TREASURES Oral Vocabulary Cards (Grade 2)

Grade 2

Oral Vocabulary Cards

Macmillan/McGraw-Hill

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1 2 3 4 5 6 7 8 9 10 DSS 12 11 10 9 8ISBN 10: 0-02-202029-2ISBN 13: 978-0-02-202029-3

What Goat Learned

The Three Friends

The Story of the Donkey

The Nightingale

The Statue of Liberty

Two Brothers

The Scent of Bread

How Coyote Stole Fire

John Henry

Daedalus and Icarus

The Powwow: A Native American Celebration

La Cucarachita Martina Gets Married

Spider Woman Teaches the Navajo How to Weave

On the Farm

How Anansi Brought Stories to Earth

The Enormous Yuca

Tikki Tikki Tembo

Little Red Riding Hood

The Woman, the Tiger, and the Jackal

The Emperor’s New Clothes

Jack and the Beanstalk

Brer Rabbit in Mr. Man’s Garden

Sharks!

From Tadpole to Frog

Coral Reefs

The Desert Is Their Home

The Fox and the Crane

Febold Feboldson, Drought Buster

The Stonecutter

Why the Moon Is in the Sky

Table of Contents

ELLGenerate Synonyms Say: Goat is eager to learn to climb. When you really, really want to do something, how do you feel? What words mean almost the same as eager?

Who are your teachers? What do you learn from them? What would

happen if you stopped listening to them?Long, long ago, when the land was new and all the animals were

free to do as they wished, Cat and Goat were good friends. They spent

their days together exploring the green forests and high mountains of

their beautiful island home. It was during their travels that Goat began to notice the way that

Cat moved. Goat was loud and clumsy, but Cat could creep quietly

along the forest fl oor. Cat could leap gracefully from rock to rock. And

best of all, Cat could climb high into the tall green trees. In fact, Cat

made climbing trees look like so much fun, Goat was eager to try it

himself. “Cat,” said Goat, “you are an expert at climbing trees. Will you

teach me to climb, too?” Cat agreed.

What Goat LearnedA Tale from Haiti

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eager Defi ne: An eager person wants to do something very much. Example: Bob is eager to go to

the beach this summer.Ask: What are you eager to do this weekend?

expert Defi ne: An expert knows a lot about something or can do something very well.Example: A fi refi ghter is an expert at rescuing people.Ask: Who are some experts in

your neighborhood? What do they do?

Additional Vocabulary Reread the selection. Introduce the underlined words using the

vocabulary routine on How to Use the Oral Vocabulary Cards.

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ELL

What is a coral reef? Where would you see one? What would you like

to learn about coral reefs?

Coral reefs are busy underwater places where many colorful animals

and plants live.

Some people think coral reefs are made of rocks or shells, but

that’s not so. Coral reefs are actually made up of tiny living creatures

called coral polyps. These animals are only about 1/4 inch across. It

takes millions of coral polyps to make one reef. Different polyps form

different kinds of coral. Coral can be many different colors. It can be

interesting shapes and sizes, too.

Coral reefs are located in warm, shallow water, usually near land.

The biggest coral reef in the world is Australia’s Great Barrier Reef. The

Great Barrier Reef is about 1,260 miles long!

Coral Reefs

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Defi ne: When you tell where

something is located, you tell

where it is found.

Example: Our school is located

on Pine Street, next to the park.

Ask: Where is your house

located?

Use Photographs Help

students use the

photograph to describe a

coral reef. Ask: What color

is this coral reef? What does

the coral look like to you?

Guide students to compare

the coral to other things:

The coral looks like ______ .

Additional Vocabulary Reread the selection. Introduce the underlined words using the

vocabulary routine on How to Use the Oral Vocabulary Cards.

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How to Use the Oral Vocabulary Cards

Key Features of the

Oral Vocabulary Cards

• The Oral Vocabulary Cards feature folk tales from around the world and high-interest nonfiction. There is one set of four cards for each selection/per week.

• Every card has a full-color illustration or photo on the front. The images can be shown while reading the text aloud. They can be used to reinforce the Wonderful Words and additional words. These words build children’s oral vocabularies beyond their reading vocabularies. A minimum of ten words are included in each selection.

• A Wonderful Words section provides a routine for introducing new vocabulary. Introduce highlighted words using the following routine:

Define: offers a student-friendly definition

Example: uses the word in a context children will relate to

Ask: offers a question that requires children to apply the word in their own sentences as they reply

• Additional Vocabulary Words are provided for more vocabulary opportunities. Introduce the underlined vocabulary using the Define/Example/Ask routine.

• English Learner (EL) strategies help unlock the meanings of words through engaging activities for all children.

• A Retelling feature helps children use the illustrations and photographs to retell the events and facts.

Using the Oral Vocabulary Cards

While You Read

• Use the focus questions before the selection to start a discussion with children before reading. Evaluate children’s prior knowledge of the concepts introduced in the story and use the discussion to build children’s background.

• Read the selection aloud, engaging children by pointing out key elements of the illustrations or photos that help make the text comprehensible. As you encounter a highlighted word, stop and use the Define/Example/Ask routine to teach the word and provide time for discussion.

• As an alternative, first read the selection straight through and then go back to use the Define/Example/Ask routine to teach the Wonderful Words.

Using the Oral Vocabulary Cards

Guided Rereading

On a subsequent reading, use the same Define/Example/Ask routine to teach the underlined additional vocabulary words. Use the EL strategies if you have not already done so. Use language frames and sentence starters so children have a context in which to supply vocabulary words. Encourage them to echo the sentences when the frames are complete.

Retelling

Do a Modeled Retelling of the selection by holding up each card and talking about what you see as you ask children questions found in the Retell box.

For example, for “What Goat Learned,” a Haitian tale, retell the story as follows:

Card 1: Long ago, Cat and Goat were good friends. Goat wanted to learn how to climb trees the way Cat did. So he asked Cat to teach him how.

Card 2: Goat tried hard to climb the tree like Cat, but he could not get his back legs off the ground. Cat encouraged him to keep trying.

Card 3: Later, Cat found Goat teaching Dog how to climb a tree. But Cat did not want Dog to learn how to climb trees. Now, Cat knew that Goat had never finished learning how to climb, and so would not be able to teach Dog. So Cat said that he would not be Goat’s teacher anymore.

Card 4: Goat and Dog kept trying to climb the tree, but they couldn’t. Cat watched from a tree branch. She was happy, because she knew that without her as a teacher, neither Goat nor Dog would ever learn to climb a tree.

Developing Conversations

The Oral Vocabulary Cards are linked to the weekly and unit themes. They are designed to develop children’s listening and speaking skills. As you share the stories with children, use the following strategies to engage children in independent and group responses.

• Motivate discussion by asking children about their experiences. Use the focus questions at the beginning of each selection. Discuss unfamiliar concepts by relating to children’s personal experiences. Use examples from your own life to make concepts clear.

• Pause long enough to allow children to think and respond.

• Ask children, one by one, to retell the events of the story in a group situation. Encourage each child to tell one event or fact in chronological order.

• Practice fluency with the patterned parts and repetitive stanzas.

• Have children role-play the parts of the story by becoming characters. Have a narrator tell the story while children use the characters’ words at the appropriate time. Allow groups of children to become one character so that children at a beginning language level can participate.

• Provide a simple synopsis of the story and invite children to add the details they remember.

Intensive Vocabulary Instruction

For children needing additional vocabulary development, follow the Intensive Vocabulary5-Day Plan below. Spend 15-20 minutes a day providing targeted vocabulary instruction and practice using the Oral Vocabulary Cards.

Intensive Vocabulary 5-Day Plan

Day 1: Review the previous week’s words. Then administer the Oral Vocabulary Pretest in the Teacher’s Resource Book. If time allows, read the selection aloud for enjoyment and prompt children to offer personal responses.

Day 2: Read the selection and teach the highlighted words using the Define/Example/Ask routines provided.

Day 3: Reread the selection and teach the underlined words using the Define/Example/Ask routine.

Day 4: Revisit the selection, review the vocabulary words, and guide children in a retelling.

Day 5: Administer the Oral Vocabulary Posttest in the Teacher’s Resource Book. Allow time for children to independently retell the selection. Prompt them to use the new vocabulary taught by providing sentence frames or sentence starters.

Periodic Review

Once a set of words has been taught, continue to review the words throughout the upcoming weeks. Children will need several weeks of continuous review to master many of these words. To provide ample review:

• Review the previous week’s words at the beginning of each new week.

• Incorporate the new words into classroom discussions. Rephrase children’s responses, when appropriate, to use new words. Ask children to repeat.

• Use the new words in transition activities. For example, ask children to name a time they were exhausted as they line up for recess, one by one.

• At the end of the each unit, revisit all the Oral Vocabulary Card stories for that unit. State a targeted vocabulary word, and ask children to use it in a sentence that tells about a story or something they learned in that unit.

• Send home the list of vocabulary words taught and sentence starters for families to engage their children in discussions using the words.

Academic Language

Many children struggle in school due to their limited knowledge and use of academic language. Academic words include those harder Tier 2 words that appear in much of children’s reading materials as well as the language of instruction.

Tier 1 Words: Everyday words (cat, apple, table)

Tier 2 Words: Academic words (exhausted, analyze, majority)

Tier 3 Words: Content specific words (lava, Louisiana Purchase, viceroy)

The words chosen for instruction on the Oral Vocabulary Cards were carefully sequenced and selected by consulting three sources: (1) the Living Word Vocabulary list, (2) Avril Coxhead’s list of High-Incidence Academic Words, and (3) Andrew Biemiller’s Words Worth Teaching list.

UNIVERSAL ACCESS

English Learners

Who are your teachers? What do you learn from them? What would

happen if you stopped listening to them?

Long, long ago, when the land was new and all the animals were

free to do as they wished, Cat and Goat were good friends. They spent

their days together exploring the green forests and high mountains of

their beautiful island home.

It was during their travels that Goat began to notice the way that

Cat moved. Goat was loud and clumsy, but Cat could creep quietly

along the forest fl oor. Cat could leap gracefully from rock to rock. And

best of all, Cat could climb high into the tall green trees. In fact, Cat

made climbing trees look like so much fun, Goat was eager to try it

himself.

“Cat,” said Goat, “you are an expert at climbing trees. Will you

teach me to climb, too?” Cat agreed.

What Goat LearnedA Tale from Haiti

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eager Defi ne: An eager person wants to do something very much.

Example: Bob is eager to go to the beach this summer.

Ask: What are you eager to do this weekend?

expert Defi ne: An expert knows a lot about something or can do something very well.

Example: A fi refi ghter is an expert at rescuing people.

Ask: Who are some experts in your neighborhood? What do they do?

Intensive Vocabulary Support Reread the selection. Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards.

Generate Synonyms Say: Goat is eager to learn to climb. When you really, really want to do something, how do you feel? What words mean almost the same as eager?

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UNIVERSAL ACCESS

English Learners

Now, climbing trees was not something that came naturally to Goat.

Oh, no! After all, Goat did not have claws for digging into tree trunks.

He did not have a long tail for balance. He was not quick, and he was

not graceful. But with Cat’s help, Goat made progress.

Clat-a-tat-tat! Clat-a-tat-tat! As Cat watched, Goat’s front hooves

clattered up a tree trunk. Clat-a-tat-tat! Clat-a-tat-tat! Goat’s front legs

reached higher and higher while his back legs stayed on the ground.

After a few attempts , Goat was able to stretch his front legs halfway

up the trunk. He could even reach the lowest branches and nibble on

the tasty green leaves.

“Keep going!” cried Cat. “Don’t give up! As my grandfather used to

say: ‘With patience, even an ant can climb a mountain!’”

So Goat kept trying. But try as he may, Goat’s back legs never came

off the ground.

attempt Defi ne: An attempt is a try.

Example: Justin made an attempt to build his model airplane.

Ask: Why is it important not to quit if your fi rst attempt at something doesn’t work out?

What Goat Learned

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Compare and Contrast Say: Cat and Goat are good friends, and they both walk on all fours. But Cat is a much better climber. Why? How is Cat different from Goat?

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UNIVERSAL ACCESS

English Learners

One fi ne morning not long after this, Cat went to fi nd his friend

Goat. He saw Goat beside a tree, talking to Dog.

“Watch closely, Dog, and do what I do,” said Goat. Then he lifted

his front hooves onto the tree trunk. Clat-a-tat-tat! Clat-a-tat-tat! Goat

was teaching Dog everything he’d learned about how to climb a tree.

Now Cat knew that if Dog learned how to climb, there would be

real trouble in the trees! A cat like her would have no safe place to go.

But Cat also knew that Goat had never really fi nished his lessons so he

didn’t yet know how to climb a tree.

“Goat,” said Cat with a clever smile, “I see that you have become a

teacher! There is nothing more you can learn from me. Good luck!”

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What Goat Learned


lesson Defi ne: In a lesson, a teacher teaches a skill to a student.

Example: During Jane’s piano lesson, the teacher shows her how to play new songs.

Ask: What kind of lessons would you like to take?

Paraphrase Say: Goat is teaching Dog how to climb a tree. But Cat doesn’t want Dog to know how to climb trees! Why doesn’t Cat want Dog to climb trees? What does Cat do?

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Retell

And with that, Cat climbed the tree and stretched out on a high

branch, watching what was going on below. Goat and Dog continued

to take turns trying to climb the tree. Again and again, they stretched

their front legs up the trunk as high as they could. But their back legs

never left the ground.

“Without me as a teacher,” thought Cat, “Goat will never have

the knowledge to climb trees. And if Goat doesn’t learn how to climb

trees, he can’t teach Dog how to climb either. I am safe up here,

indeed!”

And that is why Goat never completed his lessons with Cat. And

that is why Goat never learned to climb to the top of a tree, and

neither did Dog.

Clat-a-tat-tat! Clat-a-tat-tat!

knowledge Defi ne: Knowledge is information, or what someone knows.

Example: Danny used his great knowledge of dinosaurs to write a report.

Ask: What kind of knowledge does a doctor need?

What Goat Learned

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Help children use the pictures to retell the story.

Card 1: What does Goat want to learn how to do? Why does he think Cat would be a good teacher?

Card 2: Why is it hard for Goat to climb to the top of the tree? What advice does Cat offer?

Card 3: What is Goat saying to Dog? Why doesn’t Cat want Dog to learn to climb trees?

Card 4: What is Cat’s plan? Why doesn’t Goat ever learn to climb trees?

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Do you think a deer, a woodpecker, and a turtle could be friends?

What could they do together? How could they help each other?

Once upon a time, three friends lived by a lake. Deer lived in the

woods near the lake. Woodpecker lived in a tree next to the lake. And

Turtle made his home in the mud at the edge of the very same lake.

The three were very fond of each other and spent their days happily

playing.

One day, a hunter came to the lake. Seeing Deer’s footprints, he

said, “I will set a trap to catch this deer!” He put out a strong leather

trap and then went home.

That very evening Deer stepped into the trap. “My friends!” he cried

out. “I am caught fast in this trap!”

The Three FriendsA Tale from India

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fond Defi ne: Fond of means to like a lot.

Example: I am fond of my pets.

Ask: What are some things that you are fond of?


UNIVERSAL ACCESS

English Learners

Identify Story Elements Ask children to identify the setting of the story. Ask: Does it look like a place where you have been? In what way? Help children name the animals, the lake, the trees, and other features in the setting.

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companion Defi ne: A companion is someone whom you spend time with.

Example: My companion and I play together every day.

Ask: Do you have a companion you like to spend time with? What do you like to do together?

The Three Friends

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agree Defi ne: When you agree with someone, you have the same idea about something.

Example: Mario and Kim agree that cats are wonderful pets.

Ask: What are some things you and your friends agree about?

Woodpecker and Turtle heard their companion’s cry. Woodpecker

fl ew down from her treetop. Turtle hurried out of the water. They saw

Deer trapped by the leather straps.

“We must fi nd a way to help our friend!” cried Woodpecker.

“I agree ,” said Turtle. “My teeth are as sharp as a saw. I will use

them to cut the straps.”

“And I will fl y to the hunter’s hut,” said Woodpecker. “I will keep

him away until you cut through the straps.”

All night long, Turtle worked on the straps with his teeth.

“Thank you, my kind friend,” said Deer trembling.

Turtle smiled up at Deer and then continued to work.

Meanwhile, Woodpecker waited at the hunter’s hut. In the morning,

the hunter came out the front door. Woodpecker gave a loud cry and

fl apped her wings wildly at him.

“What is that!?” cried the hunter, hurrying back inside. Next, the

hunter came out the back door. But Woodpecker was waiting for

him. She fl ew at him and fl apped her wings frantically. Once again

the hunter rushed back inside. But the third time, the hunter ran past

Woodpecker.

UNIVERSAL ACCESS

English Learners

Words with Multiple Meanings Say: Turtle and Woodpecker saw that Deer was trapped. What does saw mean here? (used their eyes to see) Turtle says his teeth are as sharp as a saw. What does saw mean here? (a tool that cuts) Use saw in sentences to show both meanings.

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Woodpecker fl ew back to her friends as fast as she could. “The

hunter is coming!” she warned them.

By this time, Turtle had bitten through all the straps but one. The

leather was hard, and Turtle was very tired. “I don’t think I can do it,”

thought Turtle. But he was a loyal friend and did not give up.

Then Deer saw the hunter coming through the forest. “There is no

more time!” he cried. And using all his strength, Deer broke the last

strap and ran off as fast as he could.

Woodpecker swiftly fl ew up to her nest in the treetop. But Turtle

was so weak that he could not crawl away. He lay quietly where he

was.

When the hunter saw Turtle and the broken trap, he said, “I have

lost the deer, but at least I will have this turtle.” With that, he picked

Turtle up, put him in a cloth bag, and tied the bag up tight.

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The Three Friends


loyal Defi ne: A loyal friend is a friend you can count on.

Example: My dog is a loyal companion to me.

Ask: What makes you a loyal companion to your friends?

UNIVERSAL ACCESS

English Learners

Make Predictions Ask: Do you think Deer and Woodpecker will save Turtle? What could they do?

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Deer saw that his friend Turtle was in trouble. “I appreciate how

Turtle saved my life,” he said. “Now I must do the same for him!” So

Deer stepped into the open to let the hunter see him.

“Now I will get you, Deer,” cried the hunter. He hung the cloth bag

with Turtle in it on a tree and chased after Deer.

Down fl ew Woodpecker. She pecked a hole in the bag. “Jump out,

Turtle!” she said.

“It’s too far to jump,” cried Turtle. “My shell will break!”

By this time, Deer had led the hunter far into the forest. Then, swift

as the wind, he turned and galloped back to Turtle. With his long

horns, Deer lifted the bag down from the tree and put it on the grass.

Turtle crept out through the hole that Woodpecker had made.

When the hunter returned, all he found was his torn bag.

Deer, Woodpecker, and Turtle had gone to the other side of the

lake. There the three loyal friends and companions lived happily for the

rest of their lives.

appreciate Defi ne: When you appreciate something, you are grateful for it.

Example: I appreciate it when my brother helps me do my chores.

Ask: What has someone done that you appreciate?


Card 1: Who are the main characters in this story? What is the setting? What is the problem?

Card 2: How does Turtle try to help Deer? How does Woodpecker try to help? Why do you think they try to help Deer?

Card 3: What does Deer do when he sees the hunter coming back? What happens to Turtle?

Card 4: How does Deer help Turtle? How does Woodpecker help? How do you know that the animals are the best of friends?

Retell

The Three Friends

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English Learners


The Story of the DonkeyBased on a Fable by Aesop

What kinds of activities do you enjoy doing with family members

such as aunts, uncles, and grandparents? What have you learned

from them?

Long ago, a girl named Anna lived with her parents and grandfather.

Anna and Grandfather had a special relationship . He liked to tell her

stories, and he taught her how to play the games that he played as

a boy. But their bond became even stronger when they took a trip

together. This is the story of what happened on that journey.

One day, the family decided it was time to sell their donkey.

