Fables
Fables
Fables
Core Knowledge Language Arts New York Edition Listening & Learning Strand
Table of Contents
Lesson
1
10
CKLA
Goal(s)
CKLA
Goal(s)
Lesson
1
10
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Retell fiction read-alouds
including key details, and
demonstrate understanding of
their central message or lesson
Describe characters, settings, and major events in a story, using key details.
CKLA
Goal(s)
STD RL.1.3
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
CKLA
Goal(s)
STD RL.1.5
Explain major differences between books that tell stories and books that give information, drawing on a wide
reading of a range of text types.
CKLA
Goal(s)
STD RL.1.6
CKLA
Goal(s)
vi
Lesson
1
10
CKLA
Goal(s)
Use illustrations and details in a story to describe its characters, setting, or events.
Talk about the illustrations
and details from a fiction
read-aloud, to describe its
characters, setting, or events
STD RL.1.9
CKLA
Goal(s)
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide some sense of closure.
CKLA
Goal(s)
STD W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details
regarding what happened, use temporal words to signal event order, and provide some sense of closure.
CKLA
Goal(s)
vii
Lesson
1
10
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers,
and add details to strengthen writing as needed.
CKLA
Goal(s)
STD W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including
in collaboration with peers.
CKLA
Goal(s)
CKLA
Goal(s)
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
Make personal connections
(orally or in writing) to events
or experiences in a fiction
or nonfiction/informational
read-aloud, and/or make
connections among several
read-alouds
With assistance, categorize and
organize facts and information
within a given domain to
answer questions
Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and
adults in small and large groups
STD SL.1.1a
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the
topics and texts under discussion).
CKLA
Goal(s)
viii
Lesson
1
10
STD SL.1.1b
Build on others talk in conversations by responding to the comments of others through multiple exchanges.
CKLA
Goal(s)
STD SL.1.1c
Ask questions to clear up any confusion about the topics and texts under discussion.
CKLA
Goal(s)
STD SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through
other media.
CKLA
Goal(s)
STD SL.1.3
Ask and answer questions about what a speaker says in order to gather additional information or clarify
something that is not understood.
CKLA
Goal(s)
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
CKLA
Goal(s)
STD SL.1.6
CKLA
Goal(s)
ix
Lesson
1
10
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word
meanings.
STD L.1.5a
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
CKLA
Goal(s)
STD L.1.5c
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
CKLA
Goal(s)
STD L.1.5d
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl)
and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the
meanings.
CKLA
Goal(s)
STD L.1.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts,
including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Learn the meaning of common
sayings and phrases
CKLA
Goal(s)
Lesson
1
10
objectives throughout the domain, they are designated here as frequently occurring goals.
These goals are addressed in all lessons in this domain. Rather than repeat these goals as lesson
xi
Introduction to
Fables and Stories
This introduction includes the necessary background information
to be used in teaching the Fables and Stories domain. The Tell It
Again! Read-Aloud Anthology for Fables and Stories contains ten
daily lessons, each of which is composed of two distinct parts,
so that the lesson may be divided into smaller chunks of time and
presented at different intervals during the day. The entire lesson
will require a total of sixty minutes.
This domain includes a Pausing Point following Lesson 6, at the end
of the fables section. At the end of the domain, a Domain Review,
a Domain Assessment, and Culminating Activities are included
to allow time to review, reinforce, assess, and remediate content
knowledge. You should spend no more than fourteen days total
on this domain.
Week One
#
Day 1
Day 2
Day 4
Day 5
60min.
60min.
60min.
60min.
60min.
Day 3
Week Two
Day 6
Day 8
Day 9
Day 10
60min.
60min.
60min.
60min.
60min.
Day 11
Day 12
Day 13
Day 14
Domain Assessment
(40min.)
Culminating Activities
(40min.)
Domain Assessment
(20min.)
Culminating Activities
(20min.)
60min.
60min.
60min.
60min.
Day 7
Week Three
Domain Components
Along with this Anthology, you will need:
Tell It Again! Media Disk or the Tell It Again! Flip Book for
Fables and Stories
Tell It Again! Posters for Fables and Stories
Tell It Again! Image Cards for Fables and Stories
Tell It Again! Supplemental Guide for Fables and Stories
Tell It Again! Multiple Meaning Word Posters for Fables and Stories
Recommended Resource:
Core Knowledge Teacher Handbook (Grade 1), edited by
E.D. Hirsch, Jr. and Souzanne A. Wright (Core Knowledge
Foundation, 2004) ISBN: 978-1890517700
Lesson 1
Lesson 4
Lesson 7
company
budge
abandoned
prank
manger
shepherd
oxen
brood
stream
startled
plow
stubborn
tended
Lesson 5
waste
Lesson 8
Lesson 2
disguise
balanced
fleece
advice
jealous
flock
pondered
milkmaid
pretend
stunned
plumpest
prowled
Lesson 9
Lesson 3
Lesson 6
delight
bunch
mischief
golden
juicy
naughty
goose
lunged
sobs
greedy
pluck
thief
ripe
exert
Lesson 10
acknowledge
approached
quarreling
satised
Supplemental Guide
Accompanying the Tell It Again! Read-Aloud Anthology is a
Supplemental Guide designed to assist education professionals
who serve students with limited English language skills or students
with limited home literacy experience, which may include English
Language Learners (ELLs) and children with special needs.
Teachers whose students would benefit from enhanced oral
language practice may opt to use the Supplemental Guide as their
primary guide in the Listening & Learning strand. Teachers may
also choose to begin a domain by using the Supplemental Guide
as their primary guide before transitioning to the Tell It Again!
Read-Aloud Anthology, or may choose individual activities from
the Supplemental Guide to augment the content covered in the Tell
It Again! Read-Aloud Anthology.
The Supplemental Guide activities that may be particularly relevant
to any classroom are the Multiple Meaning Word Activities and
1.
2.
3.
4.
5.
6.
7.
8.
9.
10. Little Cloud and Lady Wind, by Toni Morrison and Slade
Morrison and illustrated by Sean Qualls (Simon & Schuster,
2010) ISBN 978-1416985235
11. The Tortoise and the Hare, adapted and illustrated by Janet
Stevens (Holiday House, 1985) ISBN 978-0823405640
12. Town Mouse, Country Mouse, by Jan Brett (Puffin, 2003) ISBN
978-0698119864
13. The Wise Fool: Fables from the Islamic World, by Shahrukh
Husain and illustrated by Micha Archer (Barefoot Books, 2011)
ISBN 978-1846862267
Stories
14. Anansi and the Moss-Covered Rock, retold by Eric A. Kimmel
and illustrated by Janet Stevens (Holiday House, 1990) ISBN
978-0823407989
2.
3.
Teacher Resources
4.
5.
Audio Versions
6.
Lesson Objectives
Core Content Objectives
Students will:
Demonstrate familiarity with The Boy Who Cried Wolf
Identify character, plot, and setting as basic story elements
Describe the characters, plot, and setting of The Boy Who
Cried Wolf
Identify fables as one type of fiction
Identify characteristics of fables: short, moral, personification
Explain in their own words the moral of The Boy Who Cried
Wolf
Identify the moral of the fable The Boy Who Cried Wolf (RL.1.2)
Identify the literary terms characters, plot, and setting, and
explain those terms as they apply to the fable The Boy Who
Cried Wolf (RL.1.3)
Describe how the shepherd boy in The Boy Who Cried Wolf is
lonely at the beginning of the fable (RL.1.4)
10
Explain that The Boy Who Cried Wolf is fiction because it was
made up to teach a lesson (RL.1.5)
Perform the story The Boy Who Cried Wolf for an audience
using eye contact, appropriate volume, and clear enunciation
Identify new meanings for familiar words, such as company, and
apply them accurately
Core Vocabulary
company, n. People who join you
Example: I always like to have company when I go for a walk in the park.
Variation(s): none
prank, n. A trick or practical joke
Example: I am going to play a prank on my brother by filling his shoes
with rocks.
Variation(s): pranks
shepherd, n. Someone who guards, herds, and tends sheep
Example: The young shepherd had to follow the sheep wherever they
went.
Variation(s): shepherds
startled, v. Surprised
Example: Jim was startled by the large spider on his bed.
Variation(s): startle, startles, startling
tended, v. Watched over or looked after
Example: The boy tended the sheep.
Variation(s): tend, tends, tending
11
At a Glance
Exercise
Materials
Minutes
Domain Introduction
world map
10
15
Comprehension Questions
10
Extensions
Take-Home Material
Family Letter
12
20
1A
10 minutes
Domain Introduction
Ask students if they like to listen to stories. Ask if they like to make
up their own stories to tell their friends or family. Tell students
that people have been enjoying listening to stories and making
up stories to tell others for many, many years. Explain that over
the next couple of weeks they will be hearing stories that different
people made up long ago. People enjoyed telling and hearing
these stories again and again, and then someone had the idea of
writing them down so that they wouldnt be forgotten. Now the
class will get to enjoy listening to them and may then be able to
tell the stories to their own friends and family.
