reading genres - a study guide grade 1

Reading

GenresA STUDY GUIDE

Grade 1

BPublished by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies,

Inc., Two Penn Plaza, New York, New York 10121.

Copyright by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be

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PlaysContents . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Introduction . . . . . . . . . . . . . . . . . . . . . . . . 40

Look at Me Now! . . . . . . . . . . . . . . . . . . . . . 42I Speak, I Say, I Talk . . . . . . . . . . . . . . . . . . 47Shadow Dance . . . . . . . . . . . . . . . . . . . . . . . 49Fooba Wooba John . . . . . . . . . . . . . . . . . . . 51Supper with the Queen . . . . . . . . . . . . . . . . 53That Goat Has GOT to Go! . . . . . . . . . . . . . 57

Drama ActivitiesDrama Activities (for Look at Me Now!) . . . . 64Drama Activities

(for I Speak, I Say, I Talk) . . . . . . . . . . . . 66Drama Activities (for Shadow Dance) . . . . . 68Drama Activities

(for Fooba Wooba John) . . . . . . . . . . . . . 70Drama Activities

(for Supper with the Queen) . . . . . . . . . . 72Drama Activities

(for That Goat Has GOT to Go!) . . . . . . . 74

Genre StudiesUnit 1:Fables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Ant and the Dove . . . . . . . . . . . . . . . . . . 2Genre Activities . . . . . . . . . . . . . . . . . . . . . . . 6

Unit 2: Procedural Text . . . . . . . . . . . . . . . . . . . . . . 7

Make a Bird Feeder . . . . . . . . . . . . . . . . . . . . 8Read a Map . . . . . . . . . . . . . . . . . . . . . . . . . 10Genre Activities . . . . . . . . . . . . . . . . . . . . . . 12

Unit 3: Folktales . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

The Foxs Dinner . . . . . . . . . . . . . . . . . . . . . 14Genre Activities . . . . . . . . . . . . . . . . . . . . . . 18

Unit 4: Non ction . . . . . . . . . . . . . . . . . . . . . . . . . . 19

The First Railroad in Texas . . . . . . . . . . . . . 20The Life of Abraham Lincoln . . . . . . . . . . . . 23Genre Activities . . . . . . . . . . . . . . . . . . . . . . 26

Unit 5: Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Rain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Round Fruits . . . . . . . . . . . . . . . . . . . . . . . . . 30My Grandpas Farm . . . . . . . . . . . . . . . . . . . 31Genre Activities . . . . . . . . . . . . . . . . . . . . . . 32

Unit 6: Fairy Tales . . . . . . . . . . . . . . . . . . . . . . . . . . 33

The Three Feathers . . . . . . . . . . . . . . . . . . . 34Genre Activities . . . . . . . . . . . . . . . . . . . . . . 38

Contents

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Genre Study

Fable

Reading Fables A fable is a short story. People tell fables

all over the world. Many fables are very old. People tell these stories over and over.

A fable teaches a lesson. The story can show how to make good choices. It may show what a person should do. It may show what a person should not do.

Many fables tell about animals. The animals talk to one another. They may talk to people. One fable tells about a mouse. The mouse pulls a thorn from a lions paw. The story shows that even small animals can help. We can learn from fables.

As you read the story, think about the message. Ask questions and seek clarification if there is something you do not understand.

1.4 (B) Ask relevant questions and seek clarification about other texts.1.7 (A) Connect the meaning of a fable to personal experience. 1.19 (C) Write brief comments on literary or informational text.RC-1 (F) Make connections to the larger community.

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The Ant and the Dove

An Aesop Fable

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Genre Study

One day a dove sat in her tree looking at the river. She saw a tiny ant taking a drink. Then the wind blew. It pushed the ant right into the river.

Oh my! said Dove.

Fable

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Genre Study

Fable

The ant tried to get out of the water. He moved his legs. He splashed. But the land was too far away.

Help, the ant called. I cannot swim!

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Genre Study

Fable

Hold on, cried the dove. I will help you! She took a leaf from the tree. She dropped it into the water. The ant climbed on. The leaf floated to land. The dove had saved the ant!

Just then a hunter walked by. He took out his net so he could trap the dove.

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Genre Study

Fable

The ant saw the hunter. You will not trap my new friend, he said. So he bit the hunters foot. Ouch! the hunter cried.

The dove heard this cry and flew to safety. Now the ant had saved the dove!

Moral: Be kind to others and they will be kind to you.

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ActivitiesStory Questions What do you think this fable is saying about helping others? How have you helped a friend? How has a friend helped you? With a partner, list ways you and your friends and family help.

Helpers EverywhereThis fable is about helping. Many workers help other people. Teachers everywhere help people learn. Who else helps people? Talk with a partner. Name some workers who help people. Write a list of those helpers.

Write About ItWhat did you think of this story? What parts did you like? What things did you wonder about?Write your comments on the story.

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Genre Study

Fable

For Activity answer keys go to www.macmillanmh.com 6

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Genre Study

Procedural Text

ReadingProcedural Text

6egdXZYjgVaiZmiiZaahndj]dlidYddgbV`ZhdbZi]^c\#It shows the things that you need. It shows what you must do in order.

6gZX^eZ^hVegdXZYjgVaiZmi#It has a list of the foods that you need. The directions tell you how to mix them.

9^gZXi^dchVgZd[iZceVgid[VegdXZYjgVaiZmi#You have to follow the steps. You may need tools or supplies. It may show symbols, or small pictures, to stand for the tools or supplies.

BVehVgZV`^cYd[egdXZYjgVaiZmi#You can use a map to get places. A map shows the streets and their names. A map may have features such as signs. The signs tell where special places are such as parks.