Grandfather volunteered to take the donkey to market, and Anna

wanted to go with him. So early the next morning, they set off for the

market with the donkey following behind.

The two had been walking for a little while, when they met a man

who was chopping wood. “Why are you both walking?” he asked.

“One of you should be riding. How foolish you are!”

relationship Defi ne: A relationship is a connection between people.

Example: James has a close relationship with his brother. They love to play sports together.

Ask: What family member do you have a close relationship with? What do you do together?

bond Defi ne: A bond is a feeling of understanding that holds people together.

Example: Beth and Sarah share a bond because they’ve been friends since kindergarden.

Ask: With what friend do you have a strong bond? What made the bond strong?

Compose Sentences Say: Grandfather volunteered to take the donkey to market. What do you volunteer to do at school? Have children fi nish this sentence: At home, I volunteer to ______.

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So Grandfather put Anna on the donkey, and they went on their

way. They had traveled a short distance when two women passed them

and said, “What a lazy girl you are to let your grandfather walk while

you ride! Have you no respect for your grandfather?”

On hearing that remark, Anna quickly got down from the donkey,

and Grandfather got on the donkey. Then they resumed their journey.

After some time, they passed a group of people that were having

a picnic. The people were pointing at Grandfather, and one of

them called out, “How can you let a young girl walk while you ride

comfortably on that donkey? You are a grown man and she is just a

small child. How can you be so selfi sh?”

resume Defi ne: To resume means to go on again after stopping.

Example: After the rain shower ended, the baseball game resumed.

Ask: When does school resume after the summer?

Generate Synonyms Say: The women ask Anna, “Have you no respect for your grandfather?” To respect is to honor and show consideration for someone. Two words that means the same as respect are value and admire. Say the words with me: respect, value, admire. Do you think that Anna values and admires her grandfather? How do you know? What does Anna do to show respect to Grandfather?

UNIVERSAL ACCESS

English Learners

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Upon hearing what was said, Grandfather felt ashamed. So he

got off the donkey to discuss the matter with Anna. “We should ride

together on the donkey,” said Grandfather. “You will ride in front,

and I will ride behind you.” So Grandfather and Anna both got on the

donkey and resumed their journey.

After some time, they passed two farmers who were planting

crops in their fi eld. The farmers pointed at Grandfather and Anna

and scolded them. “How cruel the two of you are to be riding

together on that donkey! Don’t you know that poor animal must be

terribly fatigued ?”

fatigued Defi ne: To be fatigued is to be very tired.

Example: After hiking all day, Karen was fatigued.

Ask: What activities make you feel fatigued?

Summarize Say: First Anna and Grandfather walked in front of the donkey. Then Anna rode the donkey. Then Grandfather rode the donkey. What happened after that? What do you think will happen next?

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Retell

Grandfather and Anna got off the donkey and tried to fi gure out what

to do. Finally, Grandfather found a pole and tied the donkey’s feet to

it. Then he and Anna raised the pole to their shoulders. Off they went,

carrying the donkey to market.

After a while, they passed a group of people on horseback. When the

people saw them carrying the donkey, they burst out laughing. “What a

strange sight!” they yelled. “Are you both fools? Donkeys are meant to

carry people!”

So Grandfather and Anna untied the donkey. Then they sat down

to refl ect on all that had happened. Finally, Grandfather spoke. “We

must do what we think is best and not worry about what others think.

When we try to please everyone, we end up pleasing no one, especially

ourselves.” Anna agreed.

They set off again, both of them walking and the donkey following

behind, which is exactly what they had done in the fi rst place! When

they reached the market, they sold their donkey for a good price. As

they walked home, they laughed and talked about the lesson they had

learned.

reflect Defi ne: When you refl ect, you think about something carefully.

Example: Rita refl ected on what her grandmother might like for her birthday.

Ask: Why is it a good idea to refl ect before doing something important?


Card 1: Where are Anna and Grandfather going with the donkey? What does the man say to them?

Card 2: What do the women say to Anna? What happens next?

Card 3: What do the farmers say to Anna and Grandfather? What do Anna and Grandfather do?

Card 4: What do the people on horseback say? What do Anna and Grandfather do next? What lesson do they fi nally learn?

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Have you heard a bird sing? What did it sound like?

Long, long ago the emperor of China lived in a magnifi cent palace

surrounded by a huge forest. The forest was home to a bird called

the nightingale. Travelers who passed through the forest said the

nightingale’s song was the most beautiful song ever heard. They told

stories of the joy her song could bring to those who listened.

Soon the emperor heard the stories about the nightingale. “Why

haven’t I heard this remarkable bird sing?” the emperor asked his

lords. “It is my wish to hear the nightingale tonight!”

So the lords asked everyone in the palace about the nightingale. At

last a kitchen maid said she knew of the bird, and she led them to her.

“Sweet nightingale!” cried the lords. “Will you come to the palace

tonight to sing for the emperor?” The nightingale agreed.

The NightingaleBased on a Tale by Hans Christian Andersen

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magnificent Defi ne: Something that is magnifi cent is wonderful and very beautiful.

Example: The magnifi cent sunset turned the sky red, pink, and orange.

Ask: What have you seen that is magnifi cent?

remarkable Defi ne: Someone or something that is remarkable is unusual and worth noticing.

Example: A hummingbird is remarkable because it fl aps its wings 50 times a second.

Ask: What remarkable bird do you know about? What makes it remarkable?


Identify Story Elements Ask: Who is the main character in this story so far? What do you think it means to be an emperor? What animal is also an important character? What word do you hear in the word nightingale? (Point out that nightingales are known for singing at night.)

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English Learners

That evening, the nightingale appeared at the palace of the

emperor. The palace had been wonderfully decorated for the event,

and the little gray bird was invited to sit upon a golden perch to sing

her song. When the bird was fi nished, the emperor’s eyes fi lled with

tears of joy.

“Sweet nightingale,” said the emperor, “you must stay and sing

your song for me every evening.” Touched by the emperor’s tears, the

nightingale agreed.

So the emperor’s palace became the nightingale’s new home.

The nightingale lived in a golden cage, and she had her own servants

to give her food and water. Every evening the nightingale entertained

a royal audience. Yet in her heart, the nightingale was not happy.

She longed to be a wild creature again, living in the forest. The golden

cage was not her true home.

entertain Defi ne: To entertain is to amuse and interest someone.

Example: A clown will entertain the audience at the circus.

Ask: What do you do to entertain your friends and family?

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Compose Sentences Say: The nightingale entertains the emperor and his followers. What things entertain you? Have children fi nish this sentence: I am entertained when _____.

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English Learners

Several weeks passed in this way. Then one day, the emperor

received a package from his brother. “I have heard of your little brown

bird,” wrote his brother, “but this golden bird is better!”

When the emperor unwrapped the package, he found a mechanical

nightingale. Amazed by the shiny golden bird, the emperor wound it

up and listened to its song. The bird’s song was not as sweet as the

song of the real nightingale, but its gold feathers pleased the emperor.

That evening, when the little brown nightingale settled on her

perch to sing, the emperor set the golden nightingale next to her. “You

must both sing together!” the emperor declared. But the sound of the

mechanical bird startled the nightingale, and she fl ew out the window.

“Ungrateful creature!” cried the emperor. “Fly away if you will. I

still have my golden bird to sing to me!” So each night, the mechanical

nightingale sang for the emperor’s amusement . The mechanical bird

sounded different from the nightingale, but the emperor didn’t notice.

He was dazzled by its golden feathers.

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The Nightingale


amusement Defi ne: Something done for amusement makes people smile, laugh, and enjoy themselves.

Example: The storyteller told a funny tale for our amusement.

Ask: What shows and movies do you watch for amusement?

Make Predictions Ask: What do you think will happen after the real nightingale leaves the palace? Do you think the emperor will be happy or sad? Will the nightingale return or stay away? What makes you think that?

33


A whole year passed in this way. Each night, the emperor wound up

the mechanical nightingale, and each night it sang for him. Then one

night, something went wrong. Whiz! Whir! Clink, clank, clunk! A spring

cracked, and the bird fell silent. The best workers in the land used

their skills to try to fi x it, but they could not. The golden bird could

sing no more.

Without the music of the nightingale, the emperor’s days were

fi lled with sorrow. Growing weak and ill, the emperor took to his bed.

Then one terrible evening when it seemed the emperor would not live

through the night, his lords heard a sweet song at the window. The

real nightingale had returned, and she was singing for the emperor!

Night after night, the nightingale sang her song, and night after

night, the emperor grew stronger. When the emperor was well again,

he begged the little brown bird to stay with him. The nightingale

knew she was a wild creature whose true home was the forest, but she

wanted to please the emperor. So she promised to come each night to

sing at the emperor’s window. And that is what she did.

skill Defi ne: A skill is something that you can do well.

Example: My brother took an art class to work on his drawing skills.

Ask: What skills did you learn in fi rst grade?


Card 1: Why does the emperor want to hear the nightingale’s song? How do his lords fi nd the little bird?

Card 2: What happens when the nightingale sings for the emperor? How does the nightingale’s life change after that?

Card 3: What gift does the emperor receive from his brother? How does this gift affect the nightingale?

Card 4: Why does the emperor fall ill? How is the nightingale able to help the emperor?

Retell

The Nightingale

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Have you ever seen or heard of the Statue of Liberty? What do you

know about it?

She stands on an island in New York Harbor with a torch held high

in one hand. From head to toe, she is as tall as a 15-story building. Her

skin is made of copper, and she weighs thousands of pounds. Her nose

alone is about as long as you are tall! Who is she? She is the Statue of

Liberty. She has greeted people coming to the United States for over

one hundred and twenty years.

The Statue of Liberty is one of the most famous statues in the world.

It was a gift to the people of America from the people of France. The

statue was built to celebrate the friendship between the two countries.

But today the statue stands for much more. Today the statue is a

symbol of freedom and liberty for all people.


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greet Defi ne: When you greet people, you meet and welcome them.

Example: My babysitter greets me after school with a wave and a smile.

Ask: How does your teacher greet you in the morning?

liberty Defi ne: Liberty is the freedom to believe and act in a way that you think is right.

Example: Young Americans have the liberty to choose what they will be when they grow up.

Ask: Do you think children should have the liberty to choose their own clothes? Why or why not?


UNIVERSAL ACCESS

English Learners

Use Photographs Point to and name the features of the Statue of Liberty, such as her crown and torch. Have children repeat. Then have them describe the statue in their own words.

1


People have been coming to the United States from other countries

for hundreds of years. They come here to work, to raise families, and

to make new homes. They have varied backgrounds, and they speak

many different languages. These people are called immigrants. At

one time, most immigrants traveled to the United States on ships that

sailed across the ocean. As they entered New York Harbor for the fi rst

time, the immigrants saw the Statue of Liberty. The towering statue

seemed to be welcoming them to their new home.

Long ago, many immigrants had to stop at Ellis Island, an island very

close to the Statue of Liberty. At Ellis Island, immigrants were given a

health exam and their papers were checked. Then if everything was in

order, they were free to start their new life in the United States. Over 12

million people came into the United States this way. Today Ellis Island

is no longer a stop for immigrants. It is now a national monument

with a museum that gives information about what life was like for the

immigrants who came to America long ago.

varied Defi ne: Something that is varied is made up of different kinds of things.

Example: I picked a sandwich from a menu of varied foods.

Ask: Why is it good that your classmates have varied backgrounds? How does that make the class interesting?


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Relate to Personal Experience Ask: Have you ever moved or changed schools? How did you feel? How do you think the immigrants at Ellis Island felt?

2

Because the Statue of Liberty was one of the fi rst things people

saw when they entered the United States, it has long been connected

to immigrants and their journey to America. Emma Lazarus, a woman

who helped raise money for the statue, wrote a poem in which the

statue welcomes all people to America. The poem is called “The New

Colossus.” (A colossus is a huge statue.) The poem includes the famous

lines:

“Give me your tired, your poor,

Your huddled masses yearning to breathe free.”

People sometimes think that the poem is printed on the tablet

that the Statue of Liberty holds in her left hand. It is not. Emma

Lazarus’ poem appears on a plaque that is on display in an exhibit at

the bottom of the statue. The exhibit also includes other information

about the history of the statue. So what does the tablet in the statue’s

left hand really say? It gives the date of the American Declaration of

Independence in Roman numerals. That date is July 4, 1776.

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journey Defi ne: A journey is a trip.

Example: We will take a journey to New York in the fall.

Ask: Where would you go if you could take a journey to any place in the world? What would you do there?

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English Learners

Compose Sentences Say: Think about ways that people get around when they take a journey. Complete these sentences: I am taking a journey to _________. I will travel there by _________.

33


In 1984, some important work began on the Statue of Liberty. The

statue was closed so that workers could clean it and make it stronger.

The old torch was taken down, and a new torch was put up in its place.

The old torch was lit from inside, but the new torch has thin sheets of

gold on the fl ame. When light shines on the golden fl ame, it looks like

it is burning.

Today immigrants still come to the United States in great numbers.

Some move here from Canada and Mexico. Others arrive in planes

and boats from around the world. The new immigrants bring with

them customs from the lands in which they were born. These customs

help make America a unique and special place to live.

Although the Statue of Liberty is no longer the fi rst thing that most

immigrants see when they arrive in America, the statue is still a symbol

of freedom and liberty. She reminds us of what makes America great,

and she still welcomes all people to our land.

custom Defi ne: A custom is something that a family or a group of people has done for a long, long time.

Example: My family has made it a custom to watch fi reworks on the Fourth of July.

Ask: What holiday custom do you most enjoy?

Help children use the pictures to tell what they have learned.

Card 1: Why was the Statue of Liberty given to the United States? What does it stand for today?

Card 2: How did immigrants get to America long ago? What happened to the immigrants on Ellis Island?

Card 3: Who was Emma Lazarus? What appears on the tablet that the statue holds?

Card 4: How are today’s immigrants like immigrants of long ago?

Retell


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English Learners

Two BrothersA Tale from the Middle East

What do you do to show that you care about the members of your

family? How do your family members show that they care about you?

Many years ago, two brothers lived on a wheat farm. When their

father became too old to work the fi elds, the two brothers divided the

farm in half. Each brother grew wheat in his own fi elds.

Yusef took the land to the east. He stayed in the farmhouse with his

parents as he had never married. Yusef was a kind man who took good

care of his parents. He had a very generous disposition .

Abdul built a house for himself across the wheat fi elds in the west.

He was a hard-working man with a wife and six children. He took good

care of his family, and made sure to visit his parents and brother often.

disposition Defi ne: A disposition is someone’s personality or usual way of acting and thinking.

Example: The smiling, laughing baby has a happy disposition.

Ask: What kind of disposition does your best friend have?

Generate Synonyms and Antonyms Say: Yusef had a generous disposition. A generous person is kind and giving. For example, the generous girl gave every child a pretzel. Two words that mean the opposite of generous are selfi sh and stingy. For example, the selfi sh girl won’t share her snack. Complete these sentences: The generous child __________. The selfi sh child __________.

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One night, Yusef sat outside watching the stars and thinking about

his brother. “Abdul has six children to feed, while I have none,”

thought Yusef. “It’s not just that he has only half of the family farm. I

will be gracious and give him some of my grain.”

So Yusef went to his silo and poured a large amount of grain into a

farm wagon. Then he hitched an ox to the wagon, crossed the wheat

fi elds to his brother’s farm, and dumped the extra grain into Abdul’s

silo.

Later that night, Abdul lay in bed, not able to sleep. “My wife and

I will have grown children to take care of us when we are old, but

my brother will have none. He needs to sell more grain than I, so he

will have money to take care of himself when he gets old.” So Abdul

loaded up some of his grain and took it over to dump in Yusef’s silo.

just Defi ne: To be just means to be fair or right.

Example: My sister is always just in how she shares a pizza with me.

Ask: Do you think it’s just for an older sibling to stay up later than a younger one? Why or why not?

Dramatize Say: The two brothers are both worried about something. What is it? Reread the dialogue on the card. Then have pairs of children act out the roles of the brothers and use their own words to express each brother’s feelings.

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gracious

Defi ne: To be gracious means to be pleasant and thoughtful.

Example: I was cold so my Dad was gracious and gave me his jacket.

Ask: What is a gracious thing to say when someone gives you a present?

2


In the morning, Yusef looked in his silo and thought, “This is odd. It

doesn’t seem that the amount of grain in my silo has changed.”

That night, Yusef loaded an even larger amount of grain into his

wagon and hauled it over to dump in Abdul’s silo.

Abdul, too, noticed that his silo seemed to hold the same amount

of grain as the day before. “My brother must be able to provide for

himself with dignity in the future,” thought Abdul fi rmly. So he,

too, hitched up his ox and drove a large wagon full of grain to his

brother’s silo.

In the morning, both silos were full once again.

dignity Defi ne: Dignity is a proud and confi dent manner.

Example: Everyone respects my grandmother because she always speaks and acts with great dignity.

Ask: Who would you expect to act with dignity, a queen or a clown?

Paraphrase Model paraphrasing by restating what Yusef thinks and does: Yusef notices that the amount of grain in his silo hasn’t changed, so he takes another load of grain over to Abdul the next night. Then reread the paragraph about Abdul, and ask children to paraphrase what Abdul thinks and does. Have children complete following sentence frame: Abdul notices ____ , so he ____.

Two Brothers

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Retell


The next morning, Yusef was more confused and concerned than

ever. “Tonight I’m going to empty my silo and take ALL the grain to my

brother,” he thought. That night he shoveled all his grain into the wagon

to carry across the fi elds.

At the very same time, Abdul was loading grain into his wagon. “I’ll

shovel away this pile of grain in my silo until my shovel hits the fl oor,”

thought a determined Abdul.

Both brothers started across the fi elds. Suddenly, Yusef looked up,

thinking he heard the creaking of a wagon wheel. Abdul looked up, too,

and saw a shadowy fi gure coming towards him across the fi eld.

The two brothers stopped. Puzzled, they looked into each other’s

wagons. Yusef explained what he was doing. Abdul did the same. Both

men laughed and embraced , each one thinking how lucky he was to

have such a brother.

embrace Defi ne: To embrace is to give a big hug with both arms.

Example: Sally embraced her mother and wished her “Happy birthday!”

Ask: When do you embrace a family member?


Card 1: Why did the brothers divide the farm in half? Which brother is married?

Card 2: Why does Yusef take grain to Abdul’s silo? Why does Abdul take grain to Yusef’s silo?

Card 3: Why do the two brothers repeat their actions the following night? What is the result?

Card 4: How much grain do the two brothers transport the last night? How does the story end?

Two Brothers

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The Scent of BreadA Tale from Perú

What do you like to bake? What does your house smell like when you

are baking? What are some of your favorite smells that come from

the kitchen?

A long time ago in Lima, Perú, there lived a baker named Señora

Gonzalez. Each morning she arose early to bake her bread and

cinnamon rolls. Each morning, her customers smelled the sweet scent

and came to buy her goods. Señora Gonzalez was a wonderful baker,

but she was stingy. She never gave away anything for free.

scent Defi ne: A scent is a smell or an odor.

Example: I love the scent of bread baking.

Ask: What are some scents that you like?

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Use Context Clues Read the last two sentences. Ask children what they think the word stingy means. Ask how the last sentence (She never gave away anything for free.) helps them to better understand the meaning of stingy.

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Meanwhile, Señora Gonzalez’s neighbor, Señor Garcia, lived above

the bakery. He was quite the opposite of Señora Gonzalez. Señor Garcia

did not enjoy getting up early, and he did not enjoy hard work. He did,

however, enjoy sitting on his balcony and smelling the sweet scents

that rose from the bakery below.

“Ah-h-h-h,” he sighed. “I love to smell the scent of the cinnamon

rolls baking each morning. It is almost as delicious as the roll itself!”

Now, as you know, Señora Gonzalez was stingy. She did not think

that Señor Garcia should enjoy the smell of her rolls for free. So one

morning, she called up to him.