Tell students that because these stories were made up they are
called fiction. Have students repeat the word ction. Ask, What
do we call stories that didnt really happen but have been made
up? (fiction)
13
14
15 minutes
There was once a young shepherd boy who tended his sheep
1 The shepherd boy tended or took
care of the sheep.
at the foot of a mountain near a dark forest. 1 It was lonely for him
watching the sheep all day. No one was near, except for three farmers
One day the boy thought of a plan that would help him get
a little company and have some fun. 3 He ran down toward the
valley crying, Wolf! Wolf! 4
The men ran to meet him, and after they found out there was no
wolf after all, one man remained to talk with the boy awhile.
The boy enjoyed the company so much that a few days later he
tried the same prank again, and again the men ran to help him. 5
A few days later, a real wolf came from the forest and began to
steal the sheep. The startled 6 boy ran toward the valley, and more
6 or surprised
But the men, who had been fooled twice before, thought that
the boy was tricking them again. So no one came to help the boy
Moral: If you often dont tell the truth, people wont believe you
15
15 minutes
10 minutes
2.
3.
4.
16
5.
6.
7.
Evaluative What do you think happens after the wolf came and
no one helped the boy? (Answers may vary but could include
that the wolf ate the sheep or scared the sheep away.)
8.
9.
17
5 minutes
1.
In the read-aloud you heard, The startled boy ran toward the
valley, and more loudly than ever he cried, Wolf! Wolf!
2.
3.
4.
5.
6.
18
1.
The sound of the loud siren made the boy jump. (The boy was
startled.)
2.
The boys father read a story to him before bedtime. (The boy/
father was not startled.)
3.
The girls grandmother helped her comb her hair. (The girl/
grandmother was not startled.)
4.
The cat pounced from behind the tree and scared the bird. (The
bird was startled.)
5.
When the girl entered the room, her brother jumped out from
behind the couch and shouted, Boo! (The girl was startled.)
1B
20 minutes
On Stage
Tell students that you are going to read The Boy Who Cried Wolf
again, and this time students will act out the fable. Ask students what
characters will be needed. (shepherd/shepherdess, men/women, wolf,
sheep) Designate students to be the various characters. You may
include additional men/women and animals as characters to increase
active participation.
Ask students what settings will be needed. (grassy field for
shepherd and sheep, another field for men) Designate locations in
the classroom for the two settings.
Encourage characters to listen carefully to know what actions
to use, such as the men running to the shepherd. Also, talk about
using facial expressions to show how the characters are feeling,
such as the shepherd being startled.
You may also have the characters create some of their own
dialogue that goes along with the story.
2.
Now with your neighbor, talk about what you think of when
you see this picture of company. I will call on a few of you to
share your responses. Try to answer in complete sentences.
19
4.
With your neighbor, talk about what you think of when you see
this kind of company. I will call on a few of you to share your
responses. Try to answer in complete sentences. (When I see
this kind of company, I think of the ballet I saw, the firefighters
in my neighborhood, etc.) [Call on three or four students to
share their answers.]
5.
6.
With your neighbor, talk about what you think of when you
see this kind of company. I will call on a few of you to share
your responses. Try to answer in complete sentences. (When I
see this kind of company, I think of where my mom works, the
buildings I pass on my way to school, etc.) [Call on three or
four students to share their answers.]
Take-Home Material
Family Letter
Send home Instructional Masters 1B-1 and 1B-2.
20
Lesson Objectives
Core Content Objectives
Students will:
Demonstrate familiarity with The Maid and the Milk Pail
Identify character, plot, and setting as basic story elements
Describe the characters, plot, and setting of The Maid and the
Milk Pail
Identify fables as one type of fiction
Identify characteristics of fables: short, moral, personification
Explain in their own words the moral of The Maid and the Milk
Pail
Identify the literary terms characters and plot, and explain those
terms as they apply to the fable The Maid and the Milk Pail
(RL.1.3)
21
Explain that The Maid and the Milk Pail is fiction because it
was made up to teach a lesson (RL.1.5)
Clarify information about The Maid and the Milk Pail by asking
questions that begin with where (SL.1.1c)
Prior to listening to The Maid and the Milk Pail, identify orally
what they know and have learned about fables
Core Vocabulary
balanced, adj. Stable or fixed in place; not likely to fall
Example: The tightrope walker appeared to be well balanced on the
high wire.
Variation(s): balance, balances, balancing
jealous, adj. Wanting what another person has
Example: Timothy was jealous of Carlas new puppy.
Variation(s): none
milkmaid, n. A girl or woman who milks cows
Example: The milkmaid took three buckets of milk back to the house.
Variation(s): milkmaids
plumpest, adj. Chubbiest, most round
Example: Julie would only sleep on the plumpest pillows.
Variation(s): plump, plumper
At a Glance
Exercise
Materials
Minutes
10
15
Comprehension Questions
10
22
Instructional Master
2B-1 (optional); chart paper,
chalkboard, or whiteboard
20
2A
10 minutes
23
15 minutes
3 or fattest
Ive wanted, and some blue ribbon to match. 4 Oh, Ill look so
lovely that all the boys will want to dance with me at the fair, and
all the girls will be jealous. 5 But I dont care; Ill just toss my head
at them, like this! 6
She tossed back her head.
The pail flew off, and the milk spilled all over the road. 7 So
Peggy had to return home and tell her mother what had happened.
Ah, my child, said her mother. Dont count your chickens before
theyre hatched. 8
24
15 minutes
Comprehension Questions
10 minutes
2.
Literal What does the milkmaid want to buy with the money
she makes from the sale of the milk? (plump chickens and,
ultimately, a blue dress and blue ribbons)
3.
4.
5.
6.
Evaluative How could the milkmaid have kept the milk from
spilling? (She might have concentrated more on walking,
rather than getting lost in her thoughts; she might have carried
the pail differently.)
25
7.
8.
9.
10. Evaluative Pretend you have just seen the milkmaid spill her
bucket of milk. What would you say to her? (Answers may
vary.)
[Please continue to model the Question Pair Share process for
students, as necessary, and scaffold students in their use of the
process.]
11. Evaluative Where? Pair Share: Asking questions after a readaloud is one way to see how much everyone has learned.
In a moment you are going to ask your neighbor a question
about the fable that starts with the word where. For example,
you could ask, Where did this fable take place? Turn to
your neighbor and ask your where question. Listen to your
neighbors response. Then your neighbor will ask a new where
question, and you will get a chance to respond. I will call on
several of you to share your questions with the class.
12. After hearing todays read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you
may wish to allow for individual, group, or class research of
the text and/or other resources to answer these questions.]
26
5 minutes
1.
2.
3.
4.
5.
6.
27
2B
Extensions
20 minutes
Somebody Wanted But So Then
(Instructional Master 2B-1, optional)
Write the following blank summary chart on chart paper, a
chalkboard, or a whiteboard:
Somebody
Wanted
But
So
Then
Explain to students that together you will retell the story in writing.
Tell them that you are going to write down what they say, but that
they are not expected to be able to read what you write because
they are still learning all the rules for decoding. Emphasize that
you are writing what they say so that you dont forget, and tell
them that you will read the words to them.
Somebody
The milkmaid
Wanted
But
So
So, with her milk pail balanced on her head, she dreamed
that she already had the blue dress and ribbons.
Then
28
Lesson Objectives
Core Content Objectives
Students will:
Demonstrate familiarity with The Goose and the Golden Eggs
Identify character, plot, and setting as basic story elements
Describe the characters, plot, and setting of The Goose and the
Golden Eggs
Identify fables as one type of fiction
Identify characteristics of fables: short, moral, personification
Explain in their own words the moral of The Goose and the
Golden Eggs
29
Core Vocabulary
delight, n. Great pleasure or happiness
Example: Going to my grandparents house for a visit always brings me
delight.
Variation(s): none
golden, adj. Having the color of gold
Example: The leaves of the apple tree turned a golden color in the fall.
Variation(s): none
goose, n. A duck-like bird that lives on or near the water
Example: The goose built a nest near the pond.
Variation(s): geese
greedy, adj. Wanting to have more than you need or deserve
Example: King Midas was a greedy man who wanted lots of gold.
Variation(s): greedier, greediest
30
At a Glance
Exercise
Materials
Minutes
10
Read-Aloud
Purpose for Listening
15
Comprehension Questions
10
A New Ending
Extensions
20
31
3A
10 minutes
What Do We Know?
Show image 3A-1: Goose and goose egg
Tell students that the fable they are going to listen to today is
about another animal that provides something useful. Tell them
that this fable is about a goose. Ask students if they have ever
seen a goose and if they know anything about this animal. Ask if
they know what a goose provides that may be useful to people.
Talk about the color of the goose egg, the fact that a goose egg is
lightweight, and that a goose usually lays one egg each day.
32
33
15 minutes
Once a farmer went to the nest of his goose and found there
an egg, all yellow and shiny. When he picked it up, it was heavy as
1 A rock is a stone. Rock also means
to move back and forth.
2 Why does the farmer think that the
egg is not a goose egg? How does a
normal goose egg look and feel?
34
15 minutes
Comprehension Questions
10 minutes
2.
3.
Literal There are two main characters in this fable. Who are
they? (the farmer and his goose)
4.
Evaluative What is special about the eggs that the goose lays?
(They are made of gold.) Could this really happen? (no) So, is
this fable fact or fiction? (fiction)
5.
6.
7.
8.
Evaluative Was it a good idea for the farmer to try and get all
of the eggs from the goose at once? (no) What do you think
he should have done? (He should have waited for the goose
to lay one golden egg every day.)
35
9.
36
1.
2.
3.
4.
5.
6.
5 minutes
8. The boy gave his friend a piece of chalk to use. (Thats not
greedy!)
9. The squirrel ate all of the acorns on the ground, and hid the
rest, before the other squirrels could eat any. (Thats greedy!)
10. The girl shared her crayons with her friends. (Thats not greedy!)
11. The man would not let anyone read any of his books even
though he had hundreds. (Thats greedy!)
37
3B
20 minutes
A New Ending
Ask students to repeat the moral of the fable The Goose and the
Golden Eggs. You may need to remind them that the moral of
the story is, He who wants more often loses all. When you want
something, be patient. If you are greedy, you might lose what you
already have. Ask students what happened to the farmer because
he was greedy. (He ended up with nothing.) Ask students what
they think he should have done. (He should have been patient,
waited, and been happy with one egg every day.)
Tell students that they are going to make up a new ending to the
fable. What would they change about the ending of the fable?
Have students brainstorm new endings with a partner, and then
draw pictures of their own new endings.
Upon completion of their drawings, have students write a sentence
describing the ending. Some students may need to dictate their
sentence to an adult to be written. Others may write a complete
sentence or sentences on their own. Give students the opportunity
to share their pictures and sentences with a partner or with the
class.
38
1.
2.
3.
4.
5.
Now that we have gone over the different meanings for rock,
quiz your neighbor on these different meanings. Try to use
complete sentences. For example, you could say, We found
a rock in the woods. And your neighbor should respond,
Thats 1.
39
Lesson Objectives
Core Content Objectives
Students will:
Demonstrate familiarity with The Dog in the Manger
Identify character, plot, and setting as basic story elements
Describe the characters, plot, and setting of The Dog in the
Manger
Identify fables as one type of fiction
Identify characteristics of fables: short, moral, personification
Explain in their own words the moral of The Dog in the Manger
Identify the moral of the fable The Dog in the Manger (RL.1.2)
Identify the literary terms plot and setting, and explain those
terms as they apply to the fable The Dog in the Manger (RL.1.3)
Describe the feelings of the oxen in the fable The Dog in the
Manger (RL.1.4)
Explain that The Dog in the Manger is fiction because it was
made up to teach a lesson (RL.1.5)
40
Core Vocabulary
budge, v. To move
Example: I pushed and pushed, but was not able to budge the
refrigerator.
Variation(s): budges, budged, budging
manger, n. An open box where hay is put for animals to eat
Example: The farmer put fresh hay in the manger for his horses to eat.
Variation(s): mangers
oxen, n. Animals, similar to bulls, used for carrying or pulling things
Example: Two oxen pulled the farmers cart across town.
Variation(s): ox
plow, n. A farm tool with one or more blades that turns the soil
Example: The farmer used the plow to prepare the soil for planting the
corn seeds.
Variation(s): plows
At a Glance
Exercise
Materials
Minutes
10
15
Comprehension Questions
10
Personification
20
41
4A
10 minutes
Ask students to describe what they see in the picture. Tell them that
the dog is standing in a mangera long, narrow, open container
that holds food for animals. It sits on legs, off the ground, making
it easy for animals to reach when they are hungry. Tell students
that the large animal standing in front of the manger is an ox. Ask
students if the ox is similar to another animal that they have seen.
Explain that the plural of ox is oxen, so if there were several of these
animals in the illustration, they would be called oxen.
42
15 minutes
There was once a dog who liked to nap on hot days in the cool
barn. He liked to sleep in the manger, the long wooden box where
1 Why does the dog like to nap in
the barn?
hay was put for the farm animals to eat. 1 One hot day after a long
for their dinner. But they couldnt get to their food because the dog
was lying in the manger taking a nap on the hay.
Excuse me, said one of the tired oxen, would you please
move so that I can eat my hay?
afternoon pulling the plow, 2 the oxen returned to the barn, hungry
The dog, angry at being awakened from his nap, growled and
3 Do you think the dog has a good
reason to be angry at the ox? Why
or why not?
4 or move
43
15 minutes
10 minutes
2.
44
3.
4.
Inferential How do the oxen feel when they enter the barn?
(tired and hungry) Why? (They had been pulling the plow all
afternoon.)
5.
6.
Evaluative How does the ox in the story act like a person? (talks)
How does the ox act like an animal? (wants to eat the hay)
7.
Evaluative Does the dog budge and get out of the manger?
(no) Why or why not? (Answers may vary.)
8.
Evaluative If you were the ox and the dog refused to get out of
the manger, what would you do? (Answers may vary.)
9.
45
5 minutes
1.
In the read-aloud you heard, But the dog, who did not
even eat hay, but only enjoyed it for its comfort, barked and
snapped in response, and refused to budge.
2.
3.
When someone wont budge, they will not move, not even a
little bit.
4.
We waited for our teacher at the door, and did not budge!
5.
6.
46
4B
20 minutes
Personification
Make a T-chart with two columns on chart paper, a chalkboard,
or a whiteboard. Label the top of the left-hand column Things
that Animals Really Do. Label the top of the right-hand column
Things that Animals Cant Really Do.
Explain to students that you are going to talk about the fable and
that you are going to write down what they say, but that they are
not expected to be able to read what you write because they are
still learning all the rules for decoding. Emphasize that you are
writing what they say so that you dont forget, and tell them that
you will read the words to them.
Have students name the animals from the fable. Remind students
that these animals are called the characters of the story. Have
them say characters with you.
Talk with students about the animal characters. Ask students to
list the things that the animals do in the story that they would not
normally do in real life, e.g., talk. Write down their answers in the
right-hand column of the T-chart.
Next, ask students to list the things that the animals in the story
would do in real life, e.g., pulling a plow. List students answers in
the left-hand column. (Save this chart for use in later lessons.)
Tell students that they have already learned several words to use
when talking about fables and storiescharacters, setting, and
plotand that now they are going to learn a special word for
animals acting like people: personication. Have students echo the
word. Explain that the word personication actually starts with the
word person. Personication means acting like a person.
You may extend the activity by having students brainstorm other
things the dog or ox could have done in the fable that would be
examples of personification, e.g., going to the store to buy food.
47
Lesson Objectives
Core Content Objectives
Students will:
Demonstrate familiarity with The Wolf in Sheeps Clothing
Identify character, plot, and setting as basic story elements
Describe the characters, plot, and setting of The Wolf in
Sheeps Clothing
Identify fables as one type of fiction
Identify characteristics of fables: short, moral, personification
Explain in their own words the moral of The Wolf in Sheeps
Clothing
48
Core Vocabulary
disguise, n. An outfit that helps to change your appearance or hide who
you really are
Example: We did not recognize Sam because of the glasses and wig he
used as a disguise.
Variation(s): disguises
eece, n. A sheeps coat of wool
Example: The sheep farmer carried the fleece to market.
Variation(s): none
ock, n. A group of animals or birds
Example: Judy could hear a flock of geese flying over her house.
Variation(s): flocks
pretend, v. To try to be or to act differently than what you actually are
Example: I think it is fun to pretend to be different characters that I have
read about in books.
Variation(s): pretends, pretended, pretending
prowled, v. Walked or moved around quietly in search of prey to eat
Example: The new kitten prowled underneath the bird cage.
Variation(s): prowl, prowls, prowling
At a Glance
Exercise
Materials
Minutes
10
15
10
5
Extensions
20
classroom objects
49
5A
10 minutes
50
15 minutes
But one day the wolf found the skin of a sheep that had been
thrown aside. He pulled the skin carefully over him so that none of
his fur showed under the white eece. Then he strolled among the
flock in this disguise. 3 The shepherd, thinking that the wolf was
one of his sheep, allowed the wolf to graze on the lush grass in the
pasture, and even let him sleep in the warm barn with the sheep.
For many days and nights the wolf ate and slept better than he
ever had. But one day the shepherd decided to sell one of his flock
at the market. He chose the biggest, fattest sheep he could find and
brought him into town. Can you guess who it was? 4 It was the wolf!
Morals: Things are not always as they seem; and, if you pretend
to be what you are not, you might end up losing in the end. 5
51
15 minutes
10 minutes
2.
3.
4.
Inferential Does the wolfs plan work? Why or why not? (At
first it works because he is able to catch sheep, but later he is
killed because of his disguise when the shepherd thinks he is
the fattest sheep.)
52
5.
6.
7.
8.
9.
Evaluative How does the wolf in the fable act like a person?
(dresses in a disguise) How does the wolf in the fable act like
an animal? (wants to eat the sheep, prowls around the flock)
[Note: Record the answers to this question on the T-Chart
started in Lesson 4.]
[Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]
I am going to ask a question. I will give you a minute to think about
the question, and then I will ask you to turn to your neighbor and
discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.
10. Evaluative Think Pair Share: Do you think the wolfs plan was
smart and clever after all? Why or why not? (Answers may vary.)
