Reading Genres - A Study Guide Grade 1

Grade 1

Reading

Genres A STUDY GUIDE

B

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Contents Genre Studies

Plays

Unit 1: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fables .

Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Introduction . . . . . . . . . . . . . . . . . . . . . . . . 40

1

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

Unit 2: Procedural Text . . . . . . . . . . . . . . . . . . . . . . . 7 Make a Bird Feeder . . . . . . . . . . . . . . . . . . . . 8 Read a Map . . . . . . . . . . . . . . . . . . . . . . . . . 10 Genre Activities Activities . . . . . . . . . . . . . . . . . . . . . . 12

Unit 3: Folktales . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 The Fox’s Fox’s Dinner . . . . . . . . . . . . . . . . . . . . . 14 Genre Activities Activities . . . . . . . . . . . . . . . . . . . . . . 18

Unit 4: Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . 19 The First Railroad in Texas . . . . . . . . . . . . . 20 The Life of Abraham Lincoln . . . . . . . . . . . . 23 Genre Activities Activities . . . . . . . . . . . . . . . . . . . . . . 26

Unit 5: Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Rain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Round Fruits . . . . . . . . . . . . . . . . . . . . . . . . . 30 My Grandpa’s Farm . . . . . . . . . . . . . . . . . . . 31 Genre Activities Activities . . . . . . . . . . . . . . . . . . . . . . 32

l l i H w a r G c M / n a l l i m c a M ©

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

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

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

Drama Activities Drama Activities (for Look at Me Now!). Now!) . . . . 64 Drama Activities (for I Speak, I Say, I Talk) Talk) . . . . . . . . . . . . 66 Drama Activities (for Shadow Dance) . . . . . 68 Drama Activities (for Fooba Wooba Wooba John) John) . . . . . . . . . . . . . 70 Drama Activities (for Supper Supper with the Queen) Queen) . . . . . . . . . . 72 Drama Activities (for That Goat Has GOT GOT to Go!) Go!) . . . . . . . 74

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 lion’s paw. The story shows that even small animals can help. We can learn from fables. l l i H w a r G c M / n a l l i m c a M ©

• 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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Genre Study Fable

The Ant and the

Dove

An Aesop Fable

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.

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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 hunter’s 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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Genre Study

Acttiv ities Ac

Fable

Story Questions Questio ns 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.

Helperss Ev Helper E very erywhere where This 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.

Wrr ite About It W What 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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For Activity answer keys go to www.macmillanmh.com


Genre Study Procedural Text

Reading Procedural Text             It shows the things that you need. It shows what you must do in order.        It has a list of the foods that you need. The directions tell you how to mix them.          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. l l i H w a r G c M / n a l l i m c a M ©

        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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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. What You Will Need

• clean, empty plastic milk jug • scissors • strong string • bird seed

B IR D S E E D


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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. l l i H w a r G c M / n a l l i m c a M ©

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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.

Apple Street

t e e r t S d e R

t e e r t S n e e r G

t e e r t S e u l B

Park Street l l i H w a r G c M / n a l l i m c a M ©

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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

park

school

zoo


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Genre Study

Activities

Procedural Text

Make a Bird Feeder Make 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 Map Look 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 Folktales

Reading Folktales            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.       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.


         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.        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.   Act out important events in stories in logical order.

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The

Fox’s Dinner

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.

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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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“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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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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Genre Study

Activities

Folktales

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.

Act It Out Form 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.

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Genre Study Nonfiction

Reading Nonfiction         It may tell about what real people do. Nonfiction may tell about a real place. It may explain something that is real.        The topic is what the text tells about. Both words and pictures can give information.      They are not like fantasy. In a fantasy story, people and things are made up.


       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 author’s purpose.        Use the “Talk About It” tips on page 76.

 Determine whether a story is true or a fantasy.  Identify the topic and explain the author’s purpose in writing the text.   Write brief comments on literary or informational text.   Make connections to th e larger community.

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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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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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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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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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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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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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Genre Study

Activities

Nonfiction

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

Write About the Story Write 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?

Talk About Abe Talk 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         The words help you see a picture in your mind.       Sensory words tell about things that you feel or hear or smell or taste.        Words that rhyme end with the same sound.          Some words that sound good together begin with the same sound.


