Grade 1

Genres
A STUDY GUIDE

Reading

Genres
A STUDY GUIDE

Reading

978-0-02-114510-2 MHID: 0-02-114510-5

99701 EAN 9 780021 145102

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Macmillan/McGraw-Hill

Grade 1

Genres
A STUDY GUIDE

Reading

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 1 2 3 4 5 6 7 8 9 ROV 14 13 12 11 10

Contents
Genre Studies
Unit 1: Fables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
The Ant and the Dove . . . . . . . . . . . . . . . . . . 2 Genre Activities . . . . . . . . . . . . . . . . . . . . . . . 6

Plays
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Introduction . . . . . . . . . . . . . . . . . . . . . . . . 40
Look at Me Now! . . . . . . . . . . . . . . . . . . . . . 42 I Speak, I Say, I Talk . . . . . . . . . . . . . . . . . . 47 Shadow Dance . . . . . . . . . . . . . . . . . . . . . . . 49 Fooba Wooba John . . . . . . . . . . . . . . . . . . . 51 Supper with the Queen . . . . . . . . . . . . . . . . 53 That Goat Has GOT to Go! . . . . . . . . . . . . . 57

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

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

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

Unit 3: Folktales. . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
The Foxs Dinner . . . . . . . . . . . . . . . . . . . . . 14 Genre Activities . . . . . . . . . . . . . . . . . . . . . . 18

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

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

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

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

Genre Study
Fable

Reading Fables
A fable is a short story. People tell fables all over the world. Many fables are very old. People tell these stories over and over. A fable teaches a lesson. The story can show how to make good choices. It may show what a person should do. It may show what a person should not do. Many fables tell about animals. The animals talk to one another. They may talk to people. One fable tells about a mouse. The mouse pulls a thorn from a lions paw. The story shows that even small animals can help. We can learn from fables.
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As you read the story, think about the message. Ask questions and seek clarification if there is something you do not understand.

Genre Study
Fable

The Ant and the Dove

An Aesop Fable

Oh my! said Dove.

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

Genre Study
Fable

The ant tried to get out of the water. He moved his legs. He splashed. But the land was too far away. Help, the ant called. I cannot swim!

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Genre Study
Fable

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

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

Genre Study
Fable

The ant saw the hunter. You will not trap my new friend, he said. So he bit the hunters foot. Ouch! the hunter cried. The dove heard this cry and flew to safety. Now the ant had saved the dove! Moral: Be kind to others and they will be kind to you.

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Genre Study

Activities
Story Questions

Fable

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

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

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

For Activity answer keys go to www.macmillanmh.com

Genre Study
Procedural Text

Reading Procedural Text

A procedural text tells you how to do or make something. It shows the things that you need. It shows what you must do in order. A recipe is a procedural text. It has a list of the foods that you need. The directions tell you how to mix them. Directions are often part of a procedural text. You have to follow the steps. You may need tools or supplies. It may show symbols, or small pictures, to stand for the tools or supplies.
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Maps are a kind of procedural text. You can use a map to get places. A map shows the streets and their names. A map may have features such as signs. The signs tell where special places are such as parks.

Genre Study
Procedural Text

Make a Bird Feeder

Many wild birds eat seeds. Do you want to feed wild birds? You can make a bird feeder. Then you can watch birds eat. Ask an adult to help you. You need these things. What You Will Need clean, empty plastic milk jug scissors strong string bird seed
BIRD SEED

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Genre Study
Procedural Text

Directions
Step 1 Cut a hole in the jug. Cut it in the middle of the side. Make the hole almost as wide as the jug. (The hole must be big enough for a bird to fly through.) Step 2 Leave the bottom of the jug on. (The seeds will go inside the jug.) Step 3 Tie the string around the neck of the jug. Pour the seeds in. Step 4 Hang the feeder outside. The birds will find the feeder. Then watch them eat.
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Genre Study
Procedural Text

Read a Map
This map shows part of a town. Each line stands for a street. The map shows the names of the streets. Read the names of the streets. This map has map features. Small pictures show four places in the town. The pictures are called symbols. Look at the symbols on the map.