" Follow written multi-step directions with picture cues to assist with understanding.# Explain the meaning of specific signs and symbols.

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What You Will Need

clean, empty plastic milk jug

scissors

strong string

bird seedBIRD SEED

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Genre Study

Procedural Text

Make a Bird Feeder Many wild birds eat seeds. Do you want

to feed wild birds? You can make a bird feeder. Then you can watch birds eat.

Ask an adult to help you. You need these things.

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Procedural Text

Directions

Step 1 Cut a hole in the jug. Cut it in the middle of the side. Make the hole almost as wide as the jug. (The hole must be big enough for a bird to fly through.)

Step 2 Leave the bottom of the jug on. (The seeds will go inside the jug.)

Step 3 Tie the string around the neck of the jug. Pour the seeds in.

Step 4 Hang the feeder outside. The birds will find the feeder. Then watch them eat.

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Apple Street

teertSdeR

teertSneer

G

teertSeulB

Park Street

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Genre Study

Procedural Text

Read a Map This map shows part of a town. Each line

stands for a street. The map shows the names of the streets. Read the names of the streets.

This map has map features. Small pictures show four places in the town. The pictures are called symbols. Look at the symbols on the map.

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Genre Study

Procedural Text

The map has signs for places in the town. How do you know what the signs mean?

A map key shows what the signs mean. The map key shows the signs. It tells what the signs mean. Look at the map key. Read what each sign means. Find each sign on the map.

Map Key

bakery

school

park

zoo

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ActivitiesMake a Bird FeederMake the bird feeder. Read each of the directions again with a partner. Look at the pictures. There is a picture of a bag. What does that symbol mean? Now do what each step says.

Follow the MapLook at the map with a partner. Find the sign that shows books. What does this sign mean?

Pretend that you are at the park. Walk on Park Street. Walk one block to Green Street. Then walk on Green Street. Go one block to Apple Street. What place is on the corner?

What Do They Show?The map shows pictures that help you know places. The directions for the bird feeder show pictures, too. They help you know what you need. What are the things they show? Talk about your answer in a small group.

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Genre Study

Procedural Text


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Genre Study

Folktales

ReadingFolktales

;daìVaZhVgZhidg^Zhi]VieZdeaZ]VkZidaY[dgbVcnnZVgh#People tell folktales over and over again. Other people hear the stories and pass them on. Sometimes a folktale changes a little when a new person tells it.

>chdbZ[daìVaZh!Vc^bVahiVa`#The animals have feelings, as people do. They act the same way that people act. In a folktale, a stone or a tree might talk and have feelings.

BVcn[daìVaZhWZ\^clî]DcXZjedcVi^bZ#These words help people know that the story is not real. Many folktales end with happily ever after. These words tell people that the story is over and all is well.

6[iZggZVY^c\!iVa`VWdjii]Zhidgn#Use the Talk About It tips on page 76.

#Ask relevant questions, seek clarification about stories and other texts. # Explain the function of recurring phrases in traditional folktales. "Write brief stories that include a beginning, middle, and end. 3$& Act out important events in stories in logical order.

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Genre Study

Folktales

Once upon a time, there was a Fox who was always hungry. One night, he passed a henhouse. Yum, he said. Tonight I will have hen for my dinner.

He waited for the moon to rise. Then he snuck into the henhouse. He snatched the juiciest looking hen. Help! cried the hen.

The Foxs Dinner

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Genre Study

Folktales

Fox ran from the henhouse as fast as he could. When he got to a pond, he stopped. You must be tired, said Hen to Fox. Put me down. I will not run away.

So Fox put Hen down. Hen looked at the pond. The full moon was shining on the water. She pointed at the moon in the pond. Look! she said. That tortilla in the pond would be so good with your dinner. Can you swim?

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Genre Study

Folktales

Of course, said Fox. He looked at the tortilla in the pond. Stay here, he told Hen. Fox jumped into the pond. He tried to catch the tortilla. But he could not.

You must swim further! called Hen. So Fox swam further. He reached for the tortilla. But he could not get it.

Swim further, called Hen. Then the tortilla will be yours! Fox swam further. He reached for the tortilla. But he coud not get it.

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Genre Study

Folktales

At last he swam to shore. At least I still have a hen to eat, he thought. But when he got there, he did not see Hen.

Hen! Oh, Hen! he called. Come be my dinner! But Hen did not come.

She was gone. She had tricked Fox! And Fox had no dinner that night.

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Activities

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Genre Study

Folktales

Act It OutForm a small group to act out the story. One person can be Fox. One person can be Hen. Act out the story the way that it happened.

Write a Story Write a new story about Hen and Fox. Will Fox try

to eat Hen again? How will Hen trick him? Make sure your story has a beginning,

middle, and end.

Story Questions Find a partner. Talk about questions that you have

about the story. Read the story again together to find the answers.

What phrases in the story help you know that this is a folktale? What do these words tell you? Name another story that has these words.


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Genre Study

Nonfiction

ReadingNonfiction

Cdc[^Xi^dciZaahVWdjigZVaeZdeaZVcYi]^c\h#It may tell about what real people do. Nonfiction may tell about a real place. It may explain something that is real.

Cdc[^Xi^dc\^kZh^c[dgbVi^dcVWdjiVide^X#The topic is what the text tells about. Both words and pictures can give information.

Cdc[^Xi^dchidg^ZhVgZigjZ#They are not like fantasy. In a fantasy story, people and things are made up.

6ji]dghlg^iZcdc[^Xi^dc[dgVgZVhdc#The author may want to show you how to do something. The author may want to help you learn about the past or about an important person. This is called the authors purpose.