“Señor Garcia,” she said. “You are stealing the scent of my bread

and my rolls. That is a privilege that you should not have for free. My

cinnamon rolls are unique in all of Lima for their wonderful scent.

I will charge you 100 soles (so-lays) each month to enjoy the sweet

smell.”

Señor Garcia laughed and said, “What a good joke, Señora Gonzalez.

One cannot steal a scent. I will not pay your fee!”

privilege Defi ne: A privilege is something special you are allowed to do or have.

Example: Tony is the oldest child in the family, so he has the privilege of staying up the latest.

Ask: What are some privileges that you have at home?

unique Defi ne: Unique means special and one-of-a-kind.

Example: Jenna’s homemade lion costume was unique.

Ask: What unique costumes have you seen or made?

Summarize Summarize the problem between the two main characters. Then ask: What does Señora Gonzalez make? What does Señor Garcia like to do? Why does this upset Señora Gonzalez? What does she want Señor Garcia to do?

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English Learners

Now this made Señora Gonzalez quite angry, so she went to see

the judge. “Judge Sanchez, I have a complaint . My neighbor, Señor

Garcia, is stealing the scent of my fresh bread and rolls. Every morning

he enjoys the sweet scent, but he never pays me even one sol. I want

payment for the scent of my delicious rolls.”

The judge ordered both Señora Gonzalez and Señor Garcia to appear

before her the next day. She said Señor Garcia was to bring 100 soles in

coins with him.

Señora Gonzalez returned to her bakery. “Oh, Señor Garcia,” she

called to him. “Judge Sanchez will hear my complaint tomorrow. She

wants you to bring with you 100 soles in coins.”

Señora Gonzalez felt very pleased. She was already planning how to

spend her money.

complaint Defi ne: When you have a complaint, there is something you are not happy about.

Example: Roberto’s complaint is that he has to clean his room every week.

Ask: What is a complaint that you have?

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Compose Sentences Ask: What do you think about the problem in this story? Complete this sentence to tell whether you think Señor Garcia should have to pay for the scents: I think Señor Garcia should/should not pay because ______.

3


The next morning Señora Gonzalez and Señor Garcia appeared

before Judge Sanchez. They both told their stories, and the judge

listened carefully. Finally she said, “Señor Garcia, place your coins in

your hands and shake them so we can hear the sound of your money.”

Señor Garcia was surprised, but he did as he was told.

“Did you hear the sound of the money?” the judge asked Señora

Gonzalez.

“Yes, Judge,” answered Señora Gonzalez.

“Did you enjoy the sound of the money?” the judge asked Señora

Gonzalez.

“Yes, Judge,” answered Señora Gonzalez again.

“Then,” said the judge, “your complaint is settled. Señor Garcia

has enjoyed the scent of your bread and cinnamon rolls, and you have

enjoyed the sound of his money!”

And still today, if you visit the nation of Perú, you can enjoy the

scents of the delicious food for free.

nation Defi ne: A nation is a country.

Example: The United States is a nation.

Ask: What are some nations in our world?

Help children use the pictures to retell the story

Card 1: What is the setting of this story? Who is one main character? What does she do for a living?

Card 2: What problem does Señora Gonzalez have? Does Señor Garcia think this is a problem? How do you know?

Card 3: To whom is Señora Gonzalez speaking now? What does the judge tell her?

Card 4: How does the story end? Do you agree with the judge’s solution? Why or why not?

Retell

The Scent of Bread

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How do you keep warm when it is cold outside? How do you think

people used to keep warm long ago?

Long ago, people loved the warm days of spring, the hot days of

summer, and the cool days of autumn. They were happy during those

times.

But when the autumn days grew short and chilly, people feared the

coming of the long, ice-cold months of winter. “If only we had a small

piece of the sun in our teepees to prevent us from getting so cold,”

they would say.

Coyote heard the people and felt sorry for them. He knew of a

mountaintop where three Fire Creatures lived. The Fire Creatures had

fi re, but they guarded it and kept it only for themselves.

“I will go to the mountaintop,” said brave Coyote. “I will bring fi re

back so people will not be cold.”

How Coyote Stole FireA Native American Tale

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prevent Defi ne: If you prevent something, you stop it from happening.

Example: I wear mittens to prevent my hands from getting cold.

Ask: What do you do to prevent yourself from getting cold?

brave Defi ne: A brave person is not afraid to do something that might be scary or diffi cult.

Example: I felt brave when I rode my bike for the fi rst time.

Ask: When have you felt brave? What brave thing did you do?


Generate Synonyms and Antonyms Say: The story says the days grew short and chilly in autumn. Show how you look when you are chilly. What are some words that mean almost the same thing as chilly? What words mean the opposite of chilly?

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So Coyote sped to the mountaintop and crept quietly to where the

Fire Creatures lived. He watched all day and night as the Fire Creatures

tended their fi re. He saw how they fed it dry leaves and branches to

keep the fl ames alive. He saw how they took turns guarding it at night.

He saw that, in the early morning light, the Creature guarding the fi re

hurried into the teepee to rest. And he observed that the next Creature

was slow coming out to take a turn.

Coyote had a plan. He sped down the mountain and spoke to

his animal friends. “The people are cold and unhappy when winter

comes,” he said. “I have found something that will keep them warm.

But I need your help.”

“We will help,” replied the animals.

Coyote told them his plan. Then he sped back to the mountaintop.

He watched all day and through the night. At last, the early morning

light arrived. The Creature on guard hurried into the teepee. The next

Creature was slow to come out. In that time, Coyote sprang from the

bushes, snatched a glowing stick from the fi re, and sped back down

the mountainside.

glow Defi ne: To glow means to shine brightly.

Example: I can see the glowing moon through the window.

Ask: A fi re can glow. What else can glow?


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Make Predictions Ask: Do you think Coyote will be able to get away? What do you think the Fire Creatures will do? How might Coyote’s animal friends help him?

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The Fire Creatures chased after Coyote. One reached out and

grabbed the tip of Coyote’s tail. This burning hot touch was enough to

turn the hairs on the tip of his tail white. And that’s why, even today,

coyotes have white tips on their tails.

Coyote fl ung the fi re to Squirrel, who put it on her back and

escaped through the treetops. But the fi re scorched Squirrel’s fur so

that her tail curled up. And that’s why, even today, squirrels’ tails curl

up over their backs.

Squirrel then threw the fi re to Chipmunk. As Chipmunk turned to

run, a Fire Creature clawed Chipmunk’s back, making three stripes with

its fl aming claws. And that’s why, even today, chipmunks have three

stripes on their backs.

Chipmunk threw the fi re to Frog. A Fire Creature grabbed Frog’s

tail. But Frog leaped away, leaving his tail behind in the Fire Creature’s

hand. And that’s why, even today, frogs have no tails.

Then Frog threw the fi re to Wood. And Wood swallowed it.

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escape Defi ne: To escape means to run away or get free of something.

Example: My cat tried to catch a bird, but the bird easily escaped.

Ask: How might you feel if your pet escaped from your house? What could you do to fi nd it?

Recognize Cause and Effect Ask: Why do coyotes have white tips on their tails according to this story? What happened to the other animals because they helped Coyote? Point to each animal in the picture and tell how it changed.

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The Fire Creatures surrounded Wood, but they could not get their

fi re back. They promised to give Wood gifts. But Wood kept the fi re.

They sang to Wood, and they shouted, “Give us our fi re back!” Still

Wood kept the fi re. They clawed at Wood. Yet Wood kept the fi re.

So the Fire Creatures gave up and went back to their mountaintop.

But Coyote knew how to get the fi re from Wood. He showed people

how to rub two dry sticks together. And he showed them how to spin a

sharpened stick in a hole in another piece of wood to make fi re.

So today, coyotes’ tails have white tips. Squirrels’ tails curl over their

backs. Chipmunks have three stripes. Frogs have no tails. And people

have fi re. They keep warm even in the ice-cold months of winter.

surround Defi ne: To surround something is to make a circle around it.

Example: Trees surround the lake in the forest.

Ask: What are some things people build to surround a yard?


Card 1: What happens to the people when the weather gets cold? Why does Coyote decide to go to the mountaintop?

Card 2: What does Coyote learn from watching the Fire Creatures? What does he ask his friends?

Card 3: How do the animals help Coyote? What happens to each animal as a result?

Card 4: How does the story end? Do you think this is a good ending? Why or why not?

Retell


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Do you know someone who is strong? How can you tell he or she is

strong?

John Henry was the strongest baby ever born. That baby was so

strong that he could lift up his crib with just one hand. But that’s not

all he could do. He was so VERY strong that when he was just a year

old, he could pick up an ax, swing it around, and chop down a tree in

the time it takes you or me to sneeze.

John Henry grew and grew and grew. When he was a young man,

he grew SO tall that his head popped through the roof of his house!

He was big, and he was strong, and he was as energetic as can be. The

only time he was still was when he was sleeping.

And was John Henry fast! He could beat any person in a foot race,

and he could even outrun the fastest horse!

John HenryAn American Tall Tale

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energeticDefi ne: Someone who is energetic is very active and does not get tired easily.

Example: The energetic girl ran all the way to school every day.

Ask: What do you do when you are feeling energetic?


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Compose Sentences Have children complete these sentences to tell about John Henry: John Henry was strong. He could _________. John Henry was fast. He could ____.

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physical Defi ne: When you do something physical, you use your body.

Example: When I do physical work, like digging a hole, I work hard.

Ask: What kind of physical work do people you know do?

John Henry

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One day, John Henry heard that a railroad was being built. He

thought, “I am big, and I am strong. I can work on the railroad.” So off

he went to ask the railroad boss for a job.

“Can you use a hammer?” asked the boss.

“Can I use a hammer?” repeated John Henry. “Watch this!” He

picked up two sledgehammers, one in each hand, and walked over to

a huge boulder. It was right where the railroad tracks were supposed

to go.

John Henry whirled the sledgehammers over his head and swung

away at that big boulder. The hammers sang. Brrring! Brrring! When

the dust cleared, the boulder was gone. All that was left was a pile of

pebbles.

“You’re hired!” exclaimed the boss.

So John Henry began clearing the way for the railroad tracks. It was

hard physical work, but it wasn’t too hard for John Henry! When other

workers became exhausted , John Henry just kept on going.

exhausted Defi ne: When you are exhausted, you are really tired.

Example: I was so exhausted after my long bike ride, I had to take a nap!

Ask: What makes you feel exhausted?

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Identify Story Elements Ask: Does this story take place now or long ago? How can you tell? How are the people dressed? What do workers today use to break up boulders?

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All of a sudden, the work came to a stop. Big Bend Mountain was

sitting right where the tracks had to go. And what a huge mountain it

was! It was so big that the tracks couldn’t go around it. The workers

needed to make a tunnel right through the middle.

Making a hole in a mountain is sure hard to do. But John Henry said,

“I can conquer this mountain. I can make a tunnel right through it!”

So John Henry whirled his hammers and swung away at that

mountain. He made the rocks fl y. Brrring! Brrring!

Then one day a salesman came by to see the boss. “I have a

machine that can do the work in half the time,” he said. “It’s faster

than ten men.”

“It’s not faster than I am!” said John Henry. “Let’s have a race—

your machine against me and my hammers. I’ll start on one side of the

mountain. Your machine can start on the other. Whoever digs to the

middle of the mountain fi rst is the winner!”

“My machine is sure to win!” said the salesman. And the race was

set for the very next day.

conquer Defi ne: To conquer means to win or be successful.

Example: Bill conquered his fear of the water, and now he’s a great swimmer.

Ask: Some people conquer a fear. Others conquer a hard task. What would you like to conquer?

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Summarize Ask: What does the salesman say his machine can do? What does John Henry say he can do? Who do you think will be faster? Why?

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The next morning, the race began. From one side of the mountain

came the sound of John Henry’s hammers. Brrring! Brrring! From the

other side came the sound of the machine. THUMP, THUMP!

All day and night, John Henry and the machine worked. Brrring!

Brrring! THUMP, THUMP! Brrring! Brrring! THUMP, THUMP! Sparks

fl ew from the hammers. Steam poured from the machine.

By dawn the next day, the race was over. Who had won? John

Henry! He reached the middle of the mountain fi rst. The workers

cheered as John Henry walked out of the tunnel. John Henry was

exhausted, but he smiled as he lifted his two hammers above his head.

Then he slumped over.

John Henry had given his life to beat the machine. He became

a hero . For years to come, people told stories about the race that

proved John Henry was faster and stronger than a machine. And you’re

hearing the story today!

hero Defi ne: A hero is someone that other people look up to and respect.

Example: My mom is my hero because she always helps everyone around her.

Ask: Who is your hero? Why?


Card 1: How is John Henry different from other children? What can he do that other children cannot do?

Card 2: Where does John Henry want to work? How does he get the job?

Card 3: What problem do John Henry and the railroad workers have? How do they try to solve it?

Card 4: Who wins the race? Why did John Henry become a hero? What happens at the end?

Retell

John Henry

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Daedalus and IcarusA Myth from Greece

Have you ever wanted to fl y? What could you invent that might help

you to fl y?

Long ago, when Greece was home to kings and warriors, a man

named Daedalus became known as the most ingenious inventor in all

the land. Daedalus could make almost any device imaginable, and he

was sent to use his skill at the palace of King Minos on the island of

Crete. But one day Daedalus made King Minos very angry, and the king

imprisoned Daedalus and his son Icarus in the palace.

Now King Minos could lock up Daedalus’ body, but he could not

lock up his mind. Each night when Daedalus was supposed to be

working on inventions for the king, he was secretly devising a plan

that would allow him and Icarus to fl y away from the island of Crete

forever.

ingenious Defi ne: Someone who is ingenious is clever and full of imagination.

Example: The ingenious girl made her own costume and won fi rst prize for it.

Ask: Who is the most ingenious person you know? Tell why you think that.

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devise Defi ne: When you devise something, you think up an idea and fi gure out how it will work.

Example: The students will devise a way to earn money for the class trip.

Ask: What would you devise if you were asked to think up a new sandwich to sell in the lunchroom?


Recognize Cause and Effect Say: At the beginning of the story, Daedalus is locked up in the palace. Using words from the story, tell why Daedalus is locked up and what he decides to do about it.

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Daedalus and Icarus

Daedalus spent many hours investigating the way birds fl y. He

watched island birds fl it from tree to tree and soar into the air. He

studied the seabirds as they landed on the island and then took off

again. Daedalus became an expert on birds and their wings.

As Daedalus watched the birds, he also collected their feathers. He

saved feathers from the ground, and he even gently plucked some

feathers from the wings of birds that came to eat in the courtyard.

Soon Daedalus had enough feathers to make wings for himself and

Icarus. They would use the wings to fl y away from the palace.

One evening as Icarus looked on, Daedalus started putting the

wings together.

“How will you attach the feathers to each other?” asked Icarus.

“Just watch, my son,” said Daedalus. And he arranged the feathers

in overlapping rows and sewed them together with needle and thread.

Then he used wax to make sure the feathers would hold tight. When

he was fi nished with each wing, it was perfect.

investigate Defi ne: When you investigate something, you study it closely.

Example: The police will investigate the cause of the accident.

Ask: What would you like to investigate in the woods? How would you investigate it?

Gesture The words fl it and pluck are easy to show with your hands. Show children how a bird fl its from tree to tree. Have children repeat and say the word fl it. Then demonstrate how to pluck a feather. Have children repeat and say the word pluck.

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That night when everyone else in the palace was sleeping, Daedalus

and Icarus went out to test their new wings.

“Watch me, Father,” cried Icarus in an excited voice. “I’m fl ying!”

Then he soared high into the sky.

“Icarus!” cried Daedalus. “Be careful! We don’t know how sturdy

the wings are yet!” Icarus joined his father in a slow, careful fl ight, but

it was hard for him to hold back his excitement.

Night after night, Daedalus and Icarus practiced fl ying, and

Daedalus adjusted the wings after each try. One night Icarus said to his

father, “I think the wings are just right now. They’re so sturdy, they’re

even superior to the wings of real birds!”

“Yes,” agreed Daedalus. “The wings are ready, and so are we. We’ll

leave tomorrow at dawn. But you must promise that you will obey me

as we fl y. We have a long way to go, and we must be careful. If we fl y

too low, the sea will wash over us. If we fl y too high, the sun will melt

our wings. Do you understand?”

“Yes, Father!” said Icarus, but he was already looking out to sea and

dreaming of the adventure that awaited him.

superior Defi ne: Something that is superior is very good or higher in quality than other thingslike it.

Example: Her grades show that she is a superior student.

Ask: What do you think a person has to do to become a superior athlete?

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Generate Antonyms Say: The wings that Daedalus invents have to be sturdy enough to hold Daedalus and his son in the air. Something that is sturdy is strong and well built. What words mean the opposite of sturdy? (weak, frail, delicate)

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Retell

The next morning Icarus was so excited it was hard for him to keep

his wits about him. As soon as he took off into the air, he began

making loops in the sky.

“Stop!” Daedalus called, but Icarus was not listening. Halfway

across the sea, Icarus decided that he wanted a closer look at the

waves. Down he swooped, touching the ocean foam with a fi nger.

Then he fl ew up again, where he saw his father’s angry face.

“Careful!” cried Daedalus. “Fly next to me!” Icarus joined his father

for a while, but then he decided to play a game with the sun.

“I wonder how close I can fl y,” he thought, “without getting

burned.” And so he left his father’s side and soared upward.

“Icarus, no!” cried Daedalus, but it was too late. The boy fl ew into

the sun’s heat, and the wax on his wings melted. As Daedalus watched,

Icarus’ wings fell apart and he dropped into the sea.

Daedalus searched and searched for his son, but he never found him.

And even though the inventor made it to freedom, he spent the rest of

his days sadly watching the sky and the sea for Icarus to return.

This story has been told for thousands of years. And to this very day,

when someone gets hurt from trying something too diffi cult or grand,

we say that they fl ew too close to the sun, just like Icarus did.

wits Defi ne: When you have your wits, you can think clearly and reason.

Example: Coach told us not to lose our wits just because we were losing the game.

Ask: When is it important for you to keep your wits at school?


Card 1: Why is Daedalus a prisoner? What does he do at night?

Card 2: How does Daedalus become an expert on birds and their wings? What does he use to make wings for himself and Icarus?

Card 3: What does Daedalus tell Icarus the night before they fl y away from the palace?

Card 4: Why won’t Icarus listen to his father? What happens to him?

Daedalus and Icarus

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The Powwow A Native-American Celebration

Do you know what a powwow is? What are some things you would

like to know about powwows?

Native Americans have come together from all over the country.

They are dressed in their special outfi ts, or regalia. What’s the

occasion? It’s a powwow!

A powwow is a festive Native-American gathering. Hundreds of

years ago, Native Americans gathered for many reasons. Sometimes

they celebrated successful battles or hunts. Other times, they

celebrated special family occasions, religious holy days, or annual

events, such as the harvest. Dancers, drummers, singers, and spectators

still gather at powwows today. They celebrate, share their culture, and

continue their traditions.

festive Defi ne: Something festive is fun and related to a celebration.

Example: The balloons make the room look festive.

Ask: How could we decorate the classroom to make it look festive?

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annual Defi ne: Something that is annual happens one time each year.

Example: Your birthday is an annual event.

Ask: What are some annual events that your family celebrates?


Use Context Clues Explain that dancers wear their fancy regalia at powwows. Ask: What is regalia? What words from the selection or clues from the photograph help you fi gure out the meaning? Look at the photo and describe some of the regalia you see.

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The Powwow: A Native-American Celebration

A powwow begins with the Grand Entry. That’s when all the

important guests and dancers enter the arena. First, veterans who were

once in the United States Army or Navy carry in fl ags and eagle staffs.

After that, the drums begin to play the Grand Entry song. This is when

the chief of the host tribe and the important, honored guests enter.

The dancers come in next. Dance is a very important part of Native-

American culture. Groups from different parts of the country have

different dances. The grown-up men and women dancers lead the way

into the arena. Next come the teenage dancers. Finally the youngest

dancers enter. Some are tiny tots, as young as three years old. Now the

arena is fi lled with dancers. It is a spectacular sight to see! People of all

ages are fi lled with emotion . They may feel excitement and pride.

emotion Defi ne: An emotion is a strong feeling.