Apple Street

Green Street

Red Street

Park Street
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Blue Street

Genre Study
Procedural Text

The map has signs for places in the town. How do you know what the signs mean? A map key shows what the signs mean. The map key shows the signs. It tells what the signs mean. Look at the map key. Read what each sign means. Find each sign on the map.
Map Key
bakery park

school

zoo

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Genre Study

Activities
Make a Bird Feeder

Procedural Text

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

Follow the Map

Look at the map with a partner. Find the sign that shows books. What does this sign mean? Pretend that you are at the park. Walk on Park Street. Walk one block to Green Street. Then walk on Green Street. Go one block to Apple Street. What place is on the corner?

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

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For Activity answer keys go to www.macmillanmh.com

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What Do They Show?

Genre Study
Folktales

Reading Folktales
Folktales are stories that people have told for many years. People tell folktales over and over again. Other people hear the stories and pass them on. Sometimes a folktale changes a little when a new person tells it. In some folktales, animals talk. The animals have feelings, as people do. They act the same way that people act. In a folktale, a stone or a tree might talk and have feelings. Many folktales begin with Once upon a time. These words help people know that the story is not real. Many folktales end with happily ever after. These words tell people that the story is over and all is well. After reading, talk about the story. Use the Talk About It tips on page 76.

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Genre Study
Folktales

The Foxs Dinner

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

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

Genre Study
Folktales

Fox ran from the henhouse as fast as he could. When he got to a pond, he stopped. You must be tired, said Hen to Fox. Put me down. I will not run away. So Fox put Hen down. Hen looked at the pond. The full moon was shining on the water. She pointed at the moon in the pond. Look! she said. That tortilla in the pond would be so good with your dinner. Can you swim?

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Genre Study
Folktales

Of course, said Fox. He looked at the tortilla in the pond. Stay here, he told Hen. Fox jumped into the pond. He tried to catch the tortilla. But he could not. You must swim further! called Hen. So Fox swam further. He reached for the tortilla. But he could not get it. Swim further, called Hen. Then the tortilla will be yours! Fox swam further. He reached for the tortilla. But he coud not get it.

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Genre Study
Folktales

At last he swam to shore. At least I still have a hen to eat, he thought. But when he got there, he did not see Hen. Hen! Oh, Hen! he called. Come be my dinner! But Hen did not come. She was gone. She had tricked Fox! And Fox had no dinner that night.

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Genre Study

Activities
Write a Story

Folktales

Write a new story about Hen and Fox. Will Fox try to eat Hen again? How will Hen trick him? Make sure your story has a beginning, middle, and end.

Story Questions
Find a partner. Talk about questions that you have about the story. Read the story again together to find the answers. What phrases in the story help you know that this is a folktale? What do these words tell you? Name another story that has these words.

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

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For Activity answer keys go to www.macmillanmh.com

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Act It Out

Genre Study
Nonfiction

Reading Nonfiction
Nonfiction tells about real people and things. It may tell about what real people do. Nonfiction may tell about a real place. It may explain something that is real. Nonfiction gives information about a topic. The topic is what the text tells about. Both words and pictures can give information. Nonfiction stories are true. They are not like fantasy. In a fantasy story, people and things are made up. Authors write nonfiction for a reason. The author may want to show you how to do something. The author may want to help you learn about the past or about an important person. This is called the authors purpose. After reading, talk about the story. Use the Talk About It tips on page 76.

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Genre Study
Nonfiction

The First Railroad in Texas

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

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

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Genre Study
Nonfiction

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

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Genre Study
Nonfiction

The Life of Abraham Lincoln

Abraham Lincoln was born in Kentucky in 1809. When he was eight years old, his family moved. They lived in a log cabin in Indiana. They did not live in a town. Their cabin was in the woods. Lincoln saw animals that lived in the woods. Lincoln learned how to read and write. He could do some math. Lincoln helped do the work at home.