Determine whether a story is true or a fantasy. Identify the topic and explain the authors purpose in writing the text.$Write brief comments on literary or informational text.3$'Make connections to the larger community.

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Genre Study

Nonfiction

The First Railroad in Texas

In the past, it was hard to move from place to place. There were no cars. People rode on horses. Some people rode in wagons pulled by horses. Roads were just paths where the trees were cut down. Rain turned the roads to mud. In some places, people could take boats on rivers. Not all rivers were deep enough. Some rivers dried up for part of each year.

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Nonfiction

People needed a new way to move around in Texas. They wanted to ride in railroad trains. The trains needed tracks for the wheels. Workers had to build the railroad tracks. This was hard work. It took many years. The first train in Texas started in 1853. People rode the train. Soon there were many trains in Texas.

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Nonfiction

Trains carried both people and things. Moving by train was fast. Going somewhere in a wagon took days. Going there on a train took a few hours. The train was the fastest way to move around Texas. Today there are many trains. They still carry people and things.

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Genre Study

Nonfiction

The Life of Abraham Lincoln

Abraham Lincoln was born in Kentucky in 1809. When he was eight years old, his family moved. They lived in a log cabin in Indiana. They did not live in a town. Their cabin was in the woods. Lincoln saw animals that lived in the woods.

Lincoln learned how to read and write. He could do some math. Lincoln helped do the work at home.

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Nonfiction

Lincoln still wanted to learn. He read all the books he could find. He got money by cutting wood for people. He worked in a store. Then he became a lawyer. In 1842, he married Mary Todd.

Lincoln talked to people about being kind to one another. He wanted to help the country. Lincoln wanted to be President. In 1860, he ran for President and won.

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Genre Study

Nonfiction

Lincoln became President. A war was happening. It made people unhappy. Lincoln worked to bring people together. In 1863, he said that some people were free. This made many people happy.

In 1865, Lincoln died. The country lost a great leader. Today we remember Lincoln. His picture is on the penny. We celebrate his birthday.

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Activities

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Genre Study

Nonfiction

Write About the StoryWrite about The First Railroad in Texas. 1. What is the story about? 2. Why do you think the author wrote this story? 3. What do you think of the story? 4. What parts did you like?

What questions do you have about it?

True or Fantasy? Think about the stories you read. Are these true stories, or were they made up? How do you know?

Talk About AbeTalk about Abe Lincoln. 1. What was Abe Lincoln like? What did he do? 2. What do you think a leader or a president

should be like?


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Genre Study

Poetry

Reading Poetry 6edZbjhZhldgYh^cheZX^ValVnh#

The words help you see a picture in your mind.

6edZbjhZhhZchdgnldgYh#Sensory words tell about things that you feel or hear or smell or taste.

>cVedZb!ldgYhd[iZcg]nbZ#Words that rhyme end with the same sound.

6edZbjhZhldgYhi]VihdjcY\ddYid\Zi]Zg#Some words that sound good together begin with the same sound.

6edZbjhZhldgYhidbV`Zg]ni]b#Lines with few words can make the rhythm fast. Lines with many words can make the rhythm slow.

6[iZggZVY^c\!iVa`VWdjii]ZedZbh#Use the Talk About It tips on page 76.

Respond to and use rhythm, rhyme, and alliteration in poetry. Recognize sensory detail in literary text. #Write short poems that convey sensory detail.

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Genre Study

Poetry

Rain GV^cdcbngV^cXdVi!HaVe!haVe!haVeGV^c^ci]ZejYYaZ!Eade!eade!eade

>gjc^ch^YZ!IV`Zd[[bnXdVi!Ejaad[[bnWddih!VcYi]Zcadd`dji#

GV^cdci]Zl^cYdl!IVe!iVe!iVe

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Genre Study

Poetry

WavesI]ZlVkZhVgZ[g^ZcYan!Hdhadlani]ZnXgZZe#I]Zna^X`bnidZh#I]Zci]Zni^XàZbn[ZZi#I]ZnYdcdihiVnadc\7ji]jggnVlVn#>[>YdcdibdkZ!I]ZnlâaXdbZWVXìdeaVn#

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Poetry

Round Fruits6eeaZ!X]Zggn!eZVg!VcY\gVeZL]^X]dcZ]VhVY^[[ZgZcih]VeZ4

6h]^cngZYVeeaZ^hgdjcYVhVeZccn#BnWV\VagZVYn]daYhhdbVcn6X]ZggnValVnhiVhiZh_j^XnVcYhlZZi#a^`ZbdhiidZVi#

EZVghVgZcdigdjcY!i]VibjX]>`cdl#>i^hcdilgdc\#>i^h_jhi]dli]Zn\gdl#

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Poetry

My Grandpas Farm6ihVlVXdl#H]ZhV^Y!Bdd#>h]djiZY!Ldl

6ihVlVXVi#=ZY^YcdibdkZ#=ZhViVcYhVi#

6ihVlVe^\#I]Ze^\lVhe^c`VcYkZgnW^\#

6ihVlhdbZh]ZZe#>aaXdjcii]ZbhddcVcY[VaaVhaZZe#

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Activities

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Genre Study

Poetry

Talk About Words Talk about the poem. 1. Which poem tells about something you can feel? 2. Which words in that poem tell what you can feel? 3. Read the poem Rain again.

Is the rhythm fast or slow? 4. Read the poem Round Fruits again.

Is the rhythm fast or slow? 5. Find the words that describe an apple.

Which words begin with the same sound?

Write and Clap Write a poem about something you like.

Tell how it looks, feels, sounds, or tastes.