Example: Happiness is one emotion; sadness is another.

Ask: What emotions might you feel the day before going on a trip?

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Summarize Remind children that dancers enter the arena in a certain order during the Grand Entry. Ask: Do the oldest or the youngest dancers come in fi rst? Who comes in next? Who comes in last?

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Native Americans cherish their dances. The men’s Traditional Dance

is one of the oldest. In this dance, men do the same steps as their

grandfathers and fathers did. Sometimes the dance tells the story of

an animal hunt. These dancers use animal bones, hides, and feathers

to make their outfi ts. Some parts of their regalia are very old and have

been in a family for years and years.

One of the most popular dances for women is the Jingle Dance. How

did it get its name? The women’s skirts are decorated with little cones

made of shiny metal. The cones jingle as the women dance. Some

jingle dresses have 700 cones on them!

Another dance you might see at a powwow is the men’s Grass

Dance. Grass dancers hang long fringes made of ribbon or yarn from

their arms and waist. The fringes represent the tall grasses of the

prairie. As the dancers sway and turn, the fringes move. It looks like

the wind is blowing through the tall grass.

Children dance at powwows, too. They learn the dance steps from

the older dancers. Some of the boys and girls are just learning, but they

will keep on practicing to get better and better.

cherish Defi ne: If you cherish something, you really like it or think it is important.

Example: I cherish my necklace because it used to be my grandmother’s.

Ask: What is something you cherish? Why?

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Use Photographs Help children name the parts of the dancer’s costume, such as boots, hat, and fringes. Point to each object as you name it. Then have children name and describe the objects.

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Some people believe that the drum is the heart of the powwow.

The drum is covered with animal hide. It is so large that eight or more

people can play it at the same time. The people sing along as they

beat the drum. Many of the songs have been passed down through

the years. Other songs are new and tell about things happening now.

Native Americans treat the drum with respect. They listen to its beat,

dance, and sing.

Today there are different powwows throughout the year.

People anticipate the time to dance, sing, and celebrate with family

and friends. They enjoy the beauty of the Grand Entry and the stories

told by the dancers. They feel the beat of the drum. They celebrate

their history, tradition, and culture. Powwows help Native Americans

remember their past and look forward to their future.

anticipate Defi ne: When you anticipate something, you look forward to it.

Example: I anticipate my vacation because I love going to the beach.

Ask: What do you anticipate doing after school?

Help children use the pictures to tell what they learned.

Card 1: What is a powwow? Why do Native Americans go to powwows?

Card 2: What is the Grand Entry? How does it begin? How does it end?

Card 3: Who are the dancers at the powwow? What dances do they do? What do they wear?

Card 4: Why is the drum an important part of the powwow? What do people learn from the dances, the drum, and the songs?

Retell


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La Cucarachita Martina Gets MarriedA Tale from Cuba

Imagine that you are a character in a story and you want to get

married. How would you fi nd someone to marry?

Once upon a time, there was an attractive and clean cockroach

known as La Cucarachita Martina. One day La Cucarachita Martina

decided it was time to be married.

Now Martina had many suitors. “But how can I tell which one will

make the best husband?” she wondered as she swept her porch. Then

she had an idea.

“I will sit right here on my porch and when my suitors arrive I will

ask each one to sing for me. That way I will know who my husband

should be.”

So La Cucarachita Martina put on her prettiest dress and sat on her

porch to wait.

attractive Defi ne: Something that is attractive is pretty or nice to look at.

Example: I think that the black dog is the most attractive dog in the pet parade.

Ask: What animals do you think are attractive? Why?

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Use Context Clues Say: The story says Martina wanted to be married and had many suitors. What do you think the word suitors means? What is Martina looking for? Who do you think her suitors will be?

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Soon, Señor Cat passed by. “How beautiful you look today,

Cucarachita Martina! Will you marry me?”

Martina said, “Come onto my porch and show how you will sing to

me if I marry you.”

Señor Cat leaped onto the porch, and bowed low. Then he meowed,

“Meow, meow, meow, meeeeoooowwww!”

“Oh, no!” said Martina. “Your meowing will frighten me. I cannot

marry you.”

Señor Cat was broken-hearted as he departed .

Next came Señor Rooster. “How beautiful you look today,

Cucarachita Martina! You are the most beautiful cucarachita in the

world. Will you marry me?

Martina said. “Surely you exaggerate about my beauty. But come

onto my porch and show how you will sing to me if I marry you.”

Señor Rooster strutted onto the porch and bowed low.

He crowed, “Cock-a-doodle-dooooooo!”

“Oh, no!” said Martina. “Your crowing is too loud for me. I cannot

marry you.”

Señor Rooster’s eyes fi lled with tears as he departed.

depart Defi ne: To depart means to leave or go away.

Example: The team departed when the game was over.

Ask: Where do you go when you depart from school?

exaggerate Defi ne: To exaggerate is to make something seem bigger or better than it really is.

Example: David exaggerated when he said his dog is bigger than a horse.

Ask: How could you exaggerate when telling about a trip to the zoo?

Sequence of Events Say: Who came to see Martina fi rst? Who came next? Use words to describe how each suitor felt when he departed. Explain why they felt this way.

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In a while, Señor Dog passed by. “How beautiful you look today!

Will you marry me?”

“Come onto my porch and show how you will you sing to me if I

marry you.”

Señor Dog jumped onto the porch and bowed low. He barked,

“Bow-wow, bow-wow, bow-woooooow!”

As he sang, he gestured by pointing to his heart and then to

Martina’s.

“Oh, no!” said Martina. “Your barking will keep me awake. I cannot

marry you.”

Señor Dog sobbed quietly as he departed.

Not much later came Señor Frog. “How beautiful you look today,

Cucarachita Martina! Will you marry me?”

Martina said, “Hop onto my porch and show how you will sing to


Señor Frog bowed low. He croaked,“Gribbit, griiiibbbbiiit!”

“Oh, no!” said Martina. “Your croaking hurts my ears. I cannot

marry you.”

Señor Frog left with a heavy heart.

gesture Defi ne: If you gesture, you use your hands to point to or show something.

Example: As we sang, we gestured with our hands.

Ask: What gesture might you use to show you like someone?

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Dramatize/Role Play Have children choose other animals that might be suitors and act out what each animal might say and do. Have other children play the role of Martina and act out Martina’s reaction to each animal. Reinforce vocabulary words by inviting them to gesture as they act.

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By now it was getting late, and Martina was about to go inside. Just

then, Señor Pérez the Mouse passed by. Señor Pérez was a kind and

sweet little mouse. He smiled at Martina and said in his most soothing

voice, “How beautiful you look today, Cucarachita Martina! Will you

marry me?”

Martina said, “Come onto the porch and show how you will sing to


Señor Pérez came onto the porch and bowed low. He sang in his

soft, melodious voice, “Chu-ee, chu-ee, chu-ee!”

“Oh, what a soothing voice you have, Señor Pérez!” said Martina.

“It sounds like music to me. Yes, I will marry you!”

La Cucarachita Martina and Señor Pérez the Mouse were married

the very next day. Señor Pérez sang to Martina every day after that—

chu-ee, chu-ee, chu-ee. Martina listened to his soothing voice, which

sounded like music to her. And the two of them lived happily ever

after.

soothing Defi ne: Soothing means calming and comforting.

Example: It is soothing for me when I listen to music.

Ask: What is soothing for you?


Card 1: Who is the main character of this tale? What is her problem? How does she plan to solve it?

Card 2: Why does Martina say that she won’t marry Señor Cat? Why won’t she marry Señor Rooster?

Card 3: Who else wants to marry Martina? Why won’t she marry them?

Card 4: Whom does Martina decide to marry? Why will she marry him?

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A Navajo Tale

Have you ever seen a special rug? What did it look like? What kind of

special rug would you like to make?

One day long ago, a young girl was walking when she came to

Spider Rock. Legend said that Spider Woman herself lived nearby. As

the girl walked on, she heard a soft voice calling. She looked here

and there, but did not see anyone. She heard the soft voice again. It

seemed to be coming from the earth. When she looked down, she saw

the ground split and divide to form a tiny crack. Being curious, the girl

peeked into the crack.

There she saw a small room decorated with extraordinary blankets.

The blankets were woven with wonderful bright colors and had

intricate designs.

divide Defi ne: Divide means to split or to separate.

Example: Let’s divide this sandwich by cutting it in half.

Ask: What are some things that you can divide?

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decorate Defi ne: If you decorate something, you make it look pretty.

Example: We are going to decorate the room with balloons.

Ask: What have you decorated? How did you decorate it?


Words with Multiple Meanings Focus on the word rock. Ask: What rock is in the story? What is a rock? Now rock back and forth. What does it mean to rock? What is yet another meaning for rock?

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“What beautiful rugs!” exclaimed the girl, looking down into the

room.

Spider Woman looked up at the girl. “Come in, child,” she said.

Suddenly the girl found herself in Spider Woman’s room.

“Can I learn to weave rugs like these?” asked the girl. “Will you

teach me your craft ?”

“I will teach you my craft if you agree to just one thing,” said Spider

Woman. “You must go out into the world to teach Navajo women to

weave.”

The lessons began right away.

First, the young girl learned about colors. “The colors come from the

earth,” explained Spider Woman. “White comes from shells and blue

comes from turquoise. From the abalone’s shell comes yellow. Black

comes from the mineral called jet. And even more colors can be made

from plants.”

Spider Woman taught the girl how to make the beautiful colors, and

the girl learned.

craft Defi ne: If you have a craft, you make some kind of creative product, usually by hand and using tools.

Example: Weaving and making pottery are crafts.

Ask: What are some other crafts that people do?

Ask Questions Say: The girl asks Spider Woman to teach her how to weave rugs. What does the girl agree to do? What did you learn about the colors?

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Next the girl learned about the loom.

“My husband, Spider Man, made this loom for me,” said Spider

Woman. “The bar across the top represents the sky, and the bottom

bar represents the earth. My loom is made of the sun’s rays, the

lightning, and the rain.”

Spider Woman taught the girl how to use the loom, and the girl

learned.

Finally, the girl learned about the designs.

“The designs come from the earth and the sky,” explained Spider

Woman. “When I weave, I think about the clouds in the sky. I

remember the fl ash of lightning when it rains. I dream of sunbeams

on sunny days. And I remember the beauty of the mountains standing

against the sky.”

Spider Woman continued, “You must never draw your design. Close

your eyes and imagine the design in your mind. Let the weaving come

from your heart.”

Spider Woman taught the girl how to make the designs, and the girl

learned.

represents Defi ne: If one thing represents another thing, it stands for it or is a symbol of it.

Example: A letter of the alphabet represents a sound.

Ask: Think of some road signs you’ve seen. What represents a restaurant; a school; a hill; a place where deer cross the road?

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Use Illustrations Ask children to describe the loom and the weaving designs using vocabulary from the story. Help children to use the illustration as a guide.

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Before the girl began to weave, Spider Woman shared one last piece

of knowledge.

“The border of the rug must have one small break in its design,”

she instructed. “It can be as simple as a light color woven into a dark

background. This opening is called the spirit pathway. It is how the

spirit of the weaver escapes from the blanket she has woven. If you do

not leave the opening, your spirit will be trapped inside and you will

not be able to create any more beautiful blankets.”

The girl began to weave. She wove precious blankets with beautiful

colors and designs. When she was herself an expert weaver, she left

Spider Woman. She kept her promise to teach Navajo women to

weave. The girl became known as Weaving Woman. She spent her life

traveling among the Navajo and teaching the women to weave. And

that’s why, to this day, the Navajo weave their precious blankets and

rugs for all people to enjoy.

precious Defi ne: Precious means beautiful, valuable, or much loved.

Example: This book is precious to me because my grandfather gave it to me.

Ask: What is precious to you?


Card 1: Where is the girl? What is she looking at?

Card 2: What does the girl want? What does Spider Woman ask her to do?

Card 3: What does Spider Woman teach the girl about the loom? What does she teach the girl about the designs?

Card 4: What does the girl do when she leaves Spider Woman? What does this story help to explain about the Navajo people today?

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What are some foods that come from farms? Which are your

favorites?

Bite into a crispy salad. Sip an ice-cold glass of milk. Enjoy a tasty

omelet or a fresh ear of corn. Where do all these healthy and delicious

foods come from? They come from farms!

People in this country have been farming for hundreds of years. At

one time most people in the United States were farmers. But as our

country changed, so did the way that people made a living. Today

most farms don’t just feed one family. They grow food for people

all across the land. How is this possible? Today’s farms have modern

machines that make farming faster and easier. Workers on a farm use

machines to harvest crops.

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modern Defi ne: Something that is modern is new and up to date.

Example: Modern computers are much smaller and faster than computers of the past.

Ask: How is a modern phone different from an old-fashioned phone?


Activate Background Knowledge Say: Think about farms you have visited or seen on TV. What do you eat that comes from a farm? What do farmers and farm workers do? Would you want to be a farmer or a farm worker? Why or why not?

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Long ago, farmers did much of their work by hand. They had

animals to help them plow the fi elds, but they spent long hours

planting seeds in the ground and picking crops in the hot sun. Today

farmers and farm workers use machines to do much of this hard work.

The tractor is one of the most important machines on a farm. With

its big wheels and powerful engine, a tractor can move easily through

the fi elds. Tractors pull tools for turning over the ground, for breaking

up dirt, and for planting seeds. When it is time to pick crops, a tool can

sometimes be added to a tractor to do that, too. However, many of the

fruits and vegetables we eat, such as apples, oranges, and avocados,

must be picked by hand.

Just like the plants in your own garden, farm crops need water to

grow. Most farmers still depend on rain to water their crops. But what

happens when there isn’t enough rain? When this happens, farmers use

watering systems to supply water to the fi elds. The water is brought

in from rivers, streams, and lakes, or it is pumped up from wells in the

ground.

depend Defi ne: Depend means to count on or rely on to help.

Example: Katie’s mom depends on her to set the table.

Ask: Who do you depend on to help you?

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supply Defi ne: Supply means to give something that is needed.

Example: Schools supply the books that students use in the classroom.

Ask: What are some other things that schools supply to students?

Words with Multiple Meanings Say: In the selection, the word supply is used as a verb, or an action word. The word can also be used as a noun. A supply is a number of things that are ready to be used. Where do I keep our supply of chalk for the chalkboard? Where do you keep your supply of paperclips or pencils?

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When people think of farms, they often think of cows. Cows have

been raised on farms for many years. Long ago, farmers milked their

cows by hand. They used much of the milk in their own homes. When

there was extra milk, farmers sold it to friends and neighbors.

Today milk cows are raised on modern dairy farms. Almost all dairy

farms have milking machines that operate by pumping milk right from

the cows into a special tank where the milk is cooled and stored. The

milk travels through pipes so it is never out in the open. Today’s dairy

farms are very clean. They have to be because germs can grow quickly

in fresh milk.

After the milk leaves the farm, it goes to a factory where it is heated

to kill any germs. Then the milk is packaged in cartons and bottles. At

one time, farmers made their own butter and cheese. Today, most dairy

foods such as butter, cheese, ice cream, and yogurt are made in special

factories and not on the farm.

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Defi ne: Operate means to work or to run.

Example: Cars operate on gas.

Ask: What are some machines that operate in your school? What do they do?

Use Photographs Say: Look at the photograph of the modern dairy barn. Point to the milking machines. Tell what is happening to the cows and their milk.

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Another important change in farming is in the way that farmers sell

their crops. At one time, farmers ate much of what they grew, or they

sold it themselves. Today most of the produce grown on farms is sold

in grocery stores.

When you walk into a grocery store, you can see why farms are

important to us. The fresh broccoli and oranges, the cans of corns and

beans, the eggs and milk in the coolers, and the loaves of hearty bread

are all in the grocery store because of the hard work of farmers.

Even though most produce is sold in stores, some farmers still sell

their own produce directly to customers. In many cities, farmers bring

produce to open-air markets where people can enjoy picking out farm-

fresh fruits and vegetables to take home. Some farmers also sell their

produce from stands right at their farms.

The next time you enjoy a delicious meal, take time to think about

where the food came from. You can thank farmers and farm workers

for just about everything that you eat today!

produce


Card 1: What is one way that modern farms are different from farms of the past?

Card 2: How do tractors make farming easier for modern farmers? What do farmers do today when there isn’t enough rain for their crops?

Card 3: In the past, what did farmers do with milk from their cows? What happens to milk that comes from dairy farms today?

Card 4: How do farmers sell their produce today? Why should we be thankful for farmers?

Retell

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Defi ne: Fresh fruits and vegetables are called produce.

Example: You can fi nd apples and lettuce in the produce section of the grocery store.

Ask: What produce do you most enjoy eating?

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How Anansi Brought Stories to EarthA Tale from Africa

What are some of your favorite stories? Why are stories fun to share

with others?

Long ago, there were no stories on Earth to hear and no stories

on Earth to tell. The king of the sky, Nyame, kept all the stories for

himself. He would not let anyone on Earth have them.

Anansi the Spider knew that without stories, creatures on Earth

could not explain the beginnings or endings of things, or how things

worked. So Anansi spun his way to the sky to try and get stories.

“Nyame,” called Anansi when he reached the sky. “I have come to

bring stories down to Earth.”

“I won’t give the stories to just anyone,” Nyame said. “First you

must prove to me that you are worthy of the stories. You must bring

me the squeezing snake, the sharp-toothed leopard, the stinging

hornet, and the fairy who is never seen. Then I will give you the

stories.”

explain Defi ne: If you can explain something, you can tell what it means or how it is done.

Example: Our teacher will explain the math problem to us.

Ask: Explain how you make your favorite sandwich.

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worthy Defi ne: Worthy means deserving.

Example: The town mayor thanked the fi refi ghters, who were worthy of praise.

Ask: Who do you think is worthy of praise? Why?


Activate Background Knowledge Ask: Have you ever read or heard a story about a make-believe spider before? Tell about the story you know. Then tell what you think Anansi will do in this story.

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So clever Anansi went to the forest to contemplate . How could he

catch even one of those creatures? He thought and thought and came

up with a plan.

First he went to the river home of the squeezing snake. He cut a

long stick from a tree and placed it where the snake could see it.

“Snake,” called Anansi. “You think you are the longest thing in the

forest. But look, this stick is longer! Surely it is stronger, too!”

When the snake saw the stick, he stretched out beside it to show off

his own length. Anansi quickly spun a web around the snake and the

stick, and pulled the snake up into the sky.

When Nyame saw the snake, he shook his head. “The snake is not

enough,” he said. “You must bring me more.”

So Anansi went to look for the sharp-toothed leopard. When

Anansi found the leopard’s home, he dug a hole nearby and covered

it with branches. On the way home, the leopard fell in. This was not

a coincidence ! Clever Anansi planned it that way.

“Leopard,” said Anansi, placing a branch in the hole. “Climb up

the branch. I will help you out.” But when the leopard got to the top,

Anansi spun a web around her and pulled her up into the sky.

contemplate Defi ne: Contemplate means to think about something seriously for a while.

Example: Pat needs to contemplate which sport she will play this year.

Ask: What have you contemplated doing when you grow up?

coincidence Defi ne: A coincidence is something that seems like it must have been planned but wasn’t.

Example: It was a coincidence that Anna and Molly wore purple sweaters today.

Ask: Which would you call a coincidence: a child just your age moving next door or getting a good grade on a test you studied hard for? Why?

Ask Questions Say: The snake in the story is called the squeezing snake. What do you think it squeezes? How are the leopard and hornet described? Why do you think the fairy is described as “never seen”?

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Again Nyame shook his head. “Not enough,” he said.

So Anansi returned to earth to catch the stinging hornet. He found

an empty gourd and brought it to the hornet’s nest. Then he sprayed

the nest with water, and the stinging hornet came out.