11. After hearing todays read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you
may wish to allow for individual, group, or class research of
the text and/or other resources to answer these questions.]
5 minutes
1.
2.
3.
4.
5.
6.
53
54
5B
Extensions
20 minutes
Sayings and Phrases: Wolf in Sheeps Clothings
Remind students that in the fable The Wolf in Sheeps Clothing,
the wolf, hiding himself in the skin of a sheep, is able to fool the
flock of sheep. Ask students why the wolf wants to hide in the
sheeps skin. (to fool the sheep so he can eat them)
Ask students if they have ever heard the saying wolf in sheeps
clothing. Explain to students that this saying means that people
are not always whom they appear to be on the outside. On the
outside, the wolf looked like a sheepbut he was not. Explain that
in the same way, a person can seem very nice on the outside, but
may not actually be very nice on the inside.
If someone is only nice to you when s/he wants to play with
your toys, you might say s/he is a wolf in sheeps clothing. Ask
students if they can think of times that they might use the saying.
2.
3.
4.
5.
6.
55
2.
tie a shoe
3.
build a house
4.
swim, or be a fish
5.
be a puppy
6.
be a teacher
7.
be a bus driver
8.
9.
10. be asleep
56
But one day the wolf found the skin of a sheep that had been
thrown aside.
Notice that now the author switches to using the to talk about the
wolf. The author says the wolf so that we think of this specific
wolf, and only this specific wolf, in our heads when listening to the
read-aloud.
Explicit Instruction
Show image 5B-1: Soccer ball and apple
2.
In this part of the image, there are many soccer balls. When
you ask someone to give you a soccer ball, it does not matter
which soccer ball they give youany soccer ball is fine.
3.
In this part of the image, there is only one soccer ball. When
you ask someone to give you the soccer ball, you mean that
specific soccer ball.
4.
Which word let you know that I was talking about any one
of the soccer balls? (a) Which word let you know that I was
talking about a specific soccer ball? (the)
Real World
5.
6.
57
7.
58
Lesson Objectives
Core Content Objectives
Students will:
Demonstrate familiarity with The Fox and the Grapes
Identify character, plot, and setting as basic story elements
Describe the characters, plot, and setting of The Fox and the
Grapes
Identify fables as one type of fiction
Identify characteristics of fables: short, moral, personification
Explain in their own words the moral of The Fox and the
Grapes
Identify the moral of the fable The Fox and the Grapes (RL.1.2)
Identify the characters and plot of the fable, The Fox and the
Grapes and the characters, plot, and setting of a favorite fable
(RL.1.3)
59
Explain that The Fox and the Grapes is fiction because it was
made up to teach a lesson (RL.1.5)
Sequence pictures illustrating events from a fiction read-aloud (RL.1.7)
Draw pictures, dictate, or write simple sentences to represent
details or information from a favorite fable, including information
about at least one character, the setting, and the beginning,
middle, or end of the fable (W.1.1)
Create a story map that identifies characters, setting, and plot
for a specific fable (W.1.3)
With assistance, categorize and organize facts and information
about The Fox and the Grapes to answer questions (W.1.8)
Clarify information about The Fox and the Grapes by asking
questions that begin with what (SL.1.1c)
Clarify directions by asking classmates about the order in which
they should perform the task of drawing a favorite fable (SL.1.3)
Add a drawing to clarify description of a favorite fable (SL.1.5)
Explain the meaning of the common phrase sour grapes and
use in appropriate contexts (L.1.6)
Prior to listening to The Fox and the Grapes, identify orally
what they know and have learned about the use of common
phrases in fables
Core Vocabulary
bunch, n. A group of objects, such as fruits or vegetables, growing close
together or placed together
Example: Tonys mother bought one bunch of bananas at the market.
Variation(s): bunches
juicy, adj. Full of juice
Example: Kim used several juicy strawberries to make the smoothie.
Variation(s): juicier, juiciest
lunged, v. Moved forward suddenly
Example: Tony lunged to catch the baseball.
Variation(s): lunge, lunges, lunging
pluck, v. To remove suddenly; to pull off
Example: Ben plucked a red apple from the tree.
Variation(s): plucks, plucked, plucking
60
At a Glance
Exercise
Materials
Minutes
10
15
10
5
Extensions
20
61
6A
10 minutes
62
15 minutes
One hot summer day, a fox was strolling along when he noticed
a bunch of juicy grapes just turning ripe,1 hanging on a vine high
above. Mmm, thats just the thing to take care of my thirst, said
the fox. He trotted back a few steps, then ran forward and jumped,
just missing 2 the grapes. He turned around and tried again. One,
two, three, go, he said, and he lunged at the grapes with all his
might. But again, he missed. 3
Again and again he tried to pluck 4 the grapes from the vine, but
at last he gave up. He walked away with his nose in the air, saying,
I didnt want those old grapes anyway. Im sure they are sour. 5
Moral: You shouldnt speak badly about something that you
once wanted, just because you cant have it. 6
63
15 minutes
10 minutes
1.
2.
3.
4.
5.
6.
7.
64
Evaluative What? Pair Share: Asking questions after a readaloud is one way to see how much everyone has learned.
In a moment you are going to ask your neighbor a question
about the fable that starts with the word what. For example,
you could ask, What did the fox want to eat? Turn to
5 minutes
1.
In the read-aloud you heard, One hot summer day, a fox was
strolling along when he noticed a bunch of juicy grapes just
turning ripe, hanging on a vine high above.
2.
3.
4.
5.
6.
65
6B
20 minutes
66
Story Map
Materials: Instructional Master 6B-1
Directions: Use the story map to identify and describe the
characters, setting, and plot of their favorite fable.
Sequencing Events
Materials: Image Cards 24 (shufed); Instructional Master 6B-2
Directions: These three pictures show the beginning, middle,
and end of the fable The Fox and the Grapes. Cut out the three
pictures. Think about what is happening in each one. Put the
pictures in order to show the beginning, middle, and end. Glue or
tape them in the correct order on a piece of paper.
67
Pausing Point
PP
Note to Teacher
You should pause here and spend one day reviewing, reinforcing,
or extending the material taught thus far.
You may have students do any combination of the activities listed
below, but it is highly recommended you use the Mid-Domain
Student Performance Task Assessment to assess students
knowledge of the six fables. The other activities may be done in any
order. You may also choose to do an activity with the whole class or
with a small group of students who would benefit from the particular
activity.
68
1.
2.
3.
4.
5.
6.
Part II
You may work with students individually and have them orally retell
one of the fables heard.
Activities
Image Review
Divide the class into six groups. Have students work together as
a group to retell one of the fables using the Flip Book image and
then come back together as a class to retell the various fables.
69
You may also want to ask students if the Image Card depicts the
beginning, middle, or end of the fable and have them explain how
they know.
Story Map
Materials: Instructional Master 6B-1
Use the Instructional Master to identify the characters, setting, and
plot of any of the fables. Some students may need to work with the
teacher and complete this on chart paper as a group, whereas others
may be able to complete the Instructional Master on their own.
70
On Stage
You may choose to reread and have students act out any of the
fables. Encourage students to portray actions and feelings and to
use some of their own dialogue.
Another option is to ask students to create a skit to demonstrate
one of the two sayings and phrases they learned. Have them end
the skit with either S/he is a wolf in sheeps clothing! or Thats
just sour grapes!
Student-Created Books
Materials: Booklet for each student
Have each student make his/her own book that is a retelling of one
of the fables that has been shared. As a class, or with a partner,
or in a small group, have students brainstorm the sequence of
events: beginning, middle, and end. Also, talk about the elements
of fables. Students will draw a picture on each page to show the
beginning, important middle events, and end of the fable. S/he will
also write a sentence to go with each picture. Some students may
need to dictate their sentences to an adult, while others will be
able to write the sentences on their own. Have students share their
fables with a partner or with the class.
71
Lesson Objectives
Core Content Objectives
Students will:
Demonstrate familiarity with The Little Half-Chick (Medio Pollito)
Identify character, plot, and setting as basic story elements
Describe the characters, plot, and setting of The Little HalfChick (Medio Pollito)
Identify folktales as one type of fiction
72
Core Vocabulary
abandoned, v. Given up completely
Example: I abandoned the idea of going to Disney World for my
birthday.
Variation(s): abandon, abandons
brood, n. A family of young animals or children; particularly birds hatched
at one time
Example: Our entire brood will be in town for Thanksgiving.
Variation(s): none
stream, n. A small body of running water; a brook
Example: Emily found several small fish in the stream near her house.
Variation(s): streams
stubborn, adj. Refusing to change your mind
Example: Even though there are a lot of other options, my little sister
is stubborn and only eats peanut butter and jelly.
Variation(s): none
waste, v. To use up carelessly or to fail to use something wisely or
properly
Example: Laura did not want to waste her paint, so she made sure that
the paint jars were closed tightly so they wouldnt spill.
Variation(s): wastes, wasted, wasting
At a Glance
Exercise
Materials
world map
Minutes
10
Read-Aloud
Purpose for Listening
15
Comprehension Questions
10
Extensions
Take-Home Material
Family Letter
73
7A
10minutes
Ask students if they know what is in this picture. Tell students that
this is an instrument called a weather vane and that you often see
these on the top of buildings, particularly on farms. Ask students
if they have ever seen a weather vane and if they know why we
might use a weather vane. Tell students that weather vanes help
tell us which way the wind is blowing.