Use words that begin with the same sound together.

Make the rhythm fast or slow.

Say the poem. A partner can clap the rhythm.


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Genre Study

Fairy Tales

ReadingFairy Tales

;V^gniVaZhVgZhidg^Zhi]VieZdeaZ]VkZidaYV\V^cVcYV\V^c#Most fairy tales are very old. No one knows who told them first.

;V^gniVaZhiZaaVWdji`^c\hVcYfjZZch#The stories often have fairies or magic animals.

BVcn[V^gniVaZhWZ\^cl^i]DcXZjedcVi^bZ#This tells that the story takes place long ago in a setting that is not real.

BVcn[V^gniVaZhZcYl^i]I]Zna^kZYhappily ever after. This tells that the characters problems are solved and the story is over.


" Connect the meaning of a well-known story to personal experiences. # Explain the function of recurring phrases in traditional fairy tales.# Describe reasons for characters actions."Write brief stories that include a beginning, middle, and end.3$'Make connections to the larger community.

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Genre Study

Fairy Tales

Once upon a time, there was an old king who had three sons. The two oldest sons were clever and liked to brag. The youngest was small and quiet as a mouse so everyone thought he was simple.

One day, the king said. I am old and must decide which of you will be the new king. The son who brings me the most beautiful rug will be king.

The king blew three feathers into the air. One feather flew east. One feather flew west. One feather fell to the ground. The king told his sons to follow the feathers.

The Three Feathers A Grimms Fairy Tale

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Fairy Tales

The oldest son went east. The second son went west. I will find the best rug, they each said.

The youngest son looked at the feather on the ground. He sat down. I am far too little and quiet to be king anyway, he thought.

Just then he saw a trapdoor open. He went in. A frog dressed in a fine coat and hat spoke:

Come sit by me little one, And tell me, tell me Why you have come.

The youngest son told the frog of the contest. And right before his eyes appeared the most beautiful carpet he had ever seen.Thank you, kind frog! said the boy.

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Genre Study

Fairy Tales

The youngest son brought the rug to the king. It was far better than the carpets his older brothers found. You shall be king, his father told him.

But the older brothers begged for another chance. The King agreed. The son who finds the kindest maiden will be king, he said.

He blew three feathers into the air. The brothers followed the first two feathers east and west. The third feather fell to the ground and so the youngest son went to see the frog once again.

He told the frog of the new contest. The frog pointed at a flower. The flower turned into a girl. She was as small as the boy and was dressed in rags. She smiled kindly at the boy.

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Fairy Tales

The brothers came back with the first well-dressed maidens they could find. When these maidens saw the youngest sons maiden, they pointed at her rags and spoke unkindly.

You maidens are not kind, said the king. My youngest son will be king.

No! said the older brothers. They asked for one more test. The king brought out a hoop and asked all three maidens to hop through. The two fancy maidens tripped on their gowns. But the third hopped through easily in her simple clothes.

So the youngest son became king. He married his maiden and the two lived happily ever after.

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Activities

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Genre Study

Fairy Tales

Talk About the StoryFind a partner.

Talk about the answers to these questions. 1. What does Once upon a time tell you? 2. What does They lived happily ever after mean?3. Why do the brothers ask for more contests?4. Which brother do you think will make the best king?

Why is it important for a king to be kind?5. Have you ever been the smallest or youngest

in a group? How did it feel?

Write A StoryThink of a new contest a king or queen could have. What will it be? What is the prize? Who will be competing? How will a magical creature help? Write your own fairy tale. Include a beginning, middle, and end.


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CONTENTSPlays and Choral Readings

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Look at Me Now! . . . . . . . . . . . . . . . . . . . . . . . . . . . .42I Speak, I Say, I Talk. . . . . . . . . . . . . . . . . . . . . . . . .47Shadow Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49Fooba Wooba John . . . . . . . . . . . . . . . . . . . . . . . . .51Supper with the Queen . . . . . . . . . . . . . . . . . . .53That Goat Has GOT to Go! . . . . . . . . . . . . . . . .57

Drama ActivitiesDrama Activities (for Look at Me Now!) . . . . . . .64Drama Activities (for I Speak, I Say, I Talk) . . . . .66Drama Activities (for Shadow Dance) . . . . . . . .68Drama Activities (for Fooba Wooba John) . . . .70Drama Activities (for Supper with the Queen) . . . . . . . . . . . . . . . . . . . . . . .72

Drama Activities (for That Goat Has GOT to Go!) . . . . . . . . . . . . . . . . . . . . .74

Read the plays and activities to the children.

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7HATISA0LAYA play is a story that is meant to be performed for an audience, a group of people.

A play is told mainly through the words the characters speak. It can be read aloud or acted out.

When you take part in a play, remember to read the characters words the way you think the character might say them.

40 EaVnh$8]dgVaGZVY^c\h

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A play is made up of different parts. All of the parts work together to tell a story.

The list of charactersat the beginning of a play tells who the characters are.

The people who play the parts of the characters are called actors.

Some plays have a narrator.The narrator tells the audience what is happening in the play.

The setting is where and when the play takes place. Many plays have more than one setting.

The dialogue is the lines of text the characters speak in the play. The characters names appear before the lines they speak.