        Lines with few words can make the rhythm fast. Lines with many words can make the rhythm slow.        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                                    


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Genre Study Poetry

Waves


                                   

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Genre Study Poetry

Round Fruits                                                            


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Genre Study Poetry

My Grandpa’s Farm                                                        


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Genre Study

Activities

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

Reading Fairy Tales             Most fairy tales are very old. No one knows who told them first.         The stories often have fairies or magic animals.           This tells that the story takes place long ago in a setting that is not real.         happily ever after.” This tells that the character’s problems are solved and the story is over. l l i H w a r G c M / n a l l i m c a M ©

      Use the “Talk About It” tips on page 76.

  Connect the meaning of a well-known story to personal experiences.   Explain the function of recurring phrases in traditional fairy tales.   Describe reasons for character’s actions.   Write brief stories that include a beginning, middle, and end.   Make connections to the larger community.

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The Three

Feathers

A Grimm’s Fairy Tale

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.

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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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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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The brothers came back with the first welldressed maidens they could find. When these maidens saw the youngest son’s 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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Genre Study

Activities

Fairy Tales

Talk About the Story Find 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 Story Think 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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CONTENTS Plays and Choral Readings Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Look at Me Now! . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 I Speak, I Say, I Talk . . . . . . . . . . . . . . . . . . . . . . . . . 47 Shadow Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Fooba Wooba John . . . . . . . . . . . . . . . . . . . . . . . . . 51 Supper with the Queen . . . . . . . . . . . . . . . . . . . 53 That Goat Has GOT to Go! . . . . . . . . . . . . . . . . 57

Drama Activities Drama Activities (for Look at Me Now!). . . . . . . 64 Drama Activities (for I Speak, I Say, I Talk) . . . . . 66 Drama Activities (for Shadow Dance) . . . . . . . . 68 Drama Activities (for Fooba Wooba John) . . . . 70 Drama Activities (for Supper with the Queen) . . . . . . . . . . . . . . . . . . . . . . . 72 l l i H w a r G c M / n a l l i m c a M ©

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

Read the plays and activities to the children.

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    A 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 character’s words the way you think the character might say them.

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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 characters at the beginning of a play tells who the characters are.

Important Words to Know • play • character • actor • narrator • setting • dialogue

• 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. l l i H w a r G c M / n a l l i m c a M ©

• 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.



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Look at Me Now by Alice Boynton CAST:

Child 1 Child 2 Child 3 Child 4

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 couldn’t eat spaghetti. Child 2: I couldn’t say my name. Child 3: I couldn’t catch a ball. Child 4: I couldn’t play games.

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Plays/Choral Readings

All: Just look at me now!


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 couldn’t talk on the telephone, Child 2: I couldn’t draw an elephant. Child 3: I couldn’t climb a tree. Child 4: I couldn’t wash my hands.


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.

Look at Me Now

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All: But when I was two years old, Child 1: I couldn’t write my name. Child 2: I couldn’t jump rope. Child 3: I couldn’t button my coat. Child 4: I couldn’t make a tent.


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 couldn’t read a story. Child 2: I couldn’t pour my juice. Child 3: I couldn’t tie my shoes. Child 4: I couldn’t skip.

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All: When I was our 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 our years old, Child 1: I couldn’t push a big cart. Child 2: I couldn’t write the letters. Child 3: I couldn’t play kickball. Child 4: I couldn’t count to �fy.


All: When I was �ve years old, Child 1: I could stand on one oot. Child 2: I could make my bed.


Child 3: I could play dress-up. Child 4: I could do puzzles.

Look at Me Now

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All: But when I was �ve years old, Child 1: I couldn’t make a sandwich. Child 2: I couldn’t spell pig. Child 3: I couldn’t remember my address. Child 4: I couldn’t count by tens.


All: Now I’m in �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 I’m in �rst grade, Child 1: I can �y a kite. Child 2: I can add 3 + 2 = 5. Child 3: I can eed my bird. Child 4: I can play in a band.

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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. l l i H w a r G c M / n a l l i m c a M ©

All: But I ��! Solo 1: Monkeys chatter. Solo 2: Cows moo. Solo 3: Ducks quack. Solo 4: Doves coo.

I Speak, I Say, I Talk

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Solo 5: Pigs squeal. Solo 6: Horses neigh. Solo 7: Chickens cluck.

All: But I ��! 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.

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All: But I ��!