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Genre Study
Nonfiction

Lincoln still wanted to learn. He read all the books he could find. He got money by cutting wood for people. He worked in a store. Then he became a lawyer. In 1842, he married Mary Todd. Lincoln talked to people about being kind to one another. He wanted to help the country. Lincoln wanted to be President. In 1860, he ran for President and won.

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Genre Study
Nonfiction

Lincoln became President. A war was happening. It made people unhappy. Lincoln worked to bring people together. In 1863, he said that some people were free. This made many people happy. In 1865, Lincoln died. The country lost a great leader. Today we remember Lincoln. His picture is on the penny. We celebrate his birthday.

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Genre Study

Activities
True or Fantasy?

Nonfiction

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

Write About the Story

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

Talk About Abe

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

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For Activity answer keys go to www.macmillanmh.com

Genre Study
Poetry

Reading Poetry
A poem uses words in special ways. The words help you see a picture in your mind. A poem uses sensory words. Sensory words tell about things that you feel or hear or smell or taste. In a poem, words often rhyme. Words that rhyme end with the same sound. A poem uses words that sound good together. Some words that sound good together begin with the same sound. A poem uses words to make rhythm. Lines with few words can make the rhythm fast. Lines with many words can make the rhythm slow. After reading, talk about the poems. Use the Talk About It tips on page 76.

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Genre Study
Poetry

Rain
Rain on my raincoat, Slap, slap, slap! Rain in the puddle, Plop, plop, plop! I run inside, Take off my coat, Pull off my boots, and then look out. Rain on the window, Tap, tap, tap!

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Macmillan/McGraw-Hill

Genre Study
Poetry

Waves
The waves are friendly, So slowly they creep. They lick my toes. Then they tickle my feet. They do not stay long But hurry away. If I do not move, They will come back to play.

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Genre Study
Poetry

Round Fruits
Apple, cherry, pear, and grape Which one has a different shape? A shiny red apple is round as a penny. My bag already holds so many! A cherry always tastes juicy and sweet. Grapes are the ones I like most to eat. Pears are not round, that much I know. It is not wrong. It is just how they grow.

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Macmillan/McGraw-Hill

Genre Study
Poetry

My Grandpas Farm
At Grandpas farm I saw a cow. She said, Moo. I shouted, Wow! At Grandpas farm I saw a cat. He did not move. He sat and sat. At Grandpas farm I saw a pig. The pig was pink and very big. At Grandpas farm I saw some sheep. Ill count them soon and fall asleep.

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Genre Study

Activities
Talk About Words

Poetry

Talk about the poem. 1. Which poem tells about something you can feel? 2. Which words in that poem tell what you can feel? 3. Read the poem Rain again. Is the rhythm fast or slow? 4. Read the poem Round Fruits again. Is the rhythm fast or slow? 5. Find the words that describe an apple. Which words begin with the same sound?

Write and Clap

Write a poem about something you like. Tell how it looks, feels, sounds, or tastes. Use words that begin with the same sound together. Make the rhythm fast or slow. Say the poem. A partner can clap the rhythm.
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For Activity answer keys go to www.macmillanmh.com

Genre Study
Fairy Tales

Reading Fairy Tales

Fairy tales are stories that people have told again and again. Most fairy tales are very old. No one knows who told them first. Fairy tales tell about kings and queens. The stories often have fairies or magic animals. Many fairy tales begin with Once upon a time. This tells that the story takes place long ago in a setting that is not real. Many fairy tales end with They lived happily ever after. This tells that the characters problems are solved and the story is over.
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After reading, talk about the story. Use the Talk About It tips on page 76.