Important Words to Know play character actor narrator setting dialogue

0ARTSOFA0LAY

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All: When I was a little baby, Child 1: I could smile. Child 2: I could cry. Child 3: I could drink milk. Child 4: I could hold my toes. All: But when I was a little baby, Child 1: I couldnt eat spaghetti. Child 2: I couldnt say my name. Child 3: I couldnt catch a ball. Child 4: I couldnt play games. All: Just look at me now!

by Alice Boynton

Look at Me Now

CAST:Child 1Child 2Child 3Child 4

42 Plays/Choral Readings

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All: When I was one year old, Child 1: I could wave. Child 2: I could walk. Child 3: I could play peekaboo. Child 4: I could sit in a highchair. All: But when I was one year old, Child 1: I couldnt talk on the telephone, Child 2: I couldnt draw an elephant. Child 3: I couldnt climb a tree. Child 4: I couldnt wash my hands. All: Just look at me now! All: When I was two years old, Child 1: I could play in the sandbox. Child 2: I could look at picture books. Child 3: I could eat with a spoon. Child 4: I could blow bubbles.

43Look at Me Now

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All: But when I was two years old, Child 1: I couldnt write my name. Child 2: I couldnt jump rope. Child 3: I couldnt button my coat. Child 4: I couldnt make a tent. All: Just look at me now! All: When I was three years old, Child 1: I could ride a tricycle. Child 2: I could count 1, 2, 3. Child 3: I could put on my socks. Child 4: I could build with blocks. All: But when I was three years old, Child 1: I couldnt read a story. Child 2: I couldnt pour my juice. Child 3: I couldnt tie my shoes. Child 4: I couldnt skip. All: Just look at me now!


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All: When I was four years old, Child 1: I could dance and sing. Child 2: I could wash the dog. Child 3: I could paint. Child 4: I could brush my teeth. All: But when I was four years old, Child 1: I couldnt push a big cart. Child 2: I couldnt write the letters. Child 3: I couldnt play kickball. Child 4: I couldnt count to fi ft y. All: Just look at me now! All: When I was fi ve years old, Child 1: I could stand on one foot. Child 2: I could make my bed. Child 3: I could play dress-up. Child 4: I could do puzzles.

45Look at Me Now

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All: But when I was fi ve years old, Child 1: I couldnt make a sandwich. Child 2: I couldnt spell pig. Child 3: I couldnt remember my address. Child 4: I couldnt count by tens. All: Just look at me now! All: Now Im in fi rst grade. Child 1: I can stand on my head. Child 2: I can be in a play. Child 3: I can set the table. Child 4: I can read numbers. All: And now that Im in fi rst grade, Child 1: I can fl y a kite. Child 2: I can add 3 + 2 = 5. Child 3: I can feed my bird. Child 4: I can play in a band. All: Just look at me now!


by Arnold L. Shapiro

Solo 1: Cats purr. Solo 2: Lions roar. Solo 3: Owls hoot. Solo 4: Bears snore. Solo 5: Crickets creak. Solo 6: Mice squeak. Solo 7: Sheep baa. All: But I speak! Solo 1: Monkeys chatter. Solo 2: Cows moo. Solo 3: Ducks quack. Solo 4: Doves coo. M

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47I Speak, I Say, I Talk

Solo 5: Pigs squeal. Solo 6: Horses neigh. Solo 7: Chickens cluck. All: But I say! Solo 1: Flies hum. Solo 2: Dogs growl. Solo 3: Bats screech. Solo 4: Coyotes howl. Solo 5: Frogs croak. Solo 6: Parrots squawk. Solo 7: Bees buzz. All: But I talk! M

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by Ivy O. Eastwick

Group 1: O Shadow,Dear Shadow,Come, Shadow,And dance!

Group 2: On the wallIn the fi relightLet both of Us prance!

Solo 1: I raise my arms, thus! Solo 2: And you raise

Your arms, so!

SHADOW DANCE

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Group 1: And dancingAnd leapingAnd laughingWe go!

Group 2: From the wallTo the ceilingFrom ceilingTo wall,

All: Just you and I, Shadow,And none elseAt all.


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American folk song

Solo 1: Saw a fl ea kick a tree, All: Fooba wooba, fooba wooba, Solo 1: Saw a fl ea kick a tree, All: Fooba wooba John. Solo 1: Saw a fl ea kick a tree

In the middle of the sea, All: Fooba wooba, fooba wooba,

Fooba wooba John. Solo 2: Saw a crow fl ying low, All: Fooba wooba, fooba wooba, Solo 2: Saw a crow fl ying low, All: Fooba wooba John. Solo 2: Saw a crow fl ying low

Several miles beneath the snow, All: Fooba wooba, fooba wooba,

Fooba wooba John.

Fooba Wooba John

51Fooba Wooba John

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Solo 3: Saw a whale chase a snail, All: Fooba wooba, fooba wooba, Solo 3: Saw a whale chase a snail, All: Fooba wooba John. Solo 3: Saw a whale chase a snail

All around a water pail, All: Fooba wooba, fooba wooba,

Fooba wooba John. Solo 4: Saw a bear scratch his ear, All: Fooba wooba, fooba wooba, Solo 4: Saw a bear scratch his ear, All: Fooba wooba John. Solo 4: Saw a bear scratch his ear

Wonderin what were doing here, All: Fooba wooba, fooba wooba,

Fooba wooba John.


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by Sally Jarvis

CAST:William

StorytellerQueen

1st Traveler2nd Traveler

William: Here I am in the woods. What can I eat for supper?

Storyteller: He looks in his pockets. William: Oh, ho! Here is an onion! I will

have onion soup! Storyteller: He makes a fi re. He puts a pan on the

fi re and he puts in some water and the onion.

1st Traveler: Well, what do I see here? Are you cooking supper?

William: Yes. It is onion soup!

Supper with the Queen

53Supper with the Queen

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1st Traveler: If I help you cook it, may I have some, too?

William: Th ats fair. How can you help? 1st Traveler: I have a banana. Th ere is nothing

like a banana to make good soup. William: Banana soup? I dont think . . . Storyteller: But it is too late. Th e traveler has

put the banana into the soup, skin and all.

2nd Traveler: Well, hello! Are you two having supper?

William: We are cooking some soup. 2nd Traveler: If I help you cook it, may I eat it

with you? 1st Traveler: How will you help? 2nd Traveler: I have some good pigs feet. I will

put them into the soup. William: But . . . Storyteller: Too late! Th e traveler puts the pigs

feet into the soup. A queen comes into the woods.


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Queen: What, ho! What are you doing in my woods?

William: Oh, dear me! We didnt know the woods were yours!

1st Traveler: We are having supper. Do you mind?

Queen: Well . . . 2nd Traveler: Would you have supper with us? Queen: I think that would be fun! I have

never eaten outside. Storyteller: She sits down. William gives out

the soup. Th ey each take a sip. 1st Traveler: Ugh! 2nd Traveler: Ugh! Queen: Ugh! What is in this soup? William: Th ere are onions, bananas, and

pigs feet. Storyteller: She is smart but she doesnt know

how to cook.

55Supper with the Queen

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Queen: No wonder it is no good. It doesnt have any chocolate cake in it. Everything tastes better with chocolate cake. How lucky I have some with me!

Storyteller: Before William can say a word, the queen drops some chocolate cake into the soup.

1st Traveler: Now some salt. William: But . . . 2nd Traveler: Here is the pepper! William: But . . . Queen: Did you put in any sugar? Storyteller: William walks away. William: I will just go hungry. Th e next time

there will be one cookME!

Cultural Perspective

Guide children to perform the play. Ask questions to check comprehension and guide children to ask questions about the characters, plot, and setting. Discuss with children that the play takes place in a di erent culture and time period.


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Storyteller: Young Kate and Steve and Brother Bill all live with Joe, high on a hill. A lot of pets live in their housea dog, a cat, and one gray mouse.

Brother Bill: I have a dog that likes to run. My dog and I have lots of fun.

Sister Kate: I have a cat with yellow fur. My cat is soft and likes to purr.

Cousin Steve: I have a mouse with little feet. Hard cheese is what it likes to eat.

That Goat Has GOT to Go!

by Anne M. Miranda

StorytellerSister KateCousin SteveJoeBrother BillFather

Grandma AnnGoatMotherGrandpa PeteAuntie Bess

CAST:

57That Goat Has GOT to Go!

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Joe: I have no pet to hug and squeezeNo dog, no cat, no mouse, no cheese! I think Ill get a billy goat. Ill feed him hay and brush his coat.

Storyteller: Joe got a billy goat that day. But did that goat eat nice fresh hay? Oh, no! What did he fi nd to munch? A pair of purple socks for lunch!

Goat: Bleat, bleat! Socks to eat. Storyteller: Goat ate and ate and did not rest.

Th e family said he was a pest. Mother: I had a juicy peach, you see. But

that goat ate itone, two, three! Goat: Bleat, bleat! Peach to eat. Mother: No peach for Mother? Listen, Joe,

I think that goat has got to go. Father: I had two shoes, a left and right. But

that goat ate them both one night. Goat: Bleat, bleat! Shoes to eat. Father: No shoes for Father? Listen, Joe,

I think that goat has got to go! Sister Kate: I put some fi sh on my cats plate.

Th e kittys fi sh is what Goat ate.


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Goat: Bleat, bleat! Fish to eat. Sister Kate: No fi sh for kitty? Listen, Joe, I think

that goat has got to go! Brother Bill: I had a favorite baseball mitt. Th at

goat of Joes ate every bit. Goat: Bleat, bleat! Mitt to eat. Brother Bill: No mitt for baseball? Listen, Joe,

I think that goat has got to go! Grandpa Pete: I hung my clothes outside to dry.

Goat ate my sweater, belt, and tie. Goat: Bleat, bleat! Clothes to eat. Grandpa Pete: No clothes for Grandpa? Listen,

Joe, I think that goat has got to go! Grandma Ann: I set a pie out on the sill. Th at goat

sat down and ate his fi ll. Goat: Bleat, bleat! Pie to eat. Grandma Ann: No pie for supper? Listen, Joe,

I think that goat has got to go! Auntie Bess: I had a yellow hat with bows. Why

that goat ate it, goodness knows! Goat: Bleat, bleat! Hat to eat. Auntie Bess: No hat for Auntie? Listen, Joe,

I think that goat has got to go!


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Cousin Steve: I put my coat down on a chair. When I came back it wasnt there!

Goat: Bleat, bleat! Coat to eat. Cousin Steve: No coat for winter? Listen, Joe,

I think that goat has got to go! Joe: Oh, I am feeling sad and blue. My

goat has eaten Fathers shoe. He ate a mitt, a hat, and tie. He ate my grandmas apple pie. What can I do to stop my goat from eating Steves warm winter coat? Ill have to tie him with a rope. Th en he cant be a pest, I hope.

Storyteller: Joe walked to school one foggy day. He didnt stop to laugh or play. Joe and his goat marched down the trail. He had his lunch inside a pail. An apple fell out on the ground. A sandwich dropped without a sound. Some carrot sticks were next to go. Soon there was no lunch left for Joe. At school, Joe told his pet to wait. He tied Goat to the big front gate. Joe went to class. And then at noon he got his lunch pail, fork, and spoon.


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Storyteller: Th ere was no lunch inside Joes pail. He lost his food along the trail. Each thing had fallen bit by bit. But Joe thought Goat had eaten it.

Joe: No food at lunch time? Th ats not nice! I should have gotten two pet mice. No dog would eat my lunch like that. And neither would a kitty cat.