Show image 7A-2: Hen with brood of baby chicks
Ask students what they see. Point to the chick in the center, and
explain that this is a little chick or baby chicken named Medio
Pollito (MEH-dee-oh poh-YEE-toh). Ask them to repeat the name
after you. Explain that Medio Pollito is Spanish for Little HalfChick and that this folktale may have first been told in the country
of Spain. (You may want to point out Spain on a world map.) Ask
students to look closely to see if they can tell from the picture
how Little Half-Chick may have gotten his name. Ask students to
describe the setting.
74
75
15minutes
Once there was a hen who had a large brood 1 of little chicks.
They were all fine, plump little birds, except the youngest. He was
quite unlike his brothers and sisters. He looked as if he had been
cut right in half. All of his brothers and sisters had two wings and
two legs and two eyes, but he had only one wing, one leg, and
one eye. And he had only half a head and half a beak. His mother
shook her head sadly as she looked at him. Poor thing! she said.
He is only a half-chick.
1 or family
The mother hen called her youngest chick Medio Pollito [MEH2 So why is he called, Medio Pollito
or Little Half-Chick?
5 or have dinner
6 Madrid is a city in Spain. Do you
think this is a good idea?
76
But Medio Pollito had made up his mind. He would not listen
to his mother, or to his brothers and sisters, all of whom pleaded
with him to stay. I am going to Madrid to dine with the king, he
declared. And when I get there I will make my fortune and live in
a big house. Perhaps I will even invite the rest of you to pay me a
short visit sometime. 7 With that, he turned and hopped off on his
one leg.
His mother ran after him and called out, Be sure to be kind to
everyone you meet! But Medio Pollito did not listen. He was in a
hurry and, as usual, was thinking only of himself.
77
Show image 7A-6: Medio Pollito at the tree blowing in the wind
the courtyard without hesitation. The kings cook spotted him and
yelled, You will make a nice addition to the kings dinner. 16 The
cook scooped up Medio Pollito in his hand. He took him back to
the kitchen, and tossed him into a pot of water! 17 Then he set the
pot on the stove.
Medio Pollito was getting very wet. Oh, water! he cried, dont
soak me like this! But the water replied, You would not help me
when I was a little stream choking with weeds, so why should I
help you now? 18
Then the fire on the stove began to heat the water. Medio Pollito
felt very hot. Oh, fire! he cried, dont cook me like this! But the
fire replied, You would not help me when I was about to burn out,
so why should I help you now? 19
The fire got hotter and hotter. The heat was so unbearable that
Medio Pollito grew more and more desperate 20 to escape. Just
then, the cook raised the lid of the pot to see if the soup was
ready.
Whats this? said the cook. I have overcooked the chicken.
He is all blackened and burnt to a crisp. I cant serve this to the
king!
78
Show image 7A-8: The cook tossing Medio Pollito out the window
The cook grabbed Medio Pollito and threw him out the kitchen
window. With a gust, the wind caught him and carried him away so
fast he could hardly breathe. 21
And that is where you can find Medio Pollito, to this very day. If
you go to Madrid and look for the tallest church in town, you will
see a black weather vane in the shape of half a chicken, turning
in the wind. That is Medio Pollito, the chick who would not help
others. Now he stays there and helps everyone by showing them
which way the wind is blowingforever. 24
15 minutes
Comprehension Questions
10 minutes
1.
2.
3.
4.
5.
79
6.
Inferential Who does Medio Pollito ask for help? (the water,
the fire, and the wind) Do any of them help him? (no) Why not?
(Medio Pollito didnt help them, so they dont help him.)
7.
8.
9.
80
5 minutes
1.
2.
3.
4.
5.
Can you think of things that you might waste, or things that
you are careful not to waste? Try to use the word waste when
you tell about it. [Ask two or three students. If necessary,
guide and/or rephrase students responses: I try not to waste
paper by . . .]
6.
1.
2.
taking more food than you could possibly eat from the buffet
3.
4.
5.
81
7B
20 minutes
82
Take-Home Material
Family Letter
Send home Instructional Master 7B-1.
83
The Crowded,
Noisy House
Lesson Objectives
Core Content Objectives
Students will:
Demonstrate familiarity with The Crowded, Noisy House
Identify character, plot, and setting as basic story elements
Describe the characters, plot, and setting of The Crowded,
Noisy House
Identify folktales as one type of fiction
84
Core Vocabulary
advice, n. An idea or suggestion that can help you decide what to do
Example: Kates teacher always gave great advice about good books to
read.
Variation(s): none
pondered, v. To think about, or reflect on
Example: I pondered my choices before placing my ice cream order.
Variation(s): ponder, pondering
stunned, n. To be shocked with disbelief
Example: The man was stunned by the bad news he heard.
Variation(s): stun, stuns
At a Glance
Exercise
Materials
Minutes
10
15
Comprehension Questions
10
On Stage
20
85
The Crowded,
Noisy House
Introducing the Read-Aloud
8A
10 minutes
2.
3.
4.
86
87
15 minutes
Once there was a poor Jewish man. 1 The poor Jewish man
went to speak with his rabbi. 2
Rabbi, the man said, you must help me. My life is terrible. I
live with my wife, our five children, and my mother-in-law. There
is only one room for the eight of us. The children, they cry and
fight. My wife, she screams a lot. My mother-in-law, she kvetches
about everything. 3 It is crowded and noisy and horrible, I tell you.
Honestly, Rabbi, I dont think it could be any worse!
The rabbi rubbed his chin as he pondered 4 the mans situation.
4 or thought about
6 or shocked
The man was stunned. 6 Take the goat into the house? The
rabbis advice sounded like a crazy idea. 7 But everyone knew the
rabbi was a wise man, and so the poor man agreed to do what he
said. He went home and led the goat into his house. 8
88
The children, they cry and fight. My wife, she screams a lot.
My mother-in-law, she kvetches about everything. 10 The goat, she
butts us with her head and knocks the dishes off the shelves. Help
me, Rabbi. I dont think it could be any worse!
The rabbi sat quietly for a moment. Then he asked the man, Do
you have any other animals?
11 What advice do you think the rabbi
will give him this time?
12 Do you think this is good advice?
Why or why not? Will the man
follow the rabbis advice?
Perfect! said the rabbi. Go home and take the goose into
your house. Let it eat and sleep with you. 16
Two days later, the man went back to the rabbi.
89
Rabbi! he cried, his face beaming, you have made life sweet
for me. Now that all the animals are outside, the house is so quiet,
so roomy, and so clean! How wonderful! 21
90
15 minutes
Comprehension Questions
10 minutes
1.
2.
3.
4.
Literal What advice does the rabbi give the man? (to bring his
animals into the house to live)
5.
Inferential Does this solve the problem? (no) Why not? (It gets
even noisier and more crowded.)
6.
Literal What new advice does the rabbi give at the end? (to
take the animals out of the house)
7.
8.
9.
10. [Please continue to model the Question Pair Share process for
students, as necessary, and scaffold students in their use of
the process.]
11. Evaluative What? Pair Share: Asking questions after a read-aloud
is one way to see how much everyone has learned. Think of a
question you can ask your neighbor about the read-aloud that
starts with the word what. For example, you could ask about
the plot, What events do you remember from todays story?
91
Turn to your neighbor and ask your what question. Listen to your
neighbors response. Then your neighbor will ask a new what
question, and you will get a chance to respond. I will call on
several of you to share your questions with the class.
12. After hearing todays read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you
may wish to allow for individual, group, or class research of
the text and/or other resources to answer these questions.]
5 minutes
1.
2.
3.
4.
5.
6.
92
1.
2.
3.
4.
5.
The Crowded,
Noisy House
Extensions
8B
20 minutes
On Stage
Tell students that you are going to read The Crowded, Noisy
House again, and students will act out the story. Ask students
what characters will be needed. (man, wife, the grandmother, five
children, rabbi, a goat, a cow, and a goose) Designate students
to be the various characters. You may have multiple animals to
increase active participation.
Ask students what settings will be needed. (inside house, rabbis
house, and outside of house) Designate locations in the classroom
for the various settings.
Encourage the characters to listen carefully to know what
actions to use and where to go, e.g., talking to the rabbi. (You may
wish to set up a table and chair where the rabbi can sit.) Also, talk
about using facial expressions to show how the characters are
feeling, e.g., the man being distraught.
You may also have the characters create some of their own
dialogue, such as the man telling the rabbi the problem. Also,
pause after the various animals are brought into the house and
have them make their sounds all at once.
93
Lesson Objectives
Core Content Objectives
Students will:
Demonstrate familiarity with The Tale of Peter Rabbit
Identify character, plot, and setting as basic story elements
Describe the characters, plot, and setting of The Tale of Peter
Rabbit
Identify folktales as one type of fiction
94
Core Vocabulary
exert, v. To do something or apply oneself with a lot of effort
Example: The runner thought, If I exert myself, I can make it to the
finish line.
Variation(s): none
naughty, adj. Bad; mischievous; misbehaving
Example: Sam did a naughty thing and put worms in his sisters shoes.
At a Glance
Exercise
Materials
Minutes
10
15
Comprehension Questions
10
Retelling a Read-Aloud or
Sequence of Events Assessment
20
95
9A
10 minutes
96
15 minutes
Once upon a time there were four little Rabbits, and their names
were Flopsy, Mopsy, Cotton-tail, and Peter.
1 Who are the members of the
Rabbit family?
Now run along, and dont get into mischief. I am going out. 2
Then old Mrs. Rabbit took a basket and her umbrella, and went
through the wood to the bakers. She bought a loaf of brown bread
and five currant buns. 3
Show image 9A-3: Bunnies picking berries/Peter squeezing under the gate
4 Who is good and listens to their
mothers directions?
5 Who is naughty, or makes a bad
choice, and does not listen to Mrs.
Rabbits directions? What do you
think will happen in Mr. McGregors
garden?
First he ate some lettuces and some French beans; and then he
ate some radishes; and then, feeling rather sick, he went to look
for some parsley. 7
97
He lost one of his shoes among the cabbages, and the other
shoe amongst the potatoes. 10
After losing them, he ran on four legs and went faster, so that I
think he might have got away altogether if he had not unfortunately
run into a gooseberry net, and got caught by the large buttons on
his jacket. It was a blue jacket with brass buttons, quite new. 11
Peter gave himself up for lost, and shed big tears; but his sobs
were overheard by some friendly sparrows, who flew to him in
great excitement, and implored him to exert himself. 12
Mr. McGregor came up with a sieve, 13 which he intended to
pop upon the top of Peter; but Peter wriggled out just in time,
leaving his jacket behind him. 14
Show image 9A-8: Peter jumping into the watering can/Mr. McGregor
searching the shed
And rushed into the tool-shed, and jumped into a can. It would
have been a beautiful thing to hide in, if it had not had so much
water in it.
98
Mr. McGregor was quite sure that Peter was somewhere in the
tool-shed, perhaps hidden underneath a flower-pot. He began to
turn them over carefully, looking under each.
Presently Peter sneezedKertyschoo! Mr. McGregor was
after him in no time. 15
And tried to put his foot upon Peter, who jumped out of a
window, upsetting three plants. The window was too small for Mr.
McGregor, and he was tired of running after Peter. He went back
to his work. 16
Peter sat down to rest; he was out of breath and trembling with
fright, and he had not the least idea which way to go. Also he was
very damp with sitting in that can.
After a time he began to wander about, going lippitylippity
not very fast, and looking all round. 17
Show image 9A-10: Peter and the old mouse/Peter and the cat
An old mouse was running in and out over the stone doorstep,
carrying peas and beans to her family in the wood. Peter asked
her the way to the gate, but she had such a large pea in her mouth
that she could not answer. She only shook her head at him. Peter
began to cry. 18
Then he tried to find his way straight across the garden, but he
became more and more puzzled. Presently, he came to a pond
where Mr. McGregor filled his water-cans. A white cat was staring
at some gold-fish. She sat very, very still, but now and then the
tip of her tail twitched as if it were alive. Peter thought it best to
go away without speaking to her; he had heard about cats from his
cousin, little Benjamin Bunny. 19
99
Show image 9A-11: Peter and Mr. McGregor/Peter escaping the garden
Mr. McGregor hung up the little jacket and the shoes for a
scarecrow to frighten the blackbirds. 22
Peter never stopped running or looked behind him till he got
home to the big fir-tree.
He was so tired that he flopped down upon the nice soft sand
on the floor of the rabbithole and shut his eyes. His mother was
busy cooking; she wondered what he had done with his clothes. It
was the second little jacket and pair of shoes that Peter had lost in
a fortnight! 23
I am sorry to say that Peter was not very well during the
evening.
His mother put him to bed, and made some chamomile tea; and
she gave a dose of it to Peter!
One tablespoonful to be taken at bedtime. 25
But Flopsy, Mopsy, and Cotton-tail had bread and milk and
blackberries for supper. 26
15 minutes
Comprehension Questions
10 minutes
1.
2.
3.
4.
5.
6.
7.
8.
[Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]
I am going to ask a question. I will give you a minute to think about
the question, and then I will ask you to turn to your neighbor and
discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.
9.
5 minutes
1.
In the read-aloud you heard Mrs. Rabbit say, Now run along,
and dont get into mischief.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
The boy cried wolf when there really wasnt a wolf. (Thats
mischief.)
9B
Extensions
20 minutes
brainstormed earlier will be used for the class story. If you have
students who are ready to write their own stories, they may
choose other ideas.
Brainstorm ideas for characters, setting, and plot. Guide students
in translating these ideas into sentences that tell a story with a
clear beginning, middle, and end. After the story has been written,
read it to the class.
If time allows, you may have each student draw an illustration of
the new Peter Rabbit tale. You may want to look into an electronic
publishing program (such as iMovie, or iPublish) or create a slide
presentation (such as PowerPoint), or bind the pages to make
a book to put in the class library for students to read again and
again.
10
Lesson Objectives
Core Content Objectives
Students will:
Demonstrate familiarity with All Stories Are Anansis
Identify character, plot, and setting as basic story elements
Describe the characters, plot, and setting of All Stories Are
Anansis
Identify folktales as one type of fiction
Core Vocabulary
acknowledge, adj. To make known; or give credit
Example: Ben made sure to acknowledge that the bug collection he
brought to show the class was his brothers.
Variation(s): acknowledges, acknowledged
approached, v. To come near
Example: I got more excited as my birthday approached.
Variation(s): approach, approaches
quarreling, v. Arguing
Example: The two boys were often quarreling because they didnt want
to share.
Variation(s): quarrel, quarrels, quarreled
satised, adj. Happy or pleased
Example: Marks teacher was satisfied with the way he cleaned up the
play area so nicely.
Variation(s): none
At a Glance
Exercise
Materials
Minutes
world map
10
15
Comprehension Questions
10
On Stage
20
10A
10 minutes
generation.) Tell students that many tales from the Ashanti people
of Ghana, in Africa, begin with the same message:
We do not really mean, We do not really mean
that what we are going to say is true.
Explain that this means the stories are ction, because they are
not really true.
Show image 10A-2: Nyame and Anansi
Ask students what they see in the illustration. Tell students that
like many folktales, the characters in this story are animals. Point
to the spider, and explain that this is Anansi, the main character in
the story. Have students share what they know about spiders.
Tell students that the Ashanti people call their folktales spider
stories. Tell students that many African folktales feature the
spider, Kwaku Anansi, as a main character. Anansi is a folk hero
to the Ashanti. He is a lovable trickster, a mischief maker who
triumphs over larger foes.
The common theme of all spider stories is a small defenseless
creature, like a spider, outwits other characters to succeed against
great odds. Point to the man in the picture and explain that he
is called Nyame, the sky god, and he is another character in the
story.
15 minutes
Nyame, he said, wise one, great god of the sky, will you let
me have the great box where you keep the stories? I would like to
take the stories to the people who live on the earth.
3 or big snake
I will give you the box of stories, said Nyame, in a booming voice.
But the price is high. You must bring me three things: Onini [oh-NEEnee], the great python 3 who can swallow a goat; Osebo [oh-SAY-boe],
the mighty leopard, whose teeth are as sharp as spears; and Mmoboro
[mmoh-BOH-roh], the hornet whose sting burns like a needle of fire.
I will pay the price, said Anansi.
6 or walked up to
What are you muttering about, Anansi? asked Onini. You are
disturbing my nap.
I have been quarreling 7 with my wife, said Anansi. She says
that you are shorter than this branch. But I say you are longer. She
will not listen to me, and I do not see how I can prove that I am
right.
7 or disagreeing
That is easy, said Onini. Lay your branch on the ground and I
will lie next to it. Then you shall see that I am longer.
The great snake slithered over and lay next to Anansis branch.
Show image 10A-4: Snake tied to the branch
9 or plan
Anansi went back to Earth and began to strategize 9 his next plan
to catch Osebo, the mighty leopard, with teeth as sharp as spears.
He dug a deep hole on the path Osebo used to get to the watering
hole. He laid branches across the hole and covered the branches
with sticks and leaves and dirt. When Anansi was satised that the
hole was well-hidden, he scurried home and went to sleep. 10
When Osebo came out to hunt during the night, he fell right
into Anansis trap. Anansi found him down in the hole the next
morning.
Osebo, said Anansi, what are you doing down in that hole?
You fool! said Osebo. Cant you see that I have fallen into a
trap? You must help me get out.
I will see what I can do, said Anansi.
Anansi found a large willow tree and bent the top of the tree
over the pit. He spun two silky cords and used them to fasten the
tree. Then he spun another silky cord and attached it to the top of
the tree. This third cord dangled down into the pit.
12 Is Anansi going to trick Osebo?
Tie the cord to your tail, said Anansi. Then I will lift you up.
Osebo tied the web to his tail. 12
Anansi cut the cords that were holding the tree down. The tree
sprang back to its original position, carrying Osebo with it. Osebo
dangled from the tree, tangled up in Anansis web-work.