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Genre Study
Fairy Tales

The Three Feathers

A Grimms Fairy Tale

Once upon a time, there was an old king who had three sons. The two oldest sons were clever and liked to brag. The youngest was small and quiet as a mouse so everyone thought he was simple. One day, the king said. I am old and must decide which of you will be the new king. The son who brings me the most beautiful rug will be king. The king blew three feathers into the air. One feather flew east. One feather flew west. One feather fell to the ground. The king told his sons to follow the feathers.
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Genre Study
Fairy Tales

The oldest son went east. The second son went west. I will find the best rug, they each said. The youngest son looked at the feather on the ground. He sat down. I am far too little and quiet to be king anyway, he thought. Just then he saw a trapdoor open. He went in. A frog dressed in a fine coat and hat spoke: Come sit by me little one, And tell me, tell me Why you have come. The youngest son told the frog of the contest. And right before his eyes appeared the most beautiful carpet he had ever seen. Thank you, kind frog! said the boy.

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Genre Study
Fairy Tales

The youngest son brought the rug to the king. It was far better than the carpets his older brothers found. You shall be king, his father told him. But the older brothers begged for another chance. The King agreed. The son who finds the kindest maiden will be king, he said. He blew three feathers into the air. The brothers followed the first two feathers east and west. The third feather fell to the ground and so the youngest son went to see the frog once again. He told the frog of the new contest. The frog pointed at a flower. The flower turned into a girl. She was as small as the boy and was dressed in rags. She smiled kindly at the boy.
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Genre Study
Fairy Tales

The brothers came back with the first welldressed maidens they could find. When these maidens saw the youngest sons maiden, they pointed at her rags and spoke unkindly. You maidens are not kind, said the king. My youngest son will be king. No! said the older brothers. They asked for one more test. The king brought out a hoop and asked all three maidens to hop through. The two fancy maidens tripped on their gowns. But the third hopped through easily in her simple clothes. So the youngest son became king. He married his maiden and the two lived happily ever after.

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Genre Study

Activities
Talk About the Story
Find a partner.

Fairy Tales

Talk about the answers to these questions. 1. What does Once upon a time tell you? 2. What does They lived happily ever after mean? 3. Why do the brothers ask for more contests? 4. Which brother do you think will make the best king? Why is it important for a king to be kind? 5. Have you ever been the smallest or youngest in a group? How did it feel?

Write A Story

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For Activity answer keys go to www.macmillanmh.com

Macmillan/McGraw-Hill

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

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

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

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

Read the plays and activities to the children.

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What is a Play?
A play is a story that is meant to be performed for an audience, a group of people. A play is told mainly through the words the characters speak. It can be read aloud or acted out. When you take part in a play, remember to read the characters words the way you think the character might say them.

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Plays/Choral Readings

Macmillan/McGraw-Hill

Parts of a Play
A play is made up of different parts. All of the parts work together to tell a story. The list of characters at the beginning of a play tells who the characters are. The people who play the parts of the characters are called actors. Some plays have a narrator. The narrator tells the audience what is happening in the play.
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Important Words to Know play character actor narrator setting dialogue

The setting is where and when the play takes place. Many plays have more than one setting. The dialogue is the lines of text the characters speak in the play. The characters names appear before the lines they speak.
Introduction 41

Look at Me Now
by Alice Boynton CAST:
Child 1 Child 2 Child 3 Child 4

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

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

Look at Me Now

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

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Plays/Choral Readings

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

Look at Me Now

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

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Plays/Choral Readings

by Arnold L. Shapiro

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

I Speak, I Say, I Talk

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

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Plays/Choral Readings

SHADOW DANCE

by Ivy O. Eastwick

Macmillan/McGraw-Hill

Group 1: O Shadow, Dear Shadow, Come, Shadow, And dance! Group 2: On the wall In the firelight Let both of Us prance! Solo 1: I raise my arms, thus! Solo 2: And you raise Your arms, so!
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Group 1: And dancing And leaping And laughing We go! Group 2: From the wall To the ceiling From ceiling To wall, All: Just you and I, Shadow, And none else At all.

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Plays/Choral Readings

Macmillan/McGraw-Hill

Fooba Wooba John

American folk song
Solo 1: Saw a flea kick a tree, All: