write them down so they can report as well as check their predictions
after reading.
Pullout Box – About the Writer
Have the students look at the pullout box.
Ask:
• What do you know about Louise Fitzhugh? (she wrote Harriet the Spy; she started
writing when she was 11)
• What is her most famous book? (Harriet the Spy)
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