Goat: Bleat, bleat! Nothing to eat. Storyteller: Soon it was time for Joe to go. But

thick fog made the going slow. Joe could not see one step ahead. He held Goats rope and shook his head.

Joe: I think that we are lost, my friend. I cannot see around the bend. I cannot see a tree or log. I cannot see in all this fog.

Storyteller: Just then, that goat began to bleat! His nose found something good to eat.

Goat: Bleat, bleat! Meat to eat! Joe: Ill stop and let you look around.

Please, tell me, what else have you found?


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Goat: Bleat, bleat! Bread to eat. Joe: You found my sandwich on the

trail! It must have fallen from my pail.

Goat: Bleat, bleat! Apple to eat. Joe: Just fi nd whats next along the trail.

Please fi nd whats missing from my pail. Th ats how well get back home today. Your nose will help us fi nd the way.

Storyteller: Back home, his Mom and Dad and Bill all looked for Joe up on the hill. His Grandma Ann beat on a pail. And Grandpa yelled along the trail.

Joe: Yoo-hoo! Im here! Im safe and sound. Th anks to my goat and what he found.

Storyteller: Th en everybody jumped for joy. Th ey saw that goat and their lost boy.

Joe: My goat has led me to my house. Hes better than a little mouse. Hes better than a cat or dog. He led me home in this thick fog. Please tell me, does Goat have to go? Both he and I just have to know!


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All : Th at goats a hero! Hip hooray! We think that goat has got to stay!

Storyteller: Sister Kate and Joes big brother, Auntie Bess and Dad and Mother, his Grandma, Steve, and Grandpa Pete all gave that goat a great big treat.

Mother: Have a peach! Grandma Ann: Try some pie! Sister Kate: Want some fi sh? Grandpa Pete : Eat my tie! Brother Bill : Heres a baseball! Father: Chew my slipper! Auntie Bess: Taste my hat? Cousin Steve: Try this zipper. Goat: Bleat, bleat! Treats to eat! All: Th at goats a hero! Hip hooray! Yes,

yes! Th at goat has got to stay!


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DRAMA ACTIVITY:

Look at Me NowDraw Pictures of Things You Did

Read the play Look at Me Now. It tells about how children grow. Actors tell what they could do at different ages.

What could you do when you were:

one-year old?

two-years old?

three-years old?

four-years old?

five-years old?

What can you do now? Draw pictures that show what you could do at each age. Label your pictures.

ActivitiesDRAMA

For Activity answer keys go to www.macmillanmh.com 64 Plays/Choral Readings

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DRAMA ACTIVITY:

Look at Me NowPerformance Activity: Act Out the Play

The play Look at Me Now has four characters.

Read aloud each line. Then act out what the character says. Here are some ideas:

Child 1 says I could smile. Smile when you say that line.

Child 2 says, I could walk. Take three steps.

Child 3 says, I could put on socks. Act out putting on socks.

Child 4 says, I could brush my teeth. Act out brushing your teeth.

In a group, read aloud the play. Do simple moves to act out each line.

Drama Activities 65


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ActivitiesDRAMA

DRAMA ACTIVITY:

Write Your Own! I Speak, I Say, I Talk tells about sounds

that animals make. What else makes a noise? Work with

a partner to write a play about sounds. Here is a sample play:

Solo 1: Bells ring.Solo 2: Clocks tick.Solo 3: Horns honk.Solo 4: Planes roar.Solo 5: Doors slam.

All: But I SING!

Think of things in your home or at school that make noise. What makes noise otuside?Add them to your play.

In a small group, take turns acting out your plays. Use your voice, hands, and feet to sound like each thing.

For Activity answer keys go to www.macmillanmh.com 66 Plays/Choral Readings


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DRAMA ACTIVITY:

Performance Activity: Act It Out!

Take turns making the animal sounds in I Speak, I Say, I Talk. Act out the parts of the animals. Here are some ideas:

Solo 2: Open your mouth wide. Roar.

Solo 3: Make your arms look like wings. Move them up and down. Hoot.

Solo 4: Close your eyes. Pretend to sleep. Snore.

Solo 5: Move your arms like wings. Creak.

Solo 6: Scurry across the floor. Twitch your nose. Squeak.

All: Point to your mouth. Speak!

Act out the rest of the play with your group.

Drama Activities 67


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DRAMA ACTIVITIES:

SHADOW DANCEPerformance Activity: Dance Like Your Shadow

In the play Shadow Dance, a shadow speaks and dances. Act out being many different things.

For example, dance and talk like a:

chair

animal

tree

raindrop

flower

Come up with your own ideas. Think of how these things might dance or act. Put on a play.

For Activity answer keys go to www.macmillanmh.com

ActivitiesDRAMA


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DRAMA ACTIVITIES:

SHADOW DANCEMirror, Mirror

Play a mirror game.

Look in a mirror. Wave your right hand. You will see your reflections hand wave. But your reflections left hand is waving. It does what you do, but on the opposite side.

Stand in front of a friend. Pretend to be a mirror. Ask your friend to look in the mirror and move. If your friends left arm moves, you move your right arm. Your arms will look as if they are moving together.

Now your friend can move. If he or she scratches his head, you scratch your head. But do it on the opposite side.

Take turns being the person and the reflection in the mirror.

Drama Activities 69


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DRAMA ACTIVITIES:

Fooba Wooba John Which Words Rhyme?

Fooba Wooba John is a folk song. The words fooba wooba are made up. They have no meaning, but they rhyme.Can you find other words in the song that rhyme?

Look at the first line. Which word in that line rhymes with flea? In line 6, what other word rhymes with flea?

