Building comprehension requires the reader to keep track of basic story elements, character, setting, problem and solution.

After reading P. 1, ask students to name and describe the character.

Explain that fiction stories have a problem, which is usually stated at the beginning of the story. The problem will be solved by the end of the story.

P. 1-What is Harry’s problem?
P. 24 – How is the problem solved?

Discuss how settings can change throughout the story.

P. 6-Where is the setting?
P. 14-Where is the setting now?

What causes Harry to get so dirty?

What effect does Harry’s getting dirty have on his family?

P. 10-Read the text without showing the page. Have students draw and color a picture of what they think Harry looks like after going down the coal chute. Go back to page one, and show Harry clean; then go to page 10 to show Harry after going down the coal chute.

After reading P. 22- What do you think Harry will do with his scrub brush?

After reading P. 24- What will happen when Harry goes up the stairs?

After reading P. 25 check and confirm predictions: Remind students that good readers always check their predictions and may need to adjust their predictions as they read on to match the author’s story.

Home – You might first try saying "hom" (like "Tom"), but that doesn’t sound right. Try changing the vowel sound—“hoooome.” That makes sense!

Slid – If you read it as “slid” (rhyming with “ride”), it might not sound right. Try the short vowel sound—“slid” (rhyming with “kid”). Now it makes sense!

White – If “w-hit” doesn’t seem right, try saying the “wh” sound together—“white.” That sounds just right!

Explain to students that your voice changes when you read a sentence with an explanation point as compared to a sentence with a period.

P. 23 —“He’d found the scrub brush! 

P. 26 —“This little doggie wants a bath!”  

P. 27 — “Mummy! Daddy! Look, Look! Come quick”! 

P. 28 — “It’s Harry! It’s Harry! It’s Harry!

Before reading, introduce words that children may not know such as:

clever, strange, furiously, dashed

Give some examples and non-examples of the meanings of the words. Start by telling the students “If I say something that might be a time you would act furiously, give me a thumbs up; if not, shake your head no”. Examples:

running as fast as you can to kick a soccer ball
going to bed
pedaling your bike very quickly
walking to the cafeteria

Challenge students to use the new words in their writing and speaking. The more children hear and use the words, the better they will learn them.