Now you are caught! said Anansi.
Anansi tightly tied the ends of the web and dragged Osebo the
leopard to Nyame.
13 Do you remember what it was?
Now the sky god was impressed. That is two things, said
Nyame. Only one thing remains. 13
Anansi went back to Earth to catch Mmoboro, the hornet whose
sting burned like a needle of fire. He cut a gourd from a vine and
hollowed out the inside. Then he filled the gourd with water and
went to the nest where Mmoboro the hornet made his home.
Anansi poured some of the water in the gourd over his own
head. Then he dumped the rest of the water on the hornets nest.
Mmoboro the hornet came out, buzzing angrily. He saw Anansi
standing nearby, holding a leaf over his head. 14
Oh, my! said Anansi. The rainy season seems to have come
early this year, and it looks like you have no shelter from the rain. Why
dont you take shelter in my gourd until the rain goes away? 15
Thank, you, Anansi, said Mmoboro the hornet, as he flew into
the gourd.
Youre welcome! said Anansi, as he closed up the opening in
the gourd with his leaf and fastened the leaf with his finest, most
intricately laced web yet.
Now you are caught! said Anansi.
Anansi proudly carried Mmoboro the hornet to Nyame.
That is the last thing, proclaimed Nyame. You have succeeded,
Anansi, where many before you have failed. You have paid the price.
15 minutes
Comprehension Questions
10 minutes
1.
2.
3.
Literal Why does Anansi want the box of stories? (to give them
to the people to tell)
4.
Literal Who does Anansi trick first? (the python, Onini) Who
does Anansi trick next? (the leopard, Osebo) Who does
Anansi trick last? (the hornet, Mmoboro)
5.
6.
7.
[Please continue to model the Question Pair Share process for students,
as necessary, and scaffold students in their use of the process.]
8.
Evaluative Who? Pair Share: Asking questions after a readaloud is one way to see how much everyone has learned.
Think of a question you can ask your neighbor about the readaloud that starts with the word who. For example, you could
ask, Who were the characters in todays story? Turn to your
neighbor and ask your who question. Listen to your neighbors
response. Then your neighbor will ask a new who question,
and you will get a chance to respond. I will call on several of
you to share your questions with the class.
9.
5 minutes
1.
In the read aloud you heard, When Anansi was satised that
the trap was well-hidden, he scurried home and went to sleep.
2.
3.
4.
5.
Can you think of times that you have been satisfied with
something you have done? Try to use the word satised
when you tell about it. [Ask two or three students. If
necessary, guide and/or rephrase students responses:
I was satisfied . . .]
6.
1.
2.
3.
4.
5.
6.
10B
20 minutes
On Stage
Remind students how they heard at the end of the read-aloud that
spider stories have been kept alive by being retold over and over.
Tell students that one way to retell a story is to act it out. Tell them
that now you are going to read All Stories Are Anansis again and
they will act it out. Ask students what characters will be needed.
(Anansi, Nyame, Aso, Onini, Osebo, Mmoboro) Designate students
to be the various characters. You may have other students portray
other animals that get tricked to increase active participation.
Ask students what settings will be needed. (the forest, a willow
tree, Nyames throne, and Anansis house) Designate locations
in the classroom for the various settings. It will also be helpful to
have the following props in the various locations: a branch, a net,
and a box.
Encourage the characters to listen carefully to know what
actions to use, such as (gently) falling to the ground, and where to
go, such as to the sky gods throne, or Anansis house. Also, talk
about using facial expressions to show how the characters are
feeling.
Above and Beyond: You may also have the characters create
some of their own dialogue.
Domain Review
DR
Note to Teacher
You should spend one day reviewing and reinforcing the material
in this domain. You may have students do any combination of the
activities provided, in either whole-group or small-group settings.
Activities
Image Review
Show the Flip Book images from any read-aloud again, and have
students retell the folktale or story using the illustrations.
You may also show various illustrations and focus on a particular
element of the story: characters, plot, or setting.
Story Map
Materials: Instructional Master 6B-1
Use the Instructional Master to identify the characters, setting,
and plot of any of the fictional stories. Some students may need
to work with the teacher and complete this on chart paper as a
group, while others may be able to complete the Instructional
Master on their own.
Teacher Choice
Materials: Trade book
Read an additional trade book to review a particular folktale
or share a new fictional story, and have students identify the
elements of the story. Refer to the books listed in the Introduction.
Venn Diagram
Materials: Chart paper, chalkboard, or white board
Draw a Venn diagram on chart paper, a chalkboard, or a
whiteboard. Label the left side of the Venn diagram Peter Rabbit
and the right side Anansi. Prior to recording students responses,
point out that you are going to write down what they say, but that
they are not expected to read what you write because they are
still learning the rules for decoding words. Emphasize that you are
writing what they say so that you dont forget, and tell them that
you will read what has been written.
Have students share what they remember about Peter Rabbit.
Then, have students share what they remember about Anansi. Ask
students how these two characters are alike. (animal characters,
tricksters, etc.) Record responses in the overlapping part of the
two circles.
Ask students how Peter Rabbit and Anansi are different. (different
animals, play different tricks, etc.) Record responses in the circle
for each character.
Domain Assessment
DA
2.
Moral: The moral of the story is where the story takes place.
(frowning face)
3.
4.
5.
Predict: We hope the weather man does not predict rain for the
weekend. (smiling face)
7.
8.
Satised: The cat was very satisfied with its big meal. (smiling
face)
9.
10. Greedy: The pirate was so greedy he wanted all the treasure.
(smiling face)
11. Balanced: The teeter totter was balanced, or tipping to one
side. (frowning face)
12. Pretend: My little brother likes to pretend to cook in the play
kitchen. (smiling face)
13. Company: The boy was lonely so he wanted someone to keep
him company. (smiling face)
2.
3.
4.
5.
6.
7.
The rabbi, Medio Pollito, Anansi, and Peter Rabbit are all
characters in the folktales you heard. (smiling face)
8.
Part III
Use the images from the Flip Book to remind students of the four
folktales heard. On the back of the Instructional Master, have
each student draw a picture of his/her favorite story and write a
sentence explaining why this was his/her favorite.
Part IV
You may work with students individually and have them orally retell
one of the folktales heard.
Culminating Activities
CA
Note to Teacher
Please use this final day to address class results of the Domain
Assessment. Based on the results of the Domain Assessment and
students Tens scores, you may wish to use this class time to provide
remediation opportunities that target specific areas of weakness for
individual students, small groups, or the whole class.
Alternatively, you may also choose to use this class time to extend
or enrich students experience with domain knowledge. A number of
enrichment activities are provided below in order to provide students
with opportunities to enliven their experiences with domain concepts.
Remediation
You may choose to regroup students according to particular area
of weakness, as indicated from Domain Assessment results and
students Tens scores.
Remediation opportunities include:
targeting Review Activities
revisiting lesson Extensions
rereading and discussing select read-alouds
reading the corresponding lesson in the Supplemental Guide, if
available
Enrichment
Student Choice
Have students select a read-aloud to be heard again.
Story Map
Materials: Instructional Master 6B-1
Use the instructional master to identify the characters, setting,
and plot of any of the fictional stories. Some students may need
to work with the teacher and complete this on chart paper as a
group, while others may be able to complete the instructional
master on their own.
On Stage
You may choose to reread and have the students act out any of
the folktales or fictional stories. Encourage the students to portray
actions and feelings and to use some of their own dialogue.
Another option is to ask the students to create a skit to
demonstrate the one saying and phrase they learned. Have them
end the skit with the chosen saying or phrase, e.g., Do unto
others as you would have them do unto you!
Student-Created Books
Materials: Booklet for each student
Have each student make his/her own book that is a retelling of
one of the folktales or stories that has been shared. As a class,
or with a partner, or as a small group, brainstorm the sequence of
events: beginning, middle, and end. Also, talk about the elements
of fictional stories. Students will draw a picture on each page
to show the beginning, important middle events, and end of the
story. They will also write a sentence to go with each picture.
Some students may need to dictate their sentences to an adult,
while others will be able to write the sentences on their own. Have
students share their stories with a partner or with the class.
1B-1
Dear Family Member,
Today, your child listened to the well-known fable, The Boy Who Cried Wolf, and
learned that fables are short stories that teach a lesson that is called the moral of the
story. Over the next several days, your child will also become familiar with the fables,
The Maid and the Milk Pail, The Goose and the Golden Eggs, The Dog in the
Manger, The Wolf in Sheeps Clothing, and The Fox and the Grapes. Some of these
fables have animal characters that act like people (personification), which is another
characteristic of fables.
Below are some suggestions for activities that you may do at home to continue
enjoying the fables heard at school.
1. Character, Setting, and Plot
Talk with your child about the characters, setting, and plot of the fables. Ask questions
about the fable such as, Why did the shepherd boy play a prank and cry, Wolf! Wolf!?
Also, make personal connections to the fables with questions such as, If you often dont
tell the truth, will people believe you when you are telling the truth?
2. Illustrating Fables
Have your child draw or paint a picture of one of the fables and then tell you about
it. Again, ask questions to keep your child talking about the fable. Another option is to
create a three-part picture that shows the beginning, middle, and end of the fable.