SHADOW DANCE

by Ivy O. Eastwick


Group 1: O Shadow, Dear Shadow, Come, Shadow, And dance! Group 2: On the wall In the �relight Let both o 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 dancing And leaping And laughing We go! Group 2: From the wall o the ceiling From ceiling o wall,

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


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Fooba Wooba John American olk song Solo 1: Saw a �ea kick a tree,

All: Fooba wooba, ooba wooba, Solo 1: Saw a �ea kick a tree,

All: Fooba wooba John. Solo 1: Saw a �ea kick a tree In the middle o the sea,

All: Fooba wooba, ooba wooba, Fooba wooba John. Solo 2: Saw a crow �ying low,


All: Fooba wooba, ooba wooba, Solo 2: Saw a crow �ying low,

All: Fooba wooba John. Solo 2: Saw a crow �ying low Several miles beneath the snow,

All: Fooba wooba, ooba wooba, Fooba wooba John.

Fooba Wooba John

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Solo 3: Saw a whale chase a snail,

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

All: Fooba wooba, ooba wooba, Solo 4: Saw a bear scratch his ear,

All: Fooba wooba John. Solo 4: Saw a bear scratch his ear Wonderin’ what we’re doing here,

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All: Fooba wooba, ooba wooba, Fooba wooba John.


Supper with the Queen by Sally Jarvis CAST:

William Storyteller Queen 1st Traveler 2nd Traveler


William: Here I am in the woods. What can I eat or supper? Storyteller: He looks in his pockets. William: Oh, ho! Here is an onion! I will have onion soup! Storyteller: He makes a �re. He puts a pan on the �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

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1st Traveler: I I help you cook it, may I have some, too? William: Tat’s air. How can you help?

1st Traveler: I have a banana. Tere is nothing like a banana to make good soup. William: Banana soup? I don’t think . . .

Storyteller: But it is too late. Te 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: I I help you cook it, may I eat it with you? 1st Traveler: How will you help? 2nd Traveler: I have some good pig’s eet. I will put them into the soup. William: But . . .

Storyteller: oo late! Te traveler puts the pig’s eet 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 didn’t 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 un! I have never eaten outside.

Storyteller: She sits down. William gives out the soup. Tey each take a sip. 1st Traveler: Ugh! 2nd Traveler: Ugh!


Queen: Ugh! What is in this soup?

William: Tere are onions, bananas, and pig’s eet.

Storyteller: She is smart but she doesn’t know how to cook.

Supper with the Queen

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Queen: No wonder it is no good. It doesn’t have any chocolate cake in it. Everything tastes better with chocolate cake. How lucky I have some with me!

Storyteller: Beore 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. Te next time there will be one cook—ME!

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 different culture and time period.

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That Goat Has GOT to Go! by Anne M. Miranda CAST:

Storyteller Sister Kate Cousin Steve Joe Brother Bill Father


Grandma Ann Goat Mother Grandpa Pete Auntie Bess

Storyteller: Young Kate and Steve and Brother Bill all live with Joe, high on a hill. A lot o pets live in their house—a dog, a cat, and one gray mouse. Brother Bill: I have a dog that likes to run. My dog and I have lots o un. Sister Kate: I have a cat with yellow ur. My cat is sof and likes to purr. Cousin Steve: I have a mouse with little eet. Hard cheese is what it likes to eat.

That Goat Has GOT to Go!

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Joe: I have no pet to hug and squeeze— No dog, no cat, no mouse, no cheese! I think I’ll get a billy goat. I’ll eed him hay and brush his coat.

Storyteller: Joe got a billy goat that day. But did that goat eat nice resh hay? Oh, no! What did he �nd to munch? A pair o purple socks or lunch! Goat: Bleat, bleat! Socks to eat.

Storyteller: Goat ate and ate and did not rest. Te amily said he was a pest. Mother: I had a juicy peach, you see. But that goat ate it—one, two, three!

Goat: Bleat, bleat! Peach to eat.

Mother: No peach or Mother? Listen, Joe, I think that goat has got to go.

Father: I had two shoes, a lef and right. But that goat ate them both one night.

Goat: Bleat, bleat! Shoes to eat.

Father: No shoes or Father? Listen, Joe, I think that goat has got to go!

Sister Kate: I put some �sh on my cat’s plate. Te kitty’s �sh is what Goat ate.

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Goat: Bleat, bleat! Fish to eat. Sister Kate: No �sh or kitty? Listen, Joe, I think that goat has got to go! Brother Bill: I had a avorite baseball mitt. Tat goat o Joe’s ate every bit.