Count down to line 9. Which word rhymes with crow? There is also another word that rhymes with crow. It is near the bottom of the page. Which word is it?

Read the rest of the song. Can you find more words that rhyme? Look for two words that rhyme with whale. What are they?


ActivitiesDRAMA



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DRAMA ACTIVITIES:

Fooba Wooba JohnPerformance Activity: Play Charades

Fooba Wooba John has four solo parts. Each part is about a different animal. The actor shows the animals actions.

To help you act out the parts, play a game of charades. In charades, you act like an animal without using any words or sounds.

Take turns acting out animals from Fooba Wooba John.

Jump around like a flea.

Flap your wings like a crow.

Walk and show your teeth like a bear.

Guess which animal each person is.

Now, in a small group, act out the parts from the play. Do what the play says you should do.

Drama Activities 71


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DRAMA ACTIVITIES:

The Narrator

Reread Supper with the Queen. The play has five characters. One of them is the Storyteller.

The Storyteller is the narrator. The narrator has a special job. He or she talks to the audience. He or she fills in parts of the story that are now shown. Answer the following.

1. Where does William find an onion? How do you know?

2. What do the two travelers add to the soup? How do you know?

3. What does the Storyteller say about the Queen?

Talk with a partner. What if another traveler comes? What might he or she add to the soup? What would the narrator say? Write it on a sheet of paper.


ActivitiesDRAMA



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DRAMA ACTIVITIES:

Performance Activity: Cook for the Queen

In Supper with the Queen, the characters make soup. With a group, pretend to cook a meal. You are the cooks in the royal kitchen.

Pretend to make a pot of soup. Tell what you are putting into it. Act as if you are stirring the soup. Then taste it. Pour the soup into a bowl.

Pretend to bake a cake. Act as if you are putting it into the oven. Take it out. Pretend to decorate it. Then cut the cake. Put a slice on a plate.

What will you serve the Queen to drink? You could pretend to make punch. Put juice and fruit into a bowl.Then pour some punch into a cup.

Act as if the Queen has come to eat her meal. Set the table. Serve the meal.

Drama Activities 73


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DRAMA ACTIVITIES:

Rhymes About Pets

The play That Goat Has GOT to Go! is about pets. The play uses rhyme to tell about the different pets. With a partner, answer these questions:

1. Brother Bill tells about his dog. He uses words that rhyme. Which of his words rhyme?

2. Sister Kate tells about her cat. She uses rhyming words. Which of her words rhyme?

3. Cousin Steve tells about his mouse. He uses words that rhyme. Which of his words rhyme?

What other animals might make fun pets? Give it a name. Think of something that your pet might like to do.

Write two lines about your pet. Use words that rhyme at the end of each line.


ActivitiesDRAMA



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DRAMA ACTIVITIES:

Performance Activity: Now You Try!

When you act, you speak as your character would speak. You move as that person would move.

In some plays, actors make up their own lines. You have to think about what the character would say.

Work with a partner. Take turns acting as if you want a new pet. One partner will ask his or her parent for a pet.

Think of the pet you want. Make up some lines to ask for the pet. Tell why you want this pet. Tell how you will take care of it.

The other partner will be the parent. The mother or father will say yes or no. Think of good reasons for your answer. Then say yes or no. Give your reasons.

Drama Activities 75


Genre Study

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Talk About It Its fun to talk about what you read! Find a partner or a small group. Share your ideas and questions. Follow these tips.

Take turns.Listen quietly while others are speaking.Look at the person who is speaking.Look at your audience when you are speaking.Speak correctly so that others can understand you.Ask questions correctly so that others can understand you.Be respectful of what others are saying.

Write About ItYou can also write about you read. Write about you liked or didnt like. What questions did you have? What would you tell a friend about it?

$ Write brief comments on literary and informational texts.# Speak in complete sentences with correct subject-verb agreement.$ Ask questions with appropriate subject-verb inversion.,+

Texas Reading Genres Handbook, Answer Key Grade 1

Unit 1 Activities do not require answers.

Unit 2 Page 12, Make a Bird Feeder

bird seed Page 12, Follow the Map

The books sign means school. The bakery is on the corner. Page 12, What Do They Show?

They show small pictures called symbols or signs.

Unit 3 Page 18, Story Questions

The words Once upon a time tell you that the story is not real.

Unit 4 Page 26, True or Fantasy?

They are true stories. Possible answers: The story talks about real things that happened and real people who lived. The story is not made up.

Page 26, Write About the Story 1. It is about the first railroad in Texas. 2. Possible answer: The author wrote about railroads to tell how they came to be. 3 & 4: Answers will vary.

Page 26, Talk About Abe Answers will vary.

Page 70, Which Words Rhyme? 1. tree, sea 2. low, snow3. snail, pail

Unit 5 Page 32, Talk About Words

1. Waves 2. lick, tickle 3. fast 4. slow 5. red, round

Page 72, The Narrator 1. William finds an onion in his pocket. The Storyteller says that William looks in his

pockets.2. The travelers add a banana and some pigs feet. The Storyteller says that they put

these things in the soup. 3. She is smart, but she does not know how to cook.

Texas Reading Genres Handbook, Answer Key Grade 1

Unit 6 Page 38, Talk About the Story

1. Once upon a time means that the story happened in a fantasy time and place. 2. They lived happily ever after means that the characters problems are solved and

the story is over. 3. The brothers wanted another chance to be king. 4. Answers will vary. 5. Answers will vary.

Page 74, Rhymes About Pets 1. run, fun 2. fur, purr 3. feet, eat

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reading genres - a study guide grade 1

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