3. Different Versions of Fables
Tell or read to your child different versions of a fable, and talk about how the different
versions are the same and how they are different.
4. Sayings and Phrases: Wolf in Sheeps Clothing and Sour Grapes
Your child will learn about these phrases and their meanings. Once your child has
heard the fable The Wolf in Sheeps Clothing, reinforce that the saying means that
people are not always whom they appear to be on the outside. On the outside, the wolf
looked like a sheepbut he was not. Explain that in the same way, a person can seem
very nice on the outside, but may not actually be very nice on the inside. Once your child
has heard the fable The Fox and the Grapes, reinforce that when he couldnt reach
the grapes, the fox said, I didnt want those old grapes anyway. Im sure they are sour.
Explain that the phrase sour grapes describes someone who cannot get what s/
he wants, so ends up saying untrue things. Talk with your child again about how
these phrases apply to everyday situations.
5. Read Aloud Each Day
It is very important that you read to your child every day. The local library
has fables and collections of fables that you can share with your child. A list of
books and other relevant resources is attached to this letter. Be sure to talk about
the characteristics of each fablethey are short; they have a moral; they use
personificationand how the moral applies to you and your child.
Let your child know how much you enjoy hearing about what s/he has learned
at school.
1B-2
Recommended Resources for Fables and Stories
Trade Book List
Fables
1.
2.
3.
4.
5.
6.
7.
8.
9.
10. Little Cloud and Lady Wind, by Toni Morrison and Slade
Morrison and illustrated by Sean Qualls (Simon & Schuster,
2010) ISBN 978-1416985235
11. The Tortoise and the Hare, adapted and illustrated by Janet
Stevens (Holiday House, 1985) ISBN 978-0823405640
12. Town Mouse, Country Mouse, by Jan Brett (Puffin, 2003) ISBN
978-0698119864
13. The Wise Fool: Fables from the Islamic World, by Shahrukh
Husain and illustrated by Micha Archer (Barefoot Books, 2011)
ISBN 978-1846862267
Stories
14. Anansi and the Moss-Covered Rock, retold by Eric A. Kimmel
and illustrated by Janet Stevens (Holiday House, 1990) ISBN
978-0823407989
15. Anansi the Spider: A Tale from the Ashanti, by Gerald
McDermott (Henry Holt, 1972) ISBN 978-0805003109
16. Baby Rattlesnake: A Native American Tale, by Te Ata and
adapted by Lynn Moroney and illustrated by Mira Reisberg
(Childrens Book Press) ISBN 978-0892392162
17. A Big Quiet House: A Yiddish Folktale from Eastern Europe,
retold by Heather Forest and illustrated by Susan Greenstein
(August House Publishers, 2005) ISBN 978-0874834628
18. The World of Winnie the Pooh and The House at Pooh Corner,
by A.A. Milne and illustrated by Ernest H. Shepard (Penguin,
2010) ISBN 978-0525444473
19. How Chipmunk Got His Stripes, by Joseph Bruchac & James
Bruchac and illustrated by Jose Aruego and Ariane Dewey
(Puffin, 2003) 978-0142500217
20. It Could Always Be Worse: A Yiddish Folk Tale, by Margot
Zemach (Square Fish, 1990) ISBN 978-0374436360
21. Medio Pollito/Half Chick: A Spanish Tale, adapted by Eric
A. Kimmel and illustrated by Valeria Docampo (Amazon
Childrens Publishing, 2010) ISBN 978-0761457053
22. Nelson Mandelas Favorite African Folktales, by Nelson
Mandela (Norton, W. W. & Company, 2007) ISBN
978-0393329902
23. One Grain of Rice: A Mathematical Folktale, by Demi
(Scholastic, 1997) ISBN 978-0590939980
2.
3.
Family Resources
4.
5.
Audio Versions
6.
Directions: Think about what you heard in the read-aloud, and then ll in the chart using words or sentences.
2B-1
Name
Somebody
Wanted
But
So
Then
6B-1
Name
Title
Setting(s)
Beginning
Middle
Plot
Directions: Use this story map to describe the characters, setting, and plot of the fable.
Character(s)
End
Directions: These three pictures show the beginning, middle, and end of The Fox and the Grapes. Cut out the three
pictures. Think about what is happening in each one. Put the pictures in order to show the beginning, middle, and end of
the fable. Glue or tape them in the correct order on a piece of paper.
6B-2
Name
Directions: Write the number that the teacher says beside the picture of the fable that is being described.
PP-1
Name
PP-1
cont.
Name
Directions: Write the number that the teacher says beside the picture of the fable that is being described.
PP-1
Name
Answer Key
PP-1
cont.
Name
Answer Key
7B-1
Dear Family Member,
We have finished the fables section of the Fables and Stories domain and are now
listening to and discussing longer fictional stories. Today your child heard The Little
Half-Chick (Medio Pollito), a Hispanic folktale. Over the next several days, s/he will also
become familiar with The Crowded, Noisy House, The Tale of Peter Rabbit, and All
Stories are Anansis.
Below are some suggestions for activities that you may do at home to continue
enjoying the stories heard at school.
1. Storytelling Time
Have your child orally retell the story that s/he heard at school each day.
2. Character, Setting, and Plot
Talk with your child about the characters, setting, and plot of the stories. Ask
questions about the story such as, How did Peter Rabbit get into mischief? Also, make
personal connections to the stories with questions such as, Have you ever gotten into
mischief?
3. Illustrating Stories
Have your child draw or paint a picture of one of the stories and then tell you about
it. Again, ask questions to keep your child talking about the story. Another option is to
create a three-part picture that shows the beginning, middle, and end of the story.
4. Sayings and Phrases: Do Unto Others as You Would Have Them Do Unto You
Your child has talked about this saying and its meaning at school. Talk with your
child again about the meaning and ways to follow this saying. Find opportunities to
compliment your child for following the Golden Rule.
5. Read Aloud Each Day
It is very important that you read to your child every day. The local library has folktales
and collections of folktales that you can share with your child. Refer to the list of books
and other relevant resources that was sent home with the previous family letter.
Be sure to talk about the characters, setting, and plot of these stories. You may also
want to reread one that has been read at school.
Remember to let your child know how much you enjoy hearing about what s/he has
learned at school.
Directions: These pictures show some important parts of the plot of The Tale of Peter Rabbit. Look at each picture and think
about what is happening. Cut out the pictures and put them in order to show the correct sequence of events. Retell the story
using the pictures. When you are sure that you have them in the correct order, glue or tape them on a separate sheet of paper
in the correct order.
9B-1
Name
Directions: Listen to the sentence read by the teacher about fables and stories. Circle the smiling face if the sentence
is true. Circle the frowning face if the sentence is false.
DA-1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Name
11.
12.
13.
Directions: Listen to the sentence read by the teacher about fables and stories. Circle the smiling face if the sentence
is true. Circle the frowning face if the sentence is false.
DA-1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Name
Answer Key
11.
12.
13.
Directions: Listen to the sentence read by the teacher about fables and stories. Circle the smiling face if the sentence
is true. Circle the frowning face if the sentence is false.
DA-2
1.
2.
3.
4.
5.
6.
7.
8.
Name
Directions: Listen to the sentence read by the teacher about fables and stories. Circle the smiling face if the sentence
is true. Circle the frowning face if the sentence is false.
DA-2
1.
2.
3.
4.
5.
6.
7.
8.
Name
Answer Key
Number of Questions
Number Correct
0
10
10
11
12
13
14
15
16
17
18
19
10
10
10
10
10
10
10
10
10
10
11
10
12
10
13
10
14
10
15
10
16
10
17
10
18
10
19
10
20
10
20
10
Simply find the number of correct answers the student produced along
the top of the chart and the number of total questions on the worksheet
or activity along the left side. Then find the cell where the column and
the row converge. This indicates the Tens score. By using the Tens
Conversion Chart, you can easily convert any raw score, from 0 to 20,
into a Tens score.
Please note that the Tens Conversion Chart was created to be used
with assessments that have a defined number of items (such as written
assessments). However, teachers are encouraged to use the Tens system
to record informal observations as well. Observational Tens scores are
based on your observations during class. It is suggested that you use the
following basic rubric for recording observational Tens scores.
910
78
56
34
12
PRESIDENT
Linda Bevilacqua
EDITORIAL STAFF
ACKNOWLEDGMENTS
These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already
know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of
the enterprise alone. To helpers named and unnamed we are deeply grateful.
SCHOOLS
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for
their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical
Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation
Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),
PS104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),
Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical
Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day
support to teachers using these materials in their classrooms was critical.
CREDITS
Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where
copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this
publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective
owners. The references to trademarks and trade names given herein do not affect their validity.
The Word Work exercises are based on the work of Beck, McKeown, and Kucan in Bringing Words to Life (The Guilford Press, 2002).
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.
WRITERS
ILLUSTRATORS
Lisa Anchin
Katy Cummings
4A-1, 6A-1
David Habben
2A-1
Dustin MacKay
Steve Morrison
Cover
Mary Parker
1A-1, 5A-1
Brittany Tingey
Alycia Worthington
3A-2