Goat: Bleat, bleat! Mitt to eat. Brother Bill: No mitt or 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 or Grandpa? Listen, Joe, I think that goat has got to go! Grandma Ann: I set a pie out on the sill. Tat goat sat down and ate his �ll. l l i H w a r G c M / n a l l i m c a M ©

Goat: Bleat, bleat! Pie to eat.

Grandma Ann: No pie or 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 or 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 wasn’t there! Goat: Bleat, bleat! Coat to eat.

Cousin Steve: No coat or winter? Listen, Joe, I think that goat has got to go! Joe: Oh, I am eeling sad and blue. My goat has eaten Father’s shoe. He ate a mitt, a hat, and tie. He ate my grandma’s apple pie. What can I do to stop my goat rom eating Steve’s warm winter coat? I’ll have to tie him with a rope. Ten he can’t be a pest, I hope.

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Storyteller: Joe walked to school one oggy day. He didn’t stop to laugh or play. Joe and his goat marched down the trail. He had his lunch inside a pail. An apple ell out on the ground. A sandwich dropped without a sound. Some carrot sticks were next to go. Soon there was no lunch lef or Joe. At school, Joe told his pet to wait. He tied Goat to the big ront gate. Joe went to class. And then at noon he got his lunch pail, ork, and spoon.




Storyteller: Tere was no lunch inside Joe’s pail. He lost his ood along the trail. Each thing had allen bit by bit. But Joe thought Goat had eaten it. Joe: No ood at lunch time? Tat’s 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 or Joe to go. But thick og made the going slow. Joe could not see one step ahead. He held Goat’s rope and shook his head.

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

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

Goat: Bleat, bleat! Meat to eat! Joe: I’ll stop and let you look around. Please, tell me, what else have you ound?


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Goat: Bleat, bleat! Bread to eat.

Joe: You ound my sandwich on the trail! It must have allen rom my pail.

Goat: Bleat, bleat! Apple to eat.

Joe: Just �nd what’s next along the trail. Please �nd what’s missing rom my pail. Tat’s how we’ll get back home today. Your nose will help us �nd the way.

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

Joe: Yoo-hoo! I’m here! I’m sae and sound. Tanks to my goat and what he ound.

Storyteller: Ten everybody jumped or joy. Tey saw that goat and their lost boy.

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


All : Tat goat’s a hero! Hip hooray! We think that goat has got to stay!

Storyteller: Sister Kate and Joe’s 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: ry some pie! Sister Kate: Want some �sh? Grandpa Pete : Eat my tie! Brother Bill : Here’s a baseball!

Father: Chew my slipper! Auntie Bess: aste my hat? Cousin Steve: ry this zipper.


Goat: Bleat, bleat! reats to eat! All: Tat goat’s a hero! Hip hooray! Yes, yes! Tat goat has got to stay!


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DRAMA

Activities DRAMA ACTIVITY:

Look at Me Now Draw 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. l l i H w a r G c M / n a l l i m c a M ©

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DRAMA ACTIVITY:

Look at Me Now Performance 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. l l i H w a r G c M / n a l l i m c a M ©

• 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

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DRAMA

Activities DRAMA ACTIVIT Y:

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.

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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.

Point to your mouth. Speak!

All:

Act out the rest of the play with your group.

Drama Activities

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DRAMA

Activities DRAMA ACTIVITIES:

SHADOW DANCE Performance 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.

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DRAMA ACTIVITIES:

SHADOW DANCE Mirror, Mirror

Play a mirror game. • Look in a mirror. Wave your right hand. You will see your reflection’s hand wave. But your reflection’s 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 friend’s 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

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DRAMA


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?

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DRAMA ACTIVITIES:

Fooba Wooba John Performance Activity: Play Charades Fooba Wooba John has four solo parts. Each part is about a different animal. The actor shows the animal’s 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. l l i H w a r G c M / n a l l i m c a M ©

• 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

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DRAMA

Activities DRAMA ACTIV ITIES:

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.

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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. l l i H w a r G c M / n a l l i m c a M ©

• 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

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DRAMA


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.

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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

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Genre Study

Talk About It It’s 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 It • You can also write about you read. • Write about you liked or didn’t 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, snow 3. 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 pig’s feet. The Storyteller says that they put these things in the soup. 3. She is smart, but she does not know how to cook.

Reading Genres - A Study Guide Grade 1

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