“Hornet,” said Anansi. “Why stay in a leaking nest when you can

come into this new dry home?” So the hornet fl ew into Anansi’s gourd,

and the clever spider trapped him inside and took him to Nyame.

Nyame could hear the hornet inside the gourd, but he shook his

head. “Not enough,” he said. So Anansi went back to Earth.

Now Anansi knew he would have to come up with a clever scheme

to catch the fairy who is never seen. So he carved a tiny doll from wood

and covered it with sticky tree sap. Then he placed the doll in the

bushes where the fairy liked to play.

“Good morning!” the fairy said when she saw the doll in the bushes,

but the doll did not reply. “Good MORNING!” the fairy said again.

When there was still no reply, the fairy hit the doll on the head. PA!

And the fairy’s hand stuck to the doll.

“Got you!” cried Anansi. And he spun a web around her.

scheme Defi ne: A scheme is a clever plan.

Example: The rabbit in the story had a scheme for getting into the farmer’s garden.

Ask: What schemes has Anansi come up with in this story? Have they worked?

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Generate Synonyms Say: Pretend that you are an angry hornet. Act out what you would do and how you would sound. What other words mean almost the same as angry?

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When Anansi took the fairy up to the sky, Nyame was amazed. He

lined up all four creatures in front of him and smiled. Then he spoke.

“The squeezing snake, the sharp-tooth leopard, the stinging hornet,

and the fairy who is never seen. Anansi is the cleverest and smartest

creature on Earth. He is worthy of the stories!”

So Nyame gave Anansi the stories and sent him back down to Earth

with the four creatures. Then Nyame called out in a loud voice that

rang across the sky, “From this day on, the stories belong to Anansi. We

will call them ‘Spider Stories.’ They will be shared by all the creatures

on Earth!”

And that is how stories came to Earth. From that day on, Anansi and

his children spread the stories far and wide. And they are still telling

the stories today. If you look carefully you can see them spinning their

webs all over the world as they tell the stories to storytellers who might

then tell them to you.


Card 1: Who has the stories? Why does Anansi want to get the stories from him? What does Anansi have to do to get the stories?

Card 2: How does Anansi capture the snake? How does he capture the leopard?

Card 3: How does Anansi capture the hornet? What does Anansi do to get the fairy?

Card 4: What does Nyame say about Anansi when he brings the last creature to him? What does Anansi do with the stories after Nyame gives them to him?

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The Enormous YucaA Mexican Retelling of a Favorite Tale

What do you do when you need help to get something done? How do

you think a garden can be helpful to others?

Fernando had a fi ne ranch in Mexico, and on that ranch he kept

a large and productive garden. In the spring, after the rains came,

Fernando tilled his garden. Then he hoed the rows and planted

vegetables. Fernando planted corn and beans. He planted squash and

carrots. He planted potatoes and onions. And he planted his favorite

vegetable of all—yuca.

“I can’t wait to see the results of my labor ,” said Fernando. “Soon

I will pull up a huge yuca root and boil it for dinner.” Fernando

weeded his garden. And he watered his garden. And he waited for the

vegetables to grow.

labor Defi ne: Labor is hard work.

Example:The construction workers were hungry after a day of labor.

Ask: Which is a kind of labor: building a brick wall or playing catch?

Pantomime Say: Fernando does different jobs in his garden. He tills, hoes, plants, waters, and weeds. Have children repeat the gardening words after you. Then pantomime each job individually to show what the word means, and have the children do what you do. Last, pantomime an action and have children guess which job you’re doing.

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One day when Fernando was in the garden, he noticed a yuca root

sticking up from the ground. But this was no ordinary yuca.

“Look at what an old man like me can accomplish with hard work,”

said Fernando. “I have grown an enormous yuca root. Now I will pull

it, and my wife and I will taste our fi rst yuca of the season.”

Fernando pulled at the huge root. He yanked and he heaved, but

the root would not budge. Fernando strained and tugged, but he could

not pull the enormous yuca out of the ground.

“To pull this enormous yuca from the ground is an arduous task,”

said Fernando, panting. “I must call my wife for help.”

So Fernando’s wife Rosa came to help, and together the two of

them pulled and heaved and strained and tugged, but still they could

not yank the enormous yuca out of the ground.

accomplish Defi ne: To accomplish means to fi nish or complete.

Example: We accomplish many things at school each day.

Ask: What did you accomplish today?

Make Predictions Say: Fernando is having a lot of trouble getting the yuca out of the ground. Do you think he will fi nd a way to accomplish the task? What things could he do to get the yuca out? Have children complete this sentence: I think Fernandowill ___.

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arduous Defi ne: If something is arduous, it is diffi cult or hard.

Example: Painting a room is an arduous job.

Ask: What is the most arduous job you have done lately?

2


Fernando called to his grandson who was playing nearby. “Carlito,”

he cried, “come and help us pull this yuca root out of the ground.”

Carlito came to help, and together they pulled and heaved and strained

and tugged, but still they could not pull the enormous yuca out of the

ground.

Then Fernando called to the pig that was lying in the mud. “Pig,”

he cried, “come and help us pull this yuca root out of the ground.” Pig

came to help. They pulled and heaved and strained and tugged, but

still they could not pull the enormous yuca out of the ground.

Just then, Fernando saw a mouse hiding under a leaf. He called to

Mouse for help. But Rosa said, “If all of us together can’t pull up the

yuca root, how can little Mouse help us succeed ?”

But Fernando insisted that Mouse help, too. So everyone, including

little Mouse, pulled on the huge yuca, and all of a sudden—BAP! The

enormous yuca root popped right out of the ground!

succeed Defi ne: To succeed means to do something well.

Example: After three tries, Maria fi nally succeeded at solving the puzzle.

Ask: What do you have to do to succeed at school?

Recognize Cause and Effect Say: Fernando asks Rosa, Carlito, Pig, and Mouse to help him. Why does he do this? Why does Rosa think Mouse won’t be able to help? What happens when everyone, including Mouse, pulls together?

The Enormous Yuca

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Retell

“When we all work together, then we can get the job done!” shouted

Fernando as he wiped the sweat from his forehead.

“Let us rejoice !” cried Pig and Mouse, hopping up and down.

“…and eat yuca for supper!” shouted Carlito.

Since the root was too big to carry to the kitchen, Fernando built a fi re

in the garden. There, he roasted the enormous yuca root until it was soft

and warm.

Rosa brought out a camping stove. She made a delicious sauce from

milk, garlic, limes, and salt.

And everyone, even the little mouse, got a hot plate of yuca root with

milk sauce for supper that night.

rejoice Defi ne: To rejoice is to show or feel great joy.

Example: I will rejoice if I win the race.

Ask: Who will rejoice when summer vacation comes?

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Card 1: What is Fernando doing? What does he grow in his garden?

Card 2: What is unusual about the yuca root? Why can’t Fernando pull it out of the ground?

Card 3: Who does Fernando ask for help? Why doesn’t Rosa think Mouse will be helpful?

Card 4: Why are the characters rejoicing? What do they do with the yuca root?

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Why are names important? If you could have any name in the world,

what name would you choose?

Long ago, two brothers lived in a small village in China. When the

fi rst brother was born, his parents had so many favorite names that

they couldn’t make up their minds. So they decided to use all of them.

Thus, they named him Tikki Tikki Tembo Nosarembo Merry Berry Tip

Top Silly Billy Flip Flop Bush Berry Bembo. When the second brother

was born, his parents had only one favorite name left, so they named

him Chen.

Soon, the brothers were old enough to play outside. Every time they

went outside, their mother would give them the same advice . “Do not

go near the well, my little darlings,” she would say, “or someday you

may fall in.”

Tikki Tikki TemboA Tale from China

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advice Defi ne: When you give advice, you tell what you think someone should or should not do.

Example: Sometimes I give my little brother advice about how to play baseball.

Ask: What advice do you get? What advice do you give?


Compose Sentences Guide children to give safety advice using complete sentences: It is not safe to_________. You should always___________.

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One day, the brothers were outside fl ying their kite. Sure enough,

Chen ran too close to the well. Down, down, down he fell. Splash! He

hit the water.

Tikki Tikki Tembo Nosarembo Merry Berry Tip Top Silly Billy Flip Flop

Bush Berry Bembo did not hesitate . He ran to his mother and cried out,

“Mother! Chen has fallen into the well!”

“What!” cried his mother. “I cannot believe my ears. Tell me

again!”

“Mother! Chen has fallen into the well!” he repeated.

“We must rescue him,” cried his mother. “Fetch the painter, and tell

him to bring his ladder!”


Bush Berry Bembo did not hesitate. He ran to the village and found the

painter.

“Honorable Painter,” he said. “Chen has fallen into the well! Please

bring your ladder to save him!”

They ran to the well, and the painter put his ladder in. When it

was secure , he climbed down. Then he climbed back up with Chen,

and all was well.

hesitate Defi ne: When I hesitate, I stop and think about what I will do.

Example: The students did not hesitate when the fi re alarm went off. They fi led out of the school.

Ask: When do you hesitate? When don’t you hesitate?

Tikki Tikki Tembo

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secure Defi ne: Something that is secure is safe.

Example: I made sure the ladder was secure before I climbed up.

Ask: Why is it important for a ladder to be secure?

Words with Multiple Meanings Reread the last paragraph. Explain that well has two different meanings in this paragraph. Ask: What kind of well does Chen fall into? What is in a well? Then ask: What does well mean in the sentence,The class play went well? Ask children to describe how they feel when they’re well.

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English Learners

A few days later, the brothers were outside playing ball. Tikki Tikki

Tembo Nosarembo Merry Berry Tip Top Silly Billy Flip Flop Bush Berry

Bembo ran to catch a ball. He jumped up high and fell right into the

well. Down, down, down he went. Splash! He hit the water.

Chen did not hesitate. He ran to his mother and cried out, “Mother!


Bush Berry Bembo has fallen into the well!”

“What!” cried his mother. “I cannot believe my ears. Tell me again.”

“Mother! Tikki Tikki Tembo Nosarembo … Merry … Flop … Bo …”

But Chen was so distraught he started to panic and couldn’t say the

name.

“Child, do you not know your own brother’s name?” asked his

mother. “Start again.”

“Mother!” cried Chen. “Tikki Tikki Flip Top Bo Silly … “

“Who?” asked his mother. “Say it slowly.”

So Chen took a deep breath and said, “Mother! Tikki Tikki Tembo

Nosarembo Merry Berry Tip Top Silly Billy Flip Flop Bush Berry Bembo

has fallen into the well!”

“We must rescue him!” cried his mother. “Fetch the painter, and tell

him to bring his ladder.”

panic

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Tikki Tikki Tembo

Defi ne: If a person feels panic, he or she is very frightened or afraid.

Example: Jim was in a panic when his dog was missing from the backyard.

Ask: What might cause someone to be in a panic?

Ask Questions Help children better understand the story by asking: What happens to Tikki Tikki Tembo? What does Chen do after Tikki falls in? Why can’t Chen remember his brother’s name? Why was it different when Chen fell into the well?

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Chen ran to the village and found the painter.

“Honorable Painter,” he said, “Tikki Tikki …Merry …Berry …” But he

couldn’t say his own brother’s name.

“Chen, what are you trying to tell me?” asked the painter.

“Honorable Painter,” cried Chen, “Tikki Tikki Bush Flop …”

“Boy,” said the painter, “take a deep breath and say it slowly.”

Chen took a deep breath.“Honorable Painter!” he cried. “Tikki Tikki

Tembo Nosarembo Merry Berry Tip Top Silly Billy Flip Flop Bush Berry

Bembo has fallen into the well! Please bring your ladder to save him.”

They ran to the well, and the painter climbed down the ladder. Then

he climbed back up carrying Tikki Tikki Tembo Nosarembo Merry Berry

Tip Top Silly Billy Flip Flop Bush Berry Bembo. But all was not well.

Because of his long name, the boy had been in the well much longer

than his brother, Chen. He shivered with cold, and water came out of

his nose. They put him to bed.

By the time he felt well again, his parents had vowed to call him

only by his fi rst three names forever after. And he was known as Tikki

Tikki Tembo for the rest of his days.

vowed


Card 1: What is the mother telling the brothers? Why is she telling them that?

Card 2: What happens to Chen? How does his brother help him?

Card 3: What happens to Tikki Tikki Tembo? Why can’t Chen remember his name?

Card 4: How does Tikki get out of the well? Why do you think his parents change Tikki Tikki Tembo’s name?

Retell

Tikki Tikki Tembo

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Defi ne: Vowed means promised.

Example: Jorge vowed to do his chores if his parents let him go to the baseball game.

Ask: Have you ever vowed to do something? What? Did you keep your promise?

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English Learners

Have you ever visited someone who is sick? How did your visit help

that person?

Once upon a time, there was a girl who always wore a red cape

with a hood. Everyone called her Little Red Riding Hood. One day Little

Red Riding Hood’s mother said, “Grandmother is not well. This basket

of fruit and bread will help her recuperate . Take it to her, but do not

stray or talk to strangers on the way!”

“I won’t,” promised Little Red Riding Hood. Then she skipped out

the door and headed to Grandmother’s house.

As Little Red Riding Hood walked down the path, she came upon a

wolf. “Good morning,” said the wolf. “Where are you going?”

“I’m going to comfort my sick grandmother,” said Little Red Riding

Hood. “Her house is in the woods, at the end of the path.”

Little Red Riding HoodA Tale from Germany

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recuperate Defi ne: When you recuperate from being sick, you get well again.

Example: A person needs plenty of rest to recuperate from the fl u.

Ask: What helps you recuperate from an illness?

comfort Defi ne: When you comfort someone, you try to make him or her feel better.

Example: Mothers often rock their babies to comfort them.

Ask: How would you comfort a lost kitten?


Paraphrase Say: Little Red Riding Hood’s mother tells her not to talk to strangers. Does Little Red Riding Hood listen to her mother? What does she do?

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clever Defi ne: Clever means easily able to understand things or do things.

Example: My clever brother had the idea of tying a bell to the cat so it wouldn’t eat mice.

Ask: What clever characters do you know? How do they act clever ?


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Now the wolf had not eaten for days, and he was very hungry. “This

girl would make a fi ne snack,” he thought to himself. “But if I’m clever ,

I can feast on the girl and her grandmother, too!” With that, he said

goodbye to Little Red Riding Hood and hurried away.

The wolf went straight to Grandmother’s house. He walked right in

and swallowed up Grandmother whole. Then he put on Grandmother’s

nightgown and nightcap and hopped into her bed.

Little Red Riding Hood had strayed along the way, stopping here and

there to pick wildfl owers. When she fi nally got to Grandmother’s house,

she was surprised to see the door wide open.

“Good morning, Grandmother,” she called as she walked in. There

was no answer, so she went to the bed. Grandmother was tucked under

the covers, and she looked very peculiar.

“Poor Grandmother!” Little Red Riding Hood thought to herself. “She

isn’t herself at all!”

UNIVERSAL ACCESS

English Learners

Use Context Clues Say: Little Red Riding Hood thinks Grandmother looks peculiar. I know that Grandmother is really the wolf and Little Red Riding Hood says that she doesn’t look like herself at all. Explain that peculiar means strange or different than usual.

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Little Red Riding Hood wanted to be as kind as she could to her

sick grandmother. “Dear Grandmother,” she said softly, with sympathy

in her voice. “I’m sorry you’re so sick. I’ve brought you some food to

make you feel better.”

Then Little Red Riding Hood stared down at the hairy face in

Grandmother’s nightcap. “Grandmother!” she blurted out. “What big

ears you have!”

“The better to hear you with, my dear,” said the wolf, trying to

sound like an old woman.

“Grandmother!” said Little Red Riding Hood again. “What big eyes

you have!”

“The better to see you with, my dear,” said the wolf, batting his

eyes at Little Red Riding Hood as he grinned at her.

“And Grandmother!” said Little Red Riding Hood. “What big teeth

you have!”

“The better to EAT you with,” said the wolf. And he jumped out of

bed and swallowed Little Red Riding Hood in one gulp. Then he went

back to bed and fell asleep, snoring loudly.

sympathy Defi ne: Sympathy is the feeling you have when you feel sorry for someone, or when you share someone’s sorrow or trouble.

Example: I felt sympathy for my brother when he broke his leg.

Ask: When have you felt sympathy for a friend?

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Recognize Cause and Effect Ask: What causes Little Red Riding Hood to think that the wolf is not her grandmother? What features of the wolf does she focus on? Look at the picture and describe the wolf. How is he different from Grandmother?

3


Soon after, a hunter happened to be passing Grandmother’s house.

“How loudly Old Grandmother is snoring today!” the hunter said. “I

must see if there’s anything the matter.”

When the hunter walked into the house, he saw the wolf sleeping

in Grandmother’s bed. “But where’s Old Grandmother?” the hunter

wondered. “The wolf must have swallowed her whole!”

The situation was urgent but the hunter knew just what to do. He

slowly and carefully opened the sleeping wolf’s jaws very wide. Out

jumped Grandmother, and Little Red Riding Hood too.

“Thank you! Thank you!” they cried. “You saved us!”

The brave hunter dragged the wolf away, and the wolf promised

never to bother anyone again.

Once the wolf was gone, Grandmother ate the food from the basket

and was soon feeling better. Little Red Riding Hood went back home

without straying or talking to strangers, just as her mother had told her

to do.

urgent Defi ne: If a situation is urgent, help is needed immediately.

Example: When our bathtub overfl owed, we told the plumber it was urgent.

Ask: What kind of situation would you consider to be urgent?


Card 1: Where is Little Red Riding Hood going? Why? Who does she meet along the way?

Card 2: What does the wolf do when he gets to Grandmother’s house? How does Little Red Riding Hood feel when she gets there?

Card 3: What does Little Red Riding Hood say to the wolf? What does the wolf say to her?

Card 4: How does the story end? What lesson has Little Red Riding Hood learned?

Retell


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Have you ever made a promise to someone? Do you think it is

important to keep a promise? Why?

A kind woman was walking through the forest when she came upon

a tiger trapped in a deep hole.

“Hello, friend,” said the tiger. “Can you help me? I have been

trapped in this hole for many days and if I do not get out soon, I will

surely die.”

Now the woman had compassion for all creatures and could

not bear to see anything suffer. But she also knew that tigers had a

reputation for eating people.

“How do I know that you won’t eat me?” asked the woman.

“I would not be so ungrateful as to eat the one who frees me,” said

the tiger. “I give you my promise. I will not harm you.”

So the woman, who was daring as well as kind, agreed to help.

The Woman, the Tiger, and the JackalA Tale from India

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compassion Defi ne: When you have compassion, you want to help people or animals in need.

Example: I feel compassion for the dogs at the animal shelter, so I volunteer to walk them every day.

Ask: When do you feel compassion? What do you do to help?

daring Defi ne: If you are daring, you are not afraid to try something dangerous.

Example: I think people who go rock climbing are daring.

Ask: How would you fi nish this sentence? People are daring when they ____________.


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English Learners

Make Predictions Ask: What do you think will happen next? What will the woman do? What will the tiger do? Should the woman trust the tiger?

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survive Defi ne: To survive means to stay alive.

Example: People need food and water to survive.

Ask: How can you help animals survive?


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She tied one end of a rope to a banyan tree. She threw the other end

to the tiger who grabbed it with his paws. Then she pulled and pulled.

Soon the tiger was free.

“Thank you, foolish woman,” said the tiger. “Now I will eat you.”

“Wait!” cried the woman. “You promised not to eat me. Without

my help you would never have survived . It is not fair for you to eat me

when I set you free!”

“Fair!” laughed the tiger. “The world is not a fair place. You can ask

anyone. Let us ask the banyan tree whether I should eat you.”

So the woman asked the tree. “Tree,” she said, “I have rescued this

tiger from a deep hole. Now he wants to eat me. Is that fair?”

“Fair?” asked the tree. “The world is not a fair place. Look at me. I

give shade to people. But still they cut off my branches to use the wood.

It might not be fair, but it is fi ne for the tiger to eat you!”

UNIVERSAL ACCESS

English Learners

Discuss Ask: What does it mean to be fair? Share examples of fair and unfair situations, and have children discuss them. Say: Yesterday my friend borrowed my bike and promised to bring it back today. Today, he wants to keep it longer because he’s having fun riding it. Is that fair or unfair? Why?

2


The tiger lunged at the woman. “Wait!” cried the woman “Let us

just ask this road beneath our feet. We will do as it says.”

“Very well,” said the tiger.

“Road,” said the woman, “I have rescued this tiger from a deep

hole. Now he wants to eat me. Is that fair?”

“Fair?” asked the road. “The world is not a fair place. Look at me.

I help people get where they need to go. Then they walk on me. It

might not be fair, but it is fi ne for the tiger to eat you!”

Again, the tiger prepared to lunge. “Wait!” cried the woman. “Let

us ask this jackal. We will do as he says.”

“Very well,” said the tiger.

“Jackal, I have rescued this tiger from a deep hole. Now he wants to

eat me. Is that fair?”

Now the jackal was very clever and wanted to help the woman. He

rubbed his head. “I’m sorry,” he said. “I don’t understand what you are

saying. Can you repeat it?”

The woman repeated herself. Again the jackal said, “I still don’t

understand what you are saying. You will have to show me what

happened. Bring me to the hole where it all began.”

lunge Defi ne: To lunge means to jump suddenly at someone or something.

Example: My cat likes to lunge at a toy mouse that I pull on a string.

Ask: What animals lunge? What do they lunge at?

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Sequence of Events Say: First the woman asked the tree if it was fair for the tiger to eat her. What did the tree say? What character did she ask next? What did the road say? Then what character did she ask?

3


So the woman and tiger brought the jackal to the deep hole in the

ground. Then the tiger told the whole story.

“Oh, my!” said the jackal. “I am as baffl ed as ever! Where were you

when it all began?”

“I was IN THE HOLE!” shouted the tiger.

“In the hole?” asked the jackal. “Can you show me?”

“Of course I can show you!” exclaimed the tiger. And he jumped

back into the hole. “Now do you understand?”

“Of course I understand! I understand perfectly well,” said the

jackal. “You were in the hole when it all began and that is where you

shall stay!”

The jackal turned to the woman. “Let us get away from this

ungrateful creature.”

“Thank you!” said the kind woman. “The world may not always be a

fair place, but good friends like you help to make it better.”

“I understand perfectly,” said the jackal. And with that, the two

new friends walked off together.

baffled Defi ne: If you are baffl ed by something, you are confused or don’t understand it.

Example: The game had so many rules that I was completely baffl ed.

Ask: When have you felt baffl ed ?


Card 1: What does the woman see when she is walking through the forest? Why does she stop?

Card 2: How does the woman rescue the tiger? Is the tiger grateful? How do you know?

Card 3: What do the tree and the road tell the woman? How is the jackal different?

Card 4: Where is the tiger at the end of the story? How did he get there? Explain how the jackal tricked the tiger.

Retell


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Why is it important to always speak the truth? What happens when

you pretend something is true when it is not?

Once upon a time there lived a vain emperor who loved fancy

clothes. He had as many suits of clothing as there were days in the

year, and he delighted in showing off his fashions to his people.

Word of the emperor’s love for clothing spread throughout the land,

and one day two men showed up at the castle with a clever idea. “We

are the best tailors in the land,” they told the emperor. “And we have

invented an exquisite cloth fi t for royalty. It is so fi ne, it is invisible to

anyone who is too dull or too foolish to appreciate it.”

“I must have a suit of clothes made from this cloth!” exclaimed the

emperor. And he ordered the men to start weaving at once.

The Emperor’s New ClothesBased on a Tale by Hans Christian Andersen

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vain Defi ne: Someone who is vain has too much pride in his or her looks.

Example: The vain girl could not pass a mirror without looking at herself.

Ask: Would you want a vain person as a friend? Why or why not?

exquisite Defi ne: Something that is exquisite is very beautiful.

Example: The red roses in the garden are exquisite.

Ask: What exquisite thing have you seen lately?


UNIVERSAL ACCESS

English Learners

Use Illustrations Ask children to look at the picture to identify the setting of the story. Ask: Does it look like a place you have ever seen? Where? In books or movies or real life? How are the people dressed? When do you think this story takes place?

1


The two men asked for a loom, silk and gold thread, and a room in

the castle. They also asked for two bags of gold. Then they went to

work, pretending to weave the exquisite cloth.

A few days later, the emperor called his old servant to him. “Go see

how the tailors are doing,” the emperor said. “Ask them to display

their fi ne cloth. Come back to me and let me know what you think

of it.”

The emperor’s servant went into the room where the men were

working.

“Welcome!” they cried. “Come and see the wonderful cloth we have

made. We’re almost fi nished. What do you think?”

The servant looked closely at the cloth that was not there. “I can’t

see it!” he thought to himself. “I must be terribly dull and foolish! I

can’t let the tailors or the emperor know that the cloth is invisible to

me.”

So the servant replied, “It is the most beautiful cloth I have ever

seen.” And when the servant returned to the emperor, he praised the

cloth.

display Defi ne: When you put something on display, you show it.

Example: Our class mural is on display in the lunchroom.

Ask: What are some things on display in your home?


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Make Predictions Ask: What do you think the emperor will do when he is presented with the invisible cloth? Do you think he will say he can see it? Why or why not?

2


Soon the men announced that the cloth was fi nished, and they were

ready to measure the emperor for his clothes. They appeared in the

emperor’s bedroom, pretending to carry a large roll of cloth.

“Here is the cloth, your majesty,” they said. “We have worked day

and night to fi nish it. Just look at the colors. Feel the fi ne weave. It is

truly fi t for an emperor!”

Of course, the emperor could not see the cloth, nor could he feel it

between his fi ngers. He grew nervous and scared. “I must be dull and

foolish if I can’t see the cloth,” he thought to himself. “But I can’t let

anyone else know it!”

So the emperor praised the cloth, and he let the men measure him

for a suit.

“You must fi nish the suit in two days,” said the emperor. “I wish to

wear it to the musical performance being held in my honor.”

“Of course, your majesty,” said the men, laughing behind the

emperor’s back. How easy it was to deceive the silly emperor! They

shut themselves up in the room, and after two days they presented

the emperor with an imaginary suit made from the cloth that never

existed.

deceive

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Defi ne: Deceive means make someone believe something that is not true.

Example: It is hard to deceive a smart person who has all the facts.

Ask: How do most people feel when they have been deceived?

UNIVERSAL ACCESS

English Learners

Use Figurative Language and Idioms Point out that the story says the two men were laughing behind the emperor’s back. Ask children what they think this expression means. Invite children to demonstrate by whispering behind another child’s back. Explain that the expression means to do something while another person is not looking.

3


News of the wonderful cloth had spread through the land, and

all the people were eager to see the emperor in his new clothes. So

when the emperor rode through the streets on his way to the musical

performance, everyone in town gathered to greet him with cheers

and applause .

“Wonderful!” the people cried. “What beautiful cloth! Look at the

colors!” Of course, the people could not see the cloth, but they were

all too ashamed to admit it.

Then suddenly a child called out from the crowd, “Father, look! The

emperor has no clothes!”

“Shush,” said the father. “Everyone will think we are fools.”

“But the child is right,” another voice shouted from the crowd. “The

emperor is in his underclothes!”

“Yes! Yes!” everyone agreed. Then they all began to laugh at their

own foolishness.

But the poor emperor could not laugh. He was too embarrassed. He

went back to the castle and found that the two men had left with the

gold. He spent the rest of the night thinking of how silly he had been,

and he missed the performance completely.

applause


Card 1: What does the emperor love? What do the two men say they have invented?

Card 2: What happens when the emperor’s servant goes to see the two men? Why does he pretend that he can see the cloth?

Card 3: How does the emperor act when he sees the cloth? Why do the two men laugh at him?

Card 4: What happens when the emperor makes his way through town? What lesson does this story teach about being truthful?

Retell


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Defi ne: Applause is the clapping of hands to show that something is well liked.

Example: There was loud applause at the end of the school play.

Ask: When have you heard applause?

4


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English Learners

What is the biggest plant you have ever seen? What would you do if

a giant plant grew outside your window overnight?

Once there was a poor boy named Jack who lived in a tiny house

with his mother. One day their old cow stopped giving milk.

Jack’s mother said, “Jack, it’s time to sell the cow. Take her to

market and sell her for a good price.”

So Jack set off to market that very day. On the way, he met a funny

little man. “I see you’re off to sell your cow,” said the man. “I’d like to

buy her. I’ll pay you with these beans.”

“Beans!” said Jack. “I can’t sell our cow for beans!”

“Ah, but these are magic beans,” said the man. “If you plant them

in the moonlight, they will thrive . They will grow way up into the sky!”

Jack wanted to see if it were true, so he took the beans and gave

the man the cow.

Jack and the BeanstalkA Tale from England

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thrive Defi ne: When living things thrive, they grow in a strong and healthy way.

Example: Sunshine, water, and good dirt all help plants thrive.

Ask: What are some things that you need to thrive?


Relate to Personal Experience Say: Jack made a trade when he gave up his cow for the beans. Have you ever traded something you owned for something else? What did you trade? Was it a good trade? Tell why or why not.

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fertile Defi ne: Soil that is fertile has all the things that plants need to grow.

Example: We grow vegetables in the fertile soil of our garden.

Ask: Why is it important for farms to have fertile soil?


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Jack went home and told his mother what he had done. “These beans

are not magic,” said his mother. “What a foolish boy!” She threw the

beans out the window and sent Jack to bed.

That night as Jack slept, the beans began to grow. The roots took

hold in the fertile soil, and tiny stalks sprouted up in the moonlight.

The stalks twisted into one large beanstalk that went high into the sky.

When Jack woke in the morning, the beanstalk had grown up through

the clouds! He rubbed his eyes in disbelief.

Now Jack wanted to know what was at the top of the beanstalk, so

he began climbing. He climbed and climbed until his head popped up

through the clouds. There before him was the biggest house he had ever

seen! The door was open, so he went right in. Tables and chairs towered

over him, making him feel as small as a mouse. Then he heard a rumble.

BOOM, BOOM, BOOM! A giant walked into the room, stopping to

sniff the air. “Fee–fi –fo–fum!” said the giant. “Into my house a stranger

has come!” Jack quickly hid behind a table leg so the giant would not

fi nd him.

sprout Defi ne: When things sprout, they begin to grow.

Example: The seeds took two days to sprout.

Ask: What happens to seeds after they sprout?

Use Context Clues Say: It says the tables and chairs towered over Jack. We know that a tower is a really tall building and that the house is very big. What do you think the word towered means? What do you tower over?

2


UNIVERSAL ACCESS

English Learners

The giant searched for Jack, but he soon grew tired. So he sat down

to count his money. He counted out bags and bags of gold coins. Then

he lay down on his giant couch and fell fast asleep. When the giant

began to snore, Jack grabbed a bag of gold and ran out of the room.

He dashed to the beanstalk and slid all the way down.

“I was right about the beans!” Jack said to his mother when he

handed her the bag of gold. She agreed, and they lived happily with

the help of the gold coins for many months. But eventually the coins

were all gone, so Jack decided to climb the beanstalk again.

This time when Jack entered the huge house, he saw the giant

sitting at the table with a pretty hen. “Lay!” said the giant. And the

hen laid an egg of gold. The giant reached for the egg, and then

stopped. He sniffed the air. “Fee–fi –fo–fum. Into my house a stranger

has come!”

Clever Jack knew just what to expect . He quickly hid himself and

waited for the giant to fall asleep again. Then Jack snatched up the

hen and made his way down the beanstalk.

expect Defi ne: When you expect something, you look for it to happen.

Example: I expect to have a piñata at my birthday party.

Ask: What do you expect will happen in class today?

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Repeat Modeled Language Say: When the giant senses Jack is near, his words rhyme. Let’s repeat the giant’s words together: Fee–fi –fo–fum. Into my house a stranger has come. What rhymes with fum? Now let’s change the rhyme to Fee–fi –fo–fee. Can you say a new second line to make a rhyme?

3


When Jack got home, he showed his mother the hen. Each time he

said “Lay!” a golden egg appeared . Jack’s mother was overjoyed, and

they lived happily with the help of the golden eggs for months. But

Jack longed for more adventure, so he decided to climb the beanstalk

again.

This time, Jack found the giant at his table with a golden harp.

“Sing!” said the giant, and the harp sang a beautiful song. The sweet

song put the giant to sleep, and Jack snatched up the harp and dashed

toward the door. But the harp cried out, “Wake up! Wake up!” The

giant awoke and ran after Jack.

“Fee–fum–fo–fi !” cried the angry giant as he followed Jack down

the beanstalk. “I will catch you by and by!” But Jack reached the

ground before the giant. He grabbed an ax, and chopped the beanstalk

in two. CRASH! BOOM! The giant fell out of the sky, straight through

the earth, and was never heard from again.

Jack felt lucky to escape the giant, and he never longed for

adventure again. Instead, he and his mother became rich from the

singing harp and the golden eggs, and they lived happily ever after.

appear Defi ne: When things appear, they come into sight.

Example: If the sky is clear, stars will appear after dark.

Ask: What appears on plants as they grow?


Card 1: Why does Jack’s mother want him to sell their cow? What does the funny little man give Jack for it?

Card 2: What happens to the beans in the moonlight? What does Jack fi nd at the top of the beanstalk?

Card 3: What does Jack do with the bag of gold? Why does Jack go back up the beanstalk a second time?

Card 4: Why does the giant follow Jack down the beanstalk? What happens to the giant?

Retell


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Brer Rabbit in Mr. Man’s GardenAn African-American Tale

What kinds of animals might visit a garden? What would you do if an

animal came to your garden to eat your plants?

Mr. Man had the fi nest garden around for miles. It was fi lled

with scrumptious vegetables just waiting to be picked. The problem

was that Mr. Man wanted to keep all the vegetables for himself. At

least, he didn’t want to share them with Brer Rabbit.

One morning, Brer Rabbit decided that it was high time that Mr.

Man learned to share. The vegetables in his garden were abundant .

And it was just plain unneighborly of Mr. Man to keep them to himself.

So Brer Rabbit waited for Mr. Man to go off to town.

“I’ll be back this afternoon,” Mr. Man said to his daughter, Miss

Penny. “Mind the garden while I’m gone. Be sure that rascal Brer

Rabbit doesn’t eat up all my tender young squash!”

“Yes, Daddy,” said Miss Penny as she waved goodbye.

scrumptious Defi ne: Something that is scrumptious is delicious.

Example: I think beef stew is scrumptious.

Ask: What foods do you think are scrumptious?

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abundant Defi ne: Abundant means plentiful or more than enough.

Example: Plants need abundant rain and sunshine to grow.

Ask: What things are abundant in your classroom? What things are not abundant ?


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Use Context Clues Say: Brer Rabbit plans to get some of Mr. Man’s vegetables. Mr. Man calls him a rascal. Do you think the word rascal means something good or bad? How do you know? Name some other story characters who are rascals.

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As soon as Mr. Man drove away, Brer Rabbit hopped up onto the

porch to introduce himself.

“Hello, Little Miss Penny,” said Brer Rabbit. “My name is Pete Davis.

I’m your daddy’s old friend. I saw him yesterday, and he told me to

come on over and take some of those delicious green onions in the

garden.”

“As long as you’re not Brer Rabbit, and as long as you don’t take

the ripe young squash, then you are welcome in our garden,” said Miss

Penny. “I’ll tell my daddy that you stopped by.” And Miss Penny let

Brer Rabbit into the garden where he took as many green onions as he

could carry.

When Mr. Man returned, he asked Miss Penny who had been in

the garden. She told him that Mr. Pete Davis had been there, but she

hadn’t seen hide nor hair of that rascal Brer Rabbit.

The next day when Mr. Man went off to town, he told Miss Penny

to watch the garden again. “Don’t let anyone take the squash or the

green onions!” he said.

ripe Defi ne: Something that is ripe is ready to be eaten because it is at its best.

Example: Bananas are ripe when they turn yellow.

Ask: What happens when fruits and vegetables become too ripe?

UNIVERSAL ACCESS

English Learners

Use Figurative Language and Idioms Say: When Miss Penny says she hasn’t seen hide nor hair of Brer Rabbit, she means that she hasn’t seen him around at all. Finish this sentence with words of your own: “I haven’t seen hide nor hair of _____ today.” Explain that hide is another word for skin.

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Of course as soon as Mr. Man left for town, Brer Rabbit showed up

on the porch again.

“Hello, Miss Penny,” said Brer Rabbit. “I saw your daddy driving

down the road. He told me that the tomatoes in your garden are not

quite edible yet, but the carrots are just right. He said to be sure to

help myself.”

“Yes, sir,” said Miss Penny. “Help yourself to the carrots, just as

Daddy said.” And Miss Penny let Brer Rabbit back into the garden

where he took an armful of fresh carrots.

Now when Mr. Man came back from town, he knew something

wasn’t right.

“Just what does Pete Davis look like?” he asked Miss Penny.

“Why, he has long ears, a funny twitching nose, and a tail like a

cotton puff,” said Miss Penny.

“I knew it!” roared Mr. Man. “Brer Rabbit has been in my garden.

I’ll get that clever rabbit!” So Mr. Man fi xed up a box trap and put

it smack in the middle of his big beautiful vegetable garden. Then

he concealed it with some leaves.

edible Defi ne: If something is edible, it can be eaten.

Example: Some wild berries are not edible and are harmful if eaten.

Ask: How do you know when peaches or plums are edible?

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conceal Defi ne: Conceal means to hide or put out of sight.

Example: Lauren concealed her stained shirt by wearing a jacket over it.

Ask: Where would you conceal a present if you wanted to surprise a family member with it?

UNIVERSAL ACCESS

English Learners

Paraphrase Say: Miss Penny’s description of Pete Davis tells her father that he is really Brer Rabbit. What parts of him does she tell about? Use your own words to tell what she says. What else would you add to the description if you were Miss Penny?

3

The next day when Brer Rabbit came back to the garden, he saw a

sign on the gate that said, “Help yourself to squash!” So Brer Rabbit

walked right into the garden. Just as he was reaching for the best

squash on the vine, he bumped into the trap. SNAP! The box fell on

him.

Brer Rabbit sat inside the box, worrying about what would happen

when he was found. Suddenly, he heard someone sniffi ng outside the

box. “Brer Fox?” called Brer Rabbit. “Is that you?”

“It’s me, Brer Rabbit,” said Brer Fox. “Why are you in a box?”

“Well, I tell you, Brer Fox,” said Brer Rabbit. “Mr. Man has trapped

me in here, and he’s making me eat as much stew as I can stand. You

better run before he does the same to you!”

“Stew? I love stew!” said Brer Fox. Then using all of his might, Brer

Fox pried open the box and scrambled in. Brer Rabbit scrambled out.

The trap door slammed shut with Brer Fox inside.

Imagine how surprised Mr. Man was when he found Brer Fox inside

the box! Mr. Man chased Brer Fox around the garden, but he never

caught him. And Brer Rabbit? Why, he laughed and laughed, and he

ate tender young squash for dinner that night.


Card 1: Why does Brer Rabbit want to get into Mr. Man’s garden? Who will watch the garden when Mr. Man is in town?

Card 2: How does Brer Rabbit trick Miss Penny into letting him pick vegetables in the garden?

Card 3: How does Mr. Man know that something isn’t right in the garden? What clues help him fi gure out that Pete Davis is really Brer Rabbit?

Card 4: What does Mr. Man do to catch Brer Rabbit? How does Brer Rabbit save himself? Why does Brer Rabbit laugh at the end of the story?

Retell


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What do you know about sharks? What would you like to learn about

them?

What animals do you think of when you think about animals that

lived a long, long time ago? Many people think about the dinosaurs

that roamed Earth over two million years ago. But guess what? Sharks

lived even prior to the dinosaurs! Sharks are ancient animals that have

been swimming in the seas for over 400 million years.

