Look at book cover with student. Have him describe his favorite dog on the cover. Have him pretend the dog is his. What games would he play with the dog? What food would the dog like to eat? Where would the dog sleep? (You may also want to list the answers to these questions. They could be used as the basis for the student’s own story for the day.)

Explain that the dog in the story (Bubba) is going to a special place for dogs, much like a camp especially for children. This is Bubba’s first day. How do you think he might feel? Ask the child how he felt on his first day at a camp or at a school?

Ask the child to predict some of the things Bubba might do at the camp. Have the child predict how Bubba will feel at the end of the day at camp.

Read the story.

Discuss the child’s predictions about Bubba. Which ones did he guess right? Which ones were different? What was the child’s favorite part of the story? Why?

Write

Use the student’s list of dog names, actions, and likes/dislikes to write about. Or have the student make up his own dog (or based on his real dog) and tell what would happen when this dog goes to a different doggie day camp. Or if you have a very creative student, let him make up a new adventure for Bubba or the dog of his choice.

Read the student’s story back to him, then have the student read it aloud.
Let the student illustrate the story—or have magazine clippings of dogs he can cut out and paste onto the story page.

Action Words (VERBS) and Helpers (ADVERBS)

Game: BUBBA SAYS

Explain briefly that words that show action are called VERBS.
Give a few examples—EAT, DRINK, WALK, RUN
Have the student think of some. Write them all down.
Now have the student stand up and explain that he will be playing a game like “Simon Says”—only this game is called BUBBA SAYS.
Bubba will tell the student an action word (VERB) to do.

Bubba says, “SMILE.”
Bubba says, “LAUGH.”
Bubba says, “FROWN.”
Bubba says, “CLAP.”
Bubba says, “SIT.”
(You can add more action words as time allows. Or reverse positions and have the student be BUBBA and tell you action words to perform.)

Next, explain that sometimes VERBS have helper words that tell more about the verbs. These helper words are called ADVERBS because they add to the meaning of the VERBS. These words tell when, where, and how something happens.

TODAY the girl eats cookies. (when/EATS)
The girl eats cookies OUTSIDE. (where/EATS)
The girl eats cookies QUICKLY. (how/EATS)

Now have the student stand again to play one more round of Bubba Says—this time with a VERB and an ADVERB.

Bubba says, “Wave FAST.”
Bubba says, “Bark SOFTLY.”
Bubba says, “Reach HIGH.”
Bubba says, “Bend LOW.”
Bubba says, “Sit NOW.”

Make a list of the VERBS (action words) and ADVERBS. Can the student and tutor think of more sentences using a verb and adverb? If the student is stumped, offer a sentence starter with the verb and see if the student can complete it with the adverb.

Example: Tony ran…(fast, quickly, slowly, today, yesterday, outside, inside)

Or make up a list of partial sentences & a list of possible adverbs. Which ones could be used with each sentence?

You may also try any of the activities, puzzles, etc. at the back of DOGGIE DAY CAMP.

REVIEW

Open the book, read some of the sentences with action words.*
(Note: The last verb on each page, WAS, is a Linking Word not an action word. You’ll probably want to save this concept for a later day with students in K-2.)
Can the student identify any action words? (in BLUE) or any adverbs (in RED)

Have the student re-read his list of action words and adverbs.

Have the student choose one of his earlier journal stories. Can he find action words and/or adverbs in the story?

ACTIVITY

Use construction paper or tag board and have a bone pattern or help the student draw one (if he has difficulty creating one of his own.) He can decorate with markers or gel pens or stickers. Cut out as a bookmark that he can take home. He may want to write action words and adverbs all over the bone.

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