Scooby-Doo in There’s No Creature Like Snow Creature Guided Reading Plan

Kaela Newton

Standard(s):

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical
inferences and relevant connections from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.

NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.

RL.2.3. Describe how characters in a story respond to major events and challenges using key
details.

RL.2.7. Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.

Objective: Students will read and discuss narrative text and engage in discussion of key concepts and
vocabulary through the development of KWL Charts and making connections to demonstrate
comprehension at a level of (3) proficiency based on a  4 point rubric scale.

I. PreReading - Prepare students for reading a book:

A. Activate/Build Prior Knowledge
Start a group discussion about what they already know about Scooby-Doo and his friends. If
they know the characters then it is a plus, but if not, they will be introduced to them in the
story. Create a discussion about what students know already about what normally happens
in these types of stories. Have students pick out any key elements on the cover and have the
put it in the KWL chart. They will fill in what they want to know and what they already know
just by looking at the front cover. This will help them be good readers. They are going to
make connections regarding what they already know verses what they have learned about
in the story. The students should notice that there is a monster on the front cover of the
story. That will help them get introduced to the story.

B. Preview the text and make predictions

Preview the reading with the students by walking them through a picture walk,
looking at the pictures and trying to make predictions about what is going to happen in the
story. Sometimes pictures can tell just as much as a story than the words. Have the students
use their KWL chart to jot down ideas for what they already know, and what they want to
know. Their predictions will be in what they want to know section. After reading, they will
fill out what I learned portion of the KWL chart and make connections to what they have
predicted will happen in the story.
 “Why do you think Scooby-Doo and his friends are looking for clues?”

“What do you think happened to Fred? Why does he have a cast on his foot?”

C. Teach Vocabulary
As we are going through the book, I will encourage the students to write down any words
they are uncertain about while having them tap it out if they are able to. Being able to
identify uncommon words is very important, and them being able to write them down or
tap them out is even better. They are taught to tap out words if they do not know them.
Such as cat, C-A-T, cat. I will provide specific explanations for the students and directions
that way they are going in the right direction. Provide specific instruction on these words:
circumstances, avalanche, examination, investigate, and miraculous.
“Before we start reading, I want to help introduce some tough words within the book…”

D. Set a Purpose to Begin Reading –

As students read, encourage students to figure out why Cal Klee left the competition.
Ask the question “what do you think happened to Cal Klee? Think back to the cover of the book”

II. Read the Text – Students in the role of reader actively read the text with guidance &
support.

Explain to students that they are to read silently to themselves up to page 7. As they do so, have
them fill out their KWL charts and make connections to what they have wrote. While they are
reading, observe the students and monitor their reading. Be there if they are stuck on a word
but watch the strategies, they are using to answer the questions. As they finish up reading, have
students finish their KWL charts and write down the connections they were able to find between
the two.

III. Responding to Text

A. Discuss the Purpose Setting Question Posed Before Beginning the Reading
Start a discussion regarding what the students have discovered about what happened thus
far in the book. What do they know about Cal Klee so far? Students should be able to notice
that he had been hurt by a snow creature. As the students are reading and are gaining hints
to what had happened to Cal Klee, talk about those hints. Have the students make
predictions as to what they think might have happened to him. They should be able to use
context clues to conduct their answers.
B. Clarify Concepts and/or Vocabulary (QARs)
Continue the conversation regarding the events that are leading up to the reveal of
what had happened to Cal Klee. Since it is a snowboarding event, ask the students “has
anyone ever been snowboarding before? Was it easy or hard?”. As the students answer that
question, they might want to change their predictions regarding what might had happened.
Referring back to the title, make sure that the students understand that there is a mystery
going on in the story. Have the students pick out key words that might help them come to a
prediction of what might have happened. Write those words on a small whiteboard for the
students to see.
C. Supporting Comprehension using a Graphic Organizer
 During this time students will use their KWL charts and fill in any information they have
already learned so far. They will try to connect what they wanted to know with what they
have learned thus far and see how well their predicts were. As the students continue
reading, we will stop as a group and go over what we have read to see what else may need
to be added. Ask “what have we learned so far about where Scooby-Doo and his friends
are? What new predictions do we want to make about what might happen?”. By asking that
question, it will reassure that the students understand that this story will be taking place in
the snow. Asking about new predictions will help keep the students engaged and wondering
what might happen.
D. Make Connections to self, other texts and the world
As students are reading, encourage them to go back to their KWL chart and write down
any other information that they think may be helpful when we come back and talk as a
group. When we stop and talk, let each student state what they have written down and
have them connect it to before they started reading the book. Remind students to take a
look at the front cover and connect it to what had happened to Cal Klee and other
snowboarders.
E. Support Further Discussion of Concepts in the Reading

The students will continue reading the story on their own. Let the students know that
there will be more events in the story that will lead up to a big surprise at the end. Have
them write down the events in the “What I Learned” portion of the KWL chart that way
when we reconvene as a group, they will be able to share what they have found.

IV. Exploring – Review the book to further support students with a literacy strategy and required them
to reread to build fluency.
Building off of context clues is something that this book does very well. It gives students the
opportunity to be engaged in the story and predict what the outcome will be. The nice thing
about Scooby-Doo books, is that it helps students learn sequence of events that will then
lead up to the big reveal. Have students work in groups of three to each explain part of the
story. One student will explain the beginning, one the middle, and the other will explain the
end. The students will then write down those series of events to share with the group. They
will see how each group did and how similar they are. By rereading/reviewing the book, it
will help the students become fluent in reading, they should not read a book one time and
put it down.

V. Apply – Integrate the idea of a mystery into a writing project. Have students write a short story about
a mystery but have it related to the idea of dogs. The students will build on their writing skills,
specifically in the mystery fiction area, while building their creativity skills.