All sharks are fi sh, but they are different from other fi sh in some

ways. Sharks do not have bones. They have cartilage. Cartilage is a

strong, fl exible part of the body, like what you have in your ears. Most

sharks have mouths that are fi lled with rows of sharp teeth. If one

tooth falls out, another moves forward to take its place. Sharks can go

through thousands of teeth in a lifetime!

Sharks!

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prior Defi ne: If something happens prior to something else, it happens fi rst or before.

Example: I went to fi rst grade prior to second grade.

Ask: What is something that you did prior to coming to school this morning?


UNIVERSAL ACCESS

English Learners

Use Photographs Help children use the photograph to learn the names of the parts of the shark. Point to and name the fi ns, nose, mouth, and tail. Have children repeat. Then ask how a shark is different from other fi sh they know.

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Tiger Shark

Hammerhead Shark

Great White Shark


There are more than 350 kinds of sharks. They live in oceans all over

the world. A few sharks can even live in rivers.

Some sharks are ruthless . You probably would not want to bump

into one of these dangerous sharks when you are swimming in the

ocean! Other sharks, though, are harmless . Some people like to swim

along with these gentle creatures.

The most feared shark is, perhaps, the great white shark. This

dangerous shark can grow up to 25 feet long. It can weigh up to 4,500

pounds. It has huge jaws and sharp teeth.

Another dangerous shark is the hammerhead shark. It is a powerful

swimmer. The hammerhead shark has an unusual head. The shark’s

eyes are on each side of its hammer-shaped head.

The fi erce tiger shark has stripes like a tiger. It hunts as fi ercely as a

tiger, too. You would not want to be a fi sh or an ocean turtle when a

hungry tiger shark is swimming by.

ruthless Defi ne: Someone who is ruthless is mean and dangerous.

Example: A hungry shark is ruthless when it hunts for food.

Ask: What other animals might be ruthless when they are hunting for food?

Sharks!

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Defi ne: Something that is harmless is not dangerous.

Example: My dog is very big, but she is harmless.

Ask: What animals do you think are harmless?

UNIVERSAL ACCESS

English Learners

Generate Antonyms Tell children that ruthless and harmless have opposite meanings. Act out being a ruthless animal. Then act out being a harmless one. Ask students to provide sentences about ruthless and harmless animals. For example: A ____ is ruthless. A ___ is harmless.

2

Whale Shark

Basking Shark Megamouth Shark


The biggest fi sh in the sea is the whale shark. It can grow to be

50 feet long and weigh as much as 15 tons. That’s the same weight

as 6 big cars! Although a whale shark is an immense shark, it is not a

ruthless one. In fact, it is like a gentle giant. People have grabbed on

to the backs of whale sharks and swum with them!

Another harmless shark is the basking shark. This is the second

largest fi sh. Like the whale shark, the basking shark eats plankton,

which is a mixture of tiny animals and plants.

In 1976, scientists discovered a new kind of harmless shark, the

megamouth shark. The megamouth has a gigantic mouth. Light

shines from a megamouth’s mouth. Scientists think that the light

attracts plankton for the megamouth to eat. Since 1976, more than

30 megamouths have been discovered.

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Sharks!

Defi ne: Something that is immense is really, really big.

Example: Whales are immense animals that live in the ocean.

Ask: What other animals or things are immense?

UNIVERSAL ACCESS

English Learners

Generate Synonyms Direct children to use their arms to act out the word immense. Ask them what other words mean the same thing as immense. (huge, gigantic, enormous) Discuss what both words mean. Ask children to say Wow! when you name something immense: elephant, turtle, whale shark, Statue of Liberty. Ask children to give examples of other things that are immense or gigantic.

3


Scientists have learned a lot about sharks. Sharks have a great sense

of smell and can smell food from very far away. Sharks feel movements

in the water. That helps them fi nd food. Sharks can hear sounds from

thousands of feet away and have excellent eyesight. All these senses

have helped sharks survive.

These days, scientists use small submarines to study sharks that

live very deep in the sea. These submarines have remote-controlled

cameras that help scientists research sharks. In this way, scientists have

learned about sharks such as the tiny dwarf dogshark. Scientists think

these sharks hunt in packs, like wild dogs. Another deepwater shark is

the green-eyed cookie-cutter shark. These sharks take cookie-shaped

bites from the fi sh they hunt.

Sharks have survived for over 400 million years. Will they survive for

millions more? People are sharks’ biggest enemies. They hunt and kill

over one million sharks each year. Scientists hope that people will learn

to respect and protect sharks so sharks can survive millions of years

more!

research


Card 1: Why are sharks considered ancient animals? What are some ways in which sharks are different from other fi sh?

Card 2: What kinds of sharks do you see in this picture? What makes them ruthless?

Card 3: How are these three harmless sharks alike? How are they different?

Card 4: How do scientists learn more about sharks? Who are sharks’ biggest enemies?

Retell

Sharks!

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Defi ne: When you research something, you study it to learn more about it.

Example: Some scientists research gorillas by studying them in the wild.

Ask: What topic would you like to research? Why?

4

Giant Indonesian Tree Frogs

Reticulate Tree FrogCuban Pygmy FrogBarking Tree Frog


UNIVERSAL ACCESS

English Learners


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sturdy Defi ne: Something that is sturdy is strong.

Example: This table has sturdy legs so it won’t fall down.

Ask: What are some things that are sturdy?

develop Defi ne: To develop means to grow and change.

Example: This seed will develop into a fl ower.

Ask: What do you know about the way a bird develops?

What do you know about frogs? What more would you like to learn

about frogs?

Have you ever seen a frog swimming in a pond or sitting on a lily

pad? Has the sound of a frog croaking ever kept you up at night?

Frogs live all over the world except in Antarctica. There are

thousands of kinds, or species, of frogs. They come in different colors

and sizes. The biggest frogs can be one foot long. The smallest frogs

are only about one-half inch long.

All frogs are amphibians. That means that they can live in water

and on land. All frogs have sturdy back legs that help them leap big

distances. And all frogs have a similar life cycle. They grow and develop

in the same way.


Ask Questions Guide children to use sentences to answer questions about frogs. Ask: What color are frogs? What do frogs sound like? Where can frogs live? What helps frogs jump far?

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frog eggs

tadpole hatches tadpole begins to change


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hatch Defi ne: When an egg hatches, a baby animal comes out of it.

Example: Many bird eggs hatch in the spring.

Ask: What are some baby animals that hatch from eggs?


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How do frogs grow and develop? They go through different stages.

First, female frogs lay eggs—usually in the water. Frogs often lay

thousands of eggs at one time. That’s because not all of the eggs

will hatch . A jellylike substance surrounds the eggs. That helps to

protect them.

The next stage begins when the eggs hatch. Most eggs hatch in

fewer than 25 days. Some eggs hatch in as few as 3 days! When an egg

hatches, a tadpole comes out. A tadpole looks more like a fi sh than a

frog. It breathes through gills on the outside of its body. It has eyes, a

mouth, and a tail, too. It swims around and eats tiny plants.

After a few weeks, the tadpole starts to change. Back legs start to

form. The gills on the outside of its body disappear, and the tadpole

develops lungs. Now the tadpole must breathe air. That means it has to

come to the surface of the water to get air to breathe.

Words with Multiple Meanings Say: A stage in a frog’s development is a step that it goes through as it develops from an egg into a frog. What else can a stage be? (a platform used in a play or a concert) Use stage in a sentence that tells about a frog. Now use stage in a sentence that shows its other meaning.

2

tadpole grows front legs

froglet


UNIVERSAL ACCESS

English Learners

Now that the tadpole has its back legs, what occurs next? Its front

legs start to grow! The tadpole begins to look like a little frog with a

long tail. Soon the tadpole’s tail begins to shrink. That’s because the

tail is going back inside the tadpole’s body. The tadpole gets nutrients

from the tail.

By about 12 weeks from the time the tadpole hatched from its egg,

it becomes a froglet. It looks like an adult frog except that it still has

a small tail. The froglet starts to eat small bugs. It also starts to spend

some time out of the water. Soon the froglet will start the next stage

of its life. It will become a frog!

occur Defi ne: Occur means to happen.

Example: Spring vacation occurs in April.

Ask: When does your birthday occur ?

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Use Photographs Ask: What happens to a tadpole after it gets its back legs? What happens to its tail? Use the pictures to help you answer the questions.

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About 16 weeks after the tadpole fi rst hatched from its egg, it

becomes a mature frog. At this stage, the frog no longer has a tail.

The frog spends most of its time on land now. Its lungs allow it to

breathe air. And it uses its sturdy back legs to hop from place to place

in search of food. The frog eats crickets and other bugs, catching them

with its long, sticky tongue.

Now the mature frog is ready to start the cycle all over again. A

female frog returns to the water to lay eggs. What will happen next?

Tadpoles will hatch from the eggs. Soon each tadpole grows back legs.

Later, it grows front legs, and its tail starts to shrink. The tadpole turns

into a froglet. Then the froglet becomes a mature frog.

What do you think will happen next?

mature Defi ne: If something is mature, it is completely developed or grown.

Example: Children grow up to become mature adults.

Ask: What are some baby animals called? What are they called when they become mature?


Card 1: How are all frogs alike? How are they different?

Card 2: What is the fi rst stage in a frog’s life cycle? What happens next?

Card 3: How is a froglet different from a tadpole?

Card 4: What happens when the froglet becomes a frog? Where does it live? What does it eat? How does the life cycle begin again?

Retell


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English Learners

What is a coral reef? Where would you see one? What would you like

to learn about coral reefs?

Coral reefs are busy underwater places where many colorful animals

and plants live.

Some people think coral reefs are made of rocks or shells, but

that’s not so. Coral reefs are actually made up of tiny living creatures

called coral polyps. These animals are only about 1/4 inch across. It

takes millions of coral polyps to make one reef. Different polyps form

different kinds of coral. Coral can be many different colors. It can be

interesting shapes and sizes, too.

Coral reefs are located in warm, shallow water, usually near land.

The biggest coral reef in the world is Australia’s Great Barrier Reef. The

Great Barrier Reef is about 1,260 miles long!

Coral Reefs

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located Defi ne: When you tell where something is located, you tell where it is found.

Example: Our school is located on Pine Street, next to the park.

Ask: Where is your house located?


Use Photographs Help children use the photograph to describe a coral reef. Ask: What color is this coral reef? What does the coral look like to you? Guide children to compare the coral to other things: The coral looks like ______ .

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Moray Eel Sea Anemone Lionfi sh


UNIVERSAL ACCESS

English Learners

Imagine you are swimming near a coral reef. What animals might

you encounter ?

First, you’d see the brightly colored coral. What’s coral made up of?

Coral polyps! So that’s one animal you’d see. There are many more

animals living in the coral reef, though. More animals live in coral reefs

than anywhere on Earth except rainforests.

Most fi sh around the coral reef have bright colors and patterns.

Mandarin fi sh have colorful stripes and dots to warn bigger fi sh to

stay away. If you see a butterfl y fi sh, you might think it has eyes on its

head and its tail! Lionfi sh have spines to defend themselves against

predators.

Lobsters, shrimp, and crabs live in the reefs, too. Don’t be fooled

by the sea anemones. They look like fl owers, but they are not! Then

there’s the giant clam. It can grow up to 5 feet wide and can weigh

500 pounds!

Be careful, though. You might encounter sharks or barracudas that

are hunting for food near the reefs. And don’t stick your hand into a

hole in the reef—a moray eel may be living in it!

encounter Defi ne: Encounter means meet or see.

Example: Sometimes I encounter deer when I walk in the woods.

Ask: What other animals might you encounter in the woods? What might you encounter in the ocean?

Coral Reefs

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defend Defi ne: To defend means to protect from harm.

Example: A cat uses its claws to defend itself.

Ask: Why do animals need to defend themselves?

Use Context Clues Say: Lionfi sh use their spines to defend themselves from predators. To defend is “to protect from harm.” This is a clue that a predator is a fi sh or animal that might harm the lionfi sh. How do land animals, such as porcupines or skunks, defend themselves against predators?

2

The Ocean The Ocean Food ChainFood Chain

algae

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English Learners

How do the animals that live near a coral reef survive? Like you and

me and all other living things, they need food. What do they eat? They

eat each other!

The animals of the coral reef are part of a food chain. Tiny plants

and animals are at the bottom of the food chain. They get their energy

from the sun. The coral polyps eat the tiny plants and animals. Then

small animals eat the polyps. Bigger animals eat the small animals.

Then the biggest animals, like sharks, eat the bigger animals.

It’s important that all the animals in the food chain survive. What

happens if one part of the food chain disappears? All the other parts

of the chain react . It’s a chain reaction. If there are no tiny plants and

animals, the polyps won’t have food to eat. If the polyps disappear,

what will the small animals eat? That’s why it is important to protect

all the plants and animals in the food chain.

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Coral Reefs

Defi ne: When you react, you do something because something else happened.

Example: When I hit a home run, Mom reacts by jumping up and clapping her hands.

Ask: How do you react when something good happens to you?

Main Idea and Details Ask children what this page is mostly about. Guide children to say that it is about how plants and animals in the coral reef survive. Ask: How do the tiniest animals get energy? How do the biggest animals get energy? Why is it important to protect all parts of the food chain?

3


It takes a very long time for a coral reef to grow. That’s because a

coral reef grows only about one inch a year. Think of how many years

it took for the Great Barrier Reef to form!

But today, coral reefs are in danger. Parts of many coral reefs have

already been destroyed. Scientists think that many of the coral reefs

will completely disappear. Why? People are not careful around coral

reefs. They step on or touch the coral, which kills it. Sometimes they

take the coral. People also fi sh for the animals that live in and around

the reefs, which can damage the reefs and interrupt the food chain.

People also pollute the oceans with garbage, and the pollution can kill

the reefs.

What positive steps can you take to help protect coral reefs? Spread

the word! Don’t pollute. Suggest that people stop dumping garbage

that can damage the reefs. Tell people to look, but to not touch, when

they explore the beautiful coral reefs. With everyone’s help, coral reefs

can survive.

positive


Card 1: What are coral reefs? Where are they located? What does coral look like?

Card 2: What are some animals that live around the coral reefs? What do the animals look like?

Card 3: What is a food chain? Why are all the animals in the food chain important?

Card 4: Why are coral reefs in danger? What can you do to help?

Retell

Coral Reefs

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Defi ne: Positive means helpful and supportive.

Example: Our coach said positive things about the way we played today.

Ask: What positive steps can you take to clean up your classroom?

4


UNIVERSAL ACCESS

English Learners


What do you picture when you hear the word desert? What might it

be like to live in a desert?

The Sahara desert is the largest desert of its kind in the world. It

stretches for thousands of miles across the northern part of Africa.

Its scenery includes huge sand dunes that shift with the wind, as

well as tall mountains and fl at plains. The Sahara is dry. And it is

hot! Temperatures can soar above 110 degrees in the summer.

You might think that a place like this is lifeless, but it is not. There

are oases in the Sahara in which palm trees grow and water fl ows from

springs or bubbles up from wells. Animals such as gazelles, antelopes,

foxes, hyenas, snakes, and lizards make the Sahara their home. And

one group of people has lived in the Sahara for thousands of years.

Those people are the Bedouins.

scenery Defi ne: Scenery is what you see when you look around a place.

Example: Pine trees and sparkling streams are part of the scenery in the mountains.

Ask: What kind of scenery do you see where you live?

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temperature Defi ne: Temperature tells how hot or how cold something is.

Example: When the outside temperature is below freezing, you should wear a warm coat.

Ask: What would you wear if the temperature outside was 90 degrees?


Activate Background Knowledge Explain that deserts are areas that get very little rain. Say: The Sahara is the world’s largest hot desert. Antarctica is the world’s largest cold desert. Help children fi nd the Sahara and Antarctica on a map or a globe. Ask: What do you think each place is like?

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Bedouins are nomads, or people who move around from place to

place. Bedouins raise camels, goats, and sheep. They travel around the

desert to take their animals to spots where there are enough plants for

them to graze. At one time Bedouins also helped guide caravans, or

groups of traveling traders, through the Sahara. The traders paid the

Bedouins for the use of their camels and for protection while crossing

the vast desert.

Even though Bedouins are always on the move, family ties are very

important to them. Bedouin society is organized by family connections.

The smallest Bedouin group is made up of close family members such

as a husband and wife, their children, the children’s grandparents, and

sometimes aunts and uncles. Larger Bedouin groups are made up of

many members of an extended family. The largest Bedouin group of all

is called a tribe.

vast Defi ne: Something that is vast is very great in size.

Example: The tiny sailboat looked like a black speck on the vast ocean.

Ask: Which states in the United States have vast amounts of land?

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Compose Sentences Ask children to name the people who might be in an extended family. Provide vocabulary for various family members, such as cousin, sister-in-law, great grandfather, nephew. Have children complete sentences naming their extended family, such as the following: My_______________and I spend a lot of time together.

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Bedouins have developed special strategies for living in the Sahara

desert. They wear loose, fl owing robes that not only protect them from

the sun, but also shield them from wind and sand. They live in tents

made from goat and camel hair. The tents can be picked up and moved

whenever the herds travel to new grazing lands. Also, much of the

Bedouins’ food comes right from their own animals. Milk, yogurt, and

cheese make up the main part of the Bedouin diet. Flat bread, dates,

and rice are also everyday foods. Meat dishes are sometimes prepared

for festivals or for visitors.

Having visitors is a high point in Bedouin life! Beduoins are known

for their hospitality. When visitors stop at a Bedouin tent, they are

offered tea, coffee, and food. They are often entertained with music,

songs, and poetry. Children, whose normal chores include gathering

fi rewood or herding animals, are called upon to join in the festivities.

strategy Defi ne: A strategy is a carefully thought out plan of action.

Example: Jamie’s strategy for winning the race was to start slow so no one thought she could win. Then she would run fast at the end.

Ask: What is one strategy that you use when you don’t know the meaning of a word?

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Use Context Clues Say: The text says that Bedouins are known for their hospitality. To help children fi gure out what hospitality means, point out that in the previous sentence it says that having visitors is a high point of Bedouin life. Ask: What do Bedouins do for visitors? Ask children to give examples of hospitality.

3


Today the old way of life is disappearing for the Bedouins of the

Sahara. Grazing areas have grown smaller and modern-day borders

make it harder for Bedouins to wander freely from place to place.

Many Bedouin families have gathered in settlements where they live in

homes and raise their animals without moving around. Other Bedouins

have moved to large cities where they earn their living working at

various jobs.

Living in a home is very different from roaming freely through the

desert, but it has some advantages. Bedouin children can get better

health care and can also attend school when their families stay in one

place.

But whether they live in a home or a tent, Bedouins still think of

themselves as people of the desert, who are always ready to extend

their hospitality to any visitor who comes to their harsh desert land.

harsh Defi ne: Something that is harsh is rough, uncomfortable, and hard to bear.

Example: Penguins make their home in the harsh climate of Antarctica.

Ask: When is the weather harsh where you live?


Card 1: Where is the Sahara? What is the scenery like in the Sahara? Who lives there?

Card 2: What do the Bedouins do in the desert? How do they feel about their families?

Card 3: What are some of the strategies that Bedouins use for living in the desert? What happens when visitors come?

Card 4: How has life changed for many Bedouins today?

Retell


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Have you ever had a friend over to your house for a meal? What are

some ways you should act when you have a guest over for a meal?

What are some ways you should not act?

Fox and Crane used to be the best of friends. They had a real

affection for each other. But one day, that changed. Why was that?

Well, as you know, foxes are sly and tricky. And this fox was as crafty as

the next.

It all began when Fox, who loved food, wanted to taste the food

that Crane ate. “I’ll invite Crane to my house for dinner,” he said.

“After that, she will surely invite me to her house for dinner. Then I will

be able to taste her food!”

The next day, Fox saw Crane. “Will you come to my house tonight

for dinner?” he asked. “I will make soup.”

“I’d love to come,” said Crane. “I’ll see you tonight.”

The Fox and the CraneA Fable by Aesop

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affection Defi ne: When you have an affection for someone or something, you like that person or thing a lot.

Example: Naomi’s baby sister showed her affection by hugging Naomi’s leg.

Ask: How do you show affection?


Use Context Clues Say: Someone who is crafty is good at tricking others. Listen as I reread this sentence: As you know, foxes are sly and tricky. What words in this sentence mean almost the same thing as crafty?

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That night, Crane arrived for dinner.

“My soup is always delicious,” said Fox. “You’ll get a lot of

nourishment from it, too. I hope you will like it.”

But tricky Fox did not really want Crane to eat the soup. He wanted

it all for himself. So Fox came up with a crafty plan. He served the soup

in very shallow bowls. Fox could lap up all the soup in his bowl, but

Crane could not lap up the soup in hers. She twisted her long neck this

way and that way, but all she could do was dip the end of her long bill

in the bowl. No matter how she tried, she could not eat the soup.

After dinner, Crane said, “Thank you so much for inviting me to

dinner, Fox. I hope you will come to my house for dinner. In fact, why

don’t you come tomorrow night?”

“Wonderful!” said Fox. “I will see you then.”

After Crane left, Fox enjoyed the rest of the soup. Then he smiled.

“Now I will get to taste Crane’s food, and I did not have to share my

own!”

nourishment Defi ne: Nourishment is what you get from healthful foods.

Example: Fruits and vegetables give a lot of nourishment.

Ask: What foods do you get nourishment from?


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Recognize Cause and Effect Act out how a fox would eat from a shallow bowl. Then use your fi ngers to show how a crane would eat from a shallow bowl. Ask: What did you notice? Why did Fox put the soup in shallow bowls? What does this tell you about Fox?

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The next night, Fox was very hungry when he arrived at Crane’s

house. Crane had made fi sh stew. It smelled so good that Fox began

to crave some right away.

“Now it is my turn to feed you, Fox,” said Crane. “My fi sh stew is

always delicious. I hope you will like it.”

Fox sat down, and Crane served the stew. But she served it in tall

jars with long and narrow necks. Crane could pull out the pieces of fi sh

with her long bill. She ate all the stew in her jar. Fox, though, could not

get his mouth into the neck of the jar. He twisted his head this way

and that way, seeking pieces of fi sh. But he could not get them.

crave

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Defi ne: When you crave something, you want it very much.

Example: When I get thirsty, I crave a glass of ice-cold water.

Ask: What do you crave when you’re thirsty or hungry?

seek Defi ne: Seek means to look for.

Example: The bear seeks a den to spend the winter in.

Ask: What do you seek when you go to the grocery store?

Summarize Help children to summarize the events in the story so far by asking: What happened when Fox invited Crane for dinner? Why did Fox make it so that Crane couldn’t eat? What did Crane do to Fox in return?

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Fox got so frustrated that he picked up the jar and tried to pour

the stew into his mouth. But the pieces of fi sh got stuck in the narrow

neck. Fox could not get any fi sh stew to eat.

“Why, Fox,” said Crane. “You are not eating your dinner. Don’t you

like fi sh stew?”

“Well, Crane,” answered Fox. “If I could get some to eat, I’m sure it

would be delicious.”

Crane did not apologize. She just smiled.

Fox knew that he had been tricked, and he was not happy. He had

tried to get a free meal, and his crafty plan had not worked. Crane had

been even craftier. She had tricked Fox!

But what could Fox expect? Wise people and animals know that “he

who plays a trick should expect to be tricked in return.”

frustrated


Card 1: What does Fox want? Why does he invite Crane to dinner?

Card 2: Why does Fox serve the soup in shallow bowls? How do you think Crane feels? Why?

Card 3: How does Crane serve the fi sh stew? Why can’t Fox eat it?

Card 4: How does Fox feel at the end of the story? How does Crane feel? What lesson does Crane teach Fox?

Retell


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Defi ne: People who are frustrated are discouraged because they are having a hard time doing something.

Example: I get frustrated when I work on a math problem for a long time and still can’t solve it.

Ask: What makes you feel frustrated?

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Why is rain important? What happens if it rains too much? What

happens if it doesn’t rain enough?

Back a long, long time ago in the early days in Nebraska, the

weather was always changing. The settlers didn’t know what to

do. Then along came Febold Feboldson, the incredible pioneer who

never let anything defeat him. That Febold was so amazing he could

even adjust the weather!

Take, for instance, the Year of the Frozen Snow. Nebraska was as

cold as the North Pole! It was so cold that the snow never melted. But

Febold spread hot sand from the desert over the plains and melted all

the snow. That’s why, nowadays, the plains are hot in summer!

Then there’s the Year of Many Rains. There was so much rain that

chickens were getting stuck in the mud. Febold made them webbed

feet so they could swim. That’s how he invented ducks!

Febold Feboldson, Drought BusterAn American Tall Tale

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defeat Defi ne: To defeat is to beat, stop, or win.

Example: I didn’t let my brother defeat me in basketball. I tried my hardest, and I won!

Ask: Do you think a lion could defeat an elephant? Why or why not?

adjust


Defi ne: Adjust means to change or to fi x something.

Example: I adjust my puppy’s collar so that it is comfortable for her.

Ask: When do you need to adjust the sound on a TV set?

Use Figurative Language and Idioms Say: The storyteller compares Nebraska to the North Pole because the North Pole is a very cold place. Tell about a time you were very, very cold. Complete this sentence to compare yourself to another cold thing: I was as cold as _________.

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But some of Febold’s best feats came during the Year of the

Drought. That year, it never rained. Nebraska was as dry as dry can be.

Crops did not grow, and the cattle had no green grass to eat. Febold

tried to persuade the cows to eat sand but they just wouldn’t. Febold’s

cattle got so skinny that he had to tie sand bags to their tails. That’s

what kept his cattle from blowing away when the wind blew!

One day, though, the other settlers noticed Febold’s cattle eating

again. “Look!” they said, “Febold’s cattle are gaining weight. What’s

he gone and done now?”

So all the settlers went to take a closer look. And there they saw

Febold’s cattle—each one wearing a pair of green glasses!

“Hey, there, Febold,” they said. “What’s the purpose of those green

glasses?”

Febold winked. “Well, the sand looks green through the glasses,” he

said. “The cattle think it’s green grass!”

persuade Defi ne: Persuade means to talk someone into doing or believing something.

Example: I persuaded my mom to take me to the park.

Ask: What have you persuaded someone to do?


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purpose Defi ne: The purpose is the reason why something is made or done.

Example: The purpose of these wool mittens is to keep my hands warm.

Ask: What is the purpose of boots?

Use Context Clues Ask: What happened during the Year of the Drought? What clues from the story help you fi gure out what a drought is? What are some words that tell what a drought is like?

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But the green glasses did not make the rains come. By now, the sun

had been shining for months. Sometimes a lonely cloud would blow

across the blue Nebraska sky, but it never dropped any rain. But Febold

Feboldson had an even bigger problem to solve.

“I want to go fi shing!” said Febold. He got out his fi shing rod and

went out to the pond. But of course the pond was all dried up. Now it

certainly is not practical to go fi shing when there is no water and no

fi sh to fi sh for. Febold had to do something fast!

“What will you do, Febold?” asked the settlers.

“Well,” he said. “I’m going to think of a way to bust this drought!”

So Febold sat down with his head in his hands. He thought. And

then he thought some more. Finally, when he was almost all thought

out, he came up with a plan.

“Way up north,” he said, “in those faraway northern hills, there are

lakes. I’m heading up to those faraway lakes. By the time I get back,

this drought will be busted. You just wait and see!”

practical

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Defi ne: Something that is practical is useful or makes sense.

Example: Riding my bike is a practical way for me to get to school.

Ask: What are some practical things to take with you when you go for a hike?

Use Idiomatic Expressions and Figurative Language Help children understand what “bust a drought” means. Explain that the word bust can mean stop or break. Ask: What would happen when a drought is stopped or broken? What do you think Febold will do at the faraway lakes to bust the drought?

3

So Febold headed up north to fi nd the lakes in those faraway hills.

“I will build huge bonfi res around the lakes,” he said. “If I keep the

fi res very hot for a long time, I will bust that drought we are having

down south.”

And that’s what Febold did. He burned huge bonfi res for three

weeks straight. The fi res were so hot that the water from the lakes

evaporated. That vaporized water fl oated up into the sky to make

clouds. Those clouds fl oated south towards the plains. Soon, there

were so many clouds from that vaporized water that they bumped

into each other over those southern plains. And then the rains poured

down.

Once the rains started, the drought was over. Febold’s cattle could

take off their sand bags and sunglasses. The settlers could grow their

crops. And Febold Feboldson could once again go fi shing!

And that’s how Febold Feboldson, the legendary pioneer, became

the greatest drought buster of all time.


Card 1: Who is Febold Feboldson? How did he make Nebraska warm? How did he invent ducks?

Card 2: Why are Febold’s cows wearing green glasses and sand bags?

Card 3: What problem is Febold trying to solve? Why does he decide to solve this problem?

Card 4: How does Febold bust the drought? What happened to the lake water? What happens at the end?

Retell


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Have you ever wished to be as bright as the sun, as strong as the

wind, or as mighty as a mountain? What would you do if you were?

Long ago in a land far away, there was a stonecutter who made his

living doing stonework for other people. Each morning he would climb

the great mountain near his home to look for the fi nest stone. Then he

would carry the stone down the mountain, cut it to the right size, and

polish it so that it shined. The stonecutter was very good at what he

did. His cuts were sharp and accurate , and he was known for building

the fi nest walls in the land.

Even though the work was hard, the stonecutter was content with

his life. Then one day he went to the home of a very rich man to build

a wall. Never before had the stonecutter seen such a beautiful home or

such splendid things. Why couldn’t he be wealthy, too?

The StonecutterA Tale from China

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accurate Defi ne: Something that is accurate is exactly correct.

Example: Good cooks know that it is important to use accurate measurements.

Ask: How can you tell whether the clock in the classroom is accurate?


Make Predictions Say: The stonecutter sees the rich man’s home and wonders why he can’t be rich, too. What do you think the stonecutter will do next? Will he go back to his work or will he do something to try to make himself rich? Why do you think that?

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The next day when the stonecutter went back to the mountain, he

remembered the home of the rich man. The stonecutter threw his arms

into the air and called to the spirit of the mountain.

“Oh, mountain spirit,” he said. “You have given me all I need to

make a living. But if you could only make me a rich man, then I would

be the happiest person alive!”

The earth gave an abrupt shake, and a voice rumbled from inside

the mountain. “Your wish is granted!” Then the voice was still.

When the stonecutter returned home that day, he found that his

hut had turned into a grand house fi lled with fi ne furniture. His wish

really had come true!

The stonecutter enjoyed his wealth for many days. Then one

morning he saw a prince riding by in a royal carriage.

“What is a rich man compared to a prince?” wondered the

stonecutter. “If only I could be a prince. Then I would be both happy

and mighty!”

Again the mountain shook and rumbled, and in the blink of an eye,

the stonecutter was turned into a royal prince.

abrupt Defi ne: Something that is abrupt happens suddenly, without warning.

Example: The car came to an abrupt stop when a squirrel ran into the road.

Ask: How do you feel when you hear an abrupt sound?

The Stonecutter

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Use Context Clues Guide children to use context clues to fi gure out the meaning of the word granted. Say: The mountain spirit says that the stonecutter’s wish is granted. Then when the stonecutter goes home, he fi nds that his wish has come true. What does granted mean? What clues helped you fi gure out the meaning of granted?

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That day the stonecutter rode all through the town in his royal

carriage. As he rode, the sun blazed overhead. By the time the

stonecutter reached his palace, his face was burned bright red.

“A prince is mighty,” said the stonecutter. “But the sun is even

mightier. If only I were the sun, then I would have power!”

Again, the mountain rumbled, and the stonecutter’s wish came true.

He was turned into the sun in the sky, and he burned so brightly that

he scorched the grass beneath him. But when a cloud passed by and

hid his light from the earth, the stonecutter was unhappy again.

“Why, a cloud is even mightier than the sun!” he exclaimed. “I wish

I were a cloud so I could overwhelm the sun.” And a cloud he became.

He grew big and dark. He threatened to rain. Then suddenly he was

blown about by the wind, and he had no power over where he was

headed.

“Now I understand!” said the stonecutter. “The wind is the

mightiest force on earth. I wish I were the wind. Then surely I would

be happy!” So the stonecutter was turned into the wind, and he began

to blow and blow and blow.

overwhelm

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The Stonecutter

Defi ne: Overwhelm means to make someone feel weak and powerless.

Example: The ten mice overwhelmed the rat by surrounding it.

Ask: Do you think a cat could overwhelm a horse? Why or why not?

threaten Defi ne: Threaten means to give a warning that something serious is about to happen.

Example: An angry dog will threaten a person by growling and showing its teeth.

Ask: What would you wear to school if it threatened to rain?

Sequence of Events Say: The stonecutter wishes to be many different things in this story. What does he change into? List the changes in the order that they happen in the story.

3


The stonecutter blew leaves from the trees. He knocked people off

their feet and blew papers into the sky. He made waves rise so high

that ships could not sail. Then he gathered the clouds together to

create weather so severe that people could not leave their homes for

days. Yes, the stonecutter was powerful. There was nothing he could

not move—nothing except the mountain itself.

The stonecutter blew and blew against the mountain, but the

mighty mountain stood its ground. “If I cannot move the mountain,”

said the stonecutter, “then I wish to BE the mountain!”

And again, the stonecutter’s wish came true. “At last I am the

mightiest,” he said. Then as he looked down below him, he saw a tiny

man cutting away at his stone.

“No!” cried the stonecutter. “Can it be true? Can a man really

destroy a mountain? Oh, how I wish I were a man again!”

And for the last time, the stonecutter’s wish was granted. He was

changed into a man again, and he spent the rest of his days as a simple

stonecutter who never again wished to be something that he was not.

severe


Card 1: What happens when the stonecutter builds a wall at a rich man’s house?

Card 2: What does the stonecutter want after he becomes a rich man? Why?

Card 3: Why does the stonecutter want to be the sun and then a cloud? Why does he feel that a cloud is not mighty enough?

Card 4: What does the stonecutter fi nd out when he becomes the wind and then the mountain? What does he learn at the end?

Retell

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Defi ne: Something that is severe is harsh and often dangerous.

Example: It is important to wear sunscreen to make sure that you don’t get a severe sunburn.

Ask: What should people do when a severe storm is on the way?

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English Learners

Why the Moon Is in the SkyA Tale from Africa

Do you know any stories about the moon? What are they? What do

you like best about the moon?

Long, long ago, before the moon rose high in the sky at night,

Anansi the Spider had six sons. The fi rst son could see problems from

far away, so he was called See Trouble. The second son was able to

build roads through thick forests, so he was called Road Builder. The

third son could drink up mighty rivers, so he was called River Drinker.

The fourth son could quickly catch animals, so he was called Game

Catcher. The fi fth son was capable of throwing a stone a long way to

hit a mark, so he was called Stone Thrower. And the sixth son was big

and round, so he was called Cushion.

One day Anansi went away on a long trip. When he was not back

within a few weeks, his sons began to worry.

capable Defi ne: If you are capable of something, you are able to do it well.

Example: Kai’s little sister is now capable of riding a tricycle.

Ask: What things are you capable of doing now that you couldn’t do last year?

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Relate to Personal Experience Say: Each of Anansi’s sons is capable of something special. Think about family members or friends who can do special things. Tell about what they can do and how they have helped you or others. Use the word capable in your description.

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The son who was called See Trouble climbed to the top of a tall tree

and looked around for his father. Suddenly he cried, “Father has fallen

into a river! He is being swallowed by a huge red fi sh!”

“Follow me,” Road Builder cried. Then he made a road to the river,

and all the other brothers rushed after him.

“Stand back!” River Drinker shouted, and he drank huge gulps of

water until the river was dry. Then Game Catcher ran to the red fi sh on

the river bottom, cut it open, and Anansi jumped out.

Just then a hungry hawk swooped down from the sky. It grabbed

Anansi in its sharp claws and fl ew up toward the clouds. Stone Thrower

acted quickly. He picked up a stone and threw it at the hawk. CRACK!

The stone hit the hawk hard, and the hawk dropped Anansi. Down,

down, down Anansi fell.

“He will be killed when he lands,” Cushion thought. “Only I can

save him now.” So Cushion stretched out and took a deep breath.

PLOP! Anansi landed on soft Cushion, so he was not hurt.

That night Anansi said to his sons, “You are all very brave. And you

all deserve my thanks.”

deserve Defi ne: If you deserve something, you are the one who ought to get it.

Example: The boy deserves an award because he was never absent or late.

Ask: What award do you deserve? Why do you deserve it?

Sequence of Events Say: Use your own words to tell what happens in this part of the story. Who fi rst sees that Anansi is in trouble? What happens before Game Catcher cuts open the fi sh? What happens after Stone Thrower hits the hawk?

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The next night, Anansi was walking in the forest when he saw a

strange glow ahead of him. When he got closer, he saw that it was

a beautiful shining sphere . The sphere lit up the forest fl oor with

a dazzling light. Anansi had never seen anything like it!

“I will take this shining ball home and give it to one of my sons,”

Anansi thought. “It is the perfect reward for the one son who did the

most to save my life.”

So Anansi picked up the ball and headed home. He thought about

which son to reward. Would he reward See Trouble for spotting him,

Road Builder for clearing the road, or River Drinker for emptying the

river? Would he reward Game Catcher for opening up the fi sh or Stone

Thrower for hitting the hawk? Or was Cushion the most deserving

because he had stopped Anansi’s fall?

Anansi thought and thought, but he could not decide which son

should have the shining sphere.

“Nyame!” Anansi called to the sky god. “Come and help me. Hold

this shining ball while I decide which son should have it.” So Nyame

came and held the wonderful ball of light for Anansi.

sphere Defi ne: A sphere is something that is shaped like a ball.

Example: The globe in our classroom is a sphere.

Ask: What things have you seen that are spheres?

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dazzling Defi ne: If something is dazzling, it is so bright it almost hurts the eyes.

Example: Sunlight is dazzling at the beach on a clear day.

Ask: What other things can be dazzling to your eyes?

Words with Multiple Meaning Point out the phrase “wonderful ball of light” from the story. Ask children what light means here. Have them point to sources of light in the classroom. Then talk about the meaning of light in the sentence, A pencil is light. Ask children to give examples of other things in the room that are light, using the sentence frame, A ___ is light.

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When Anansi returned home, he asked Nyame to show the beautiful

shining ball to his six sons.

“I found this lovely sphere of light in the forest,” Anansi said. “And I

will give it to the son who did the most to save my life.”

Of course, all the sons wanted the beautiful ball. They argued and

argued about it. Each son said he had done the most to save Anansi’s

life. But in truth, each son had played an equal part in bringing Anansi

home safely. So on and on into the night the sons argued. And even

Anansi himself could not decide which son should have the wonderful

reward.

Finally Nyame the sky god had heard enough. He took the beautiful

shining sphere up into the sky with him. And to this day, that is where

it stays. If you look up into the night sky, you will see it. Each month it

goes through many phases , getting bigger and rounder and then small

and slender again. It is the moon. It is there still just as it was in the

days of Anansi.

phase Defi ne: A phase is one of the stages in a process of change.

Example: In the teething phase, a baby’s teeth grow in for the fi rst time.

Ask: What phases do babies go through when learning to walk?


Card 1: What are the names of Anansi’s six sons? What can each son do? Use the picture to help you.

Card 2: How do Anansi’s sons work together to fi nd him and save him from danger?

Card 3: What does Anansi see when he is walking in the woods? What does he want to do with the glowing ball?

Card 4: What do Anansi’s sons do when they see the ball? Why does Nyame decide to take the shining sphere up into the sky with him? What is it?

Retell


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TREASURES Oral Vocabulary Cards (Grade 2)

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Transcript of TREASURES Oral Vocabulary Cards (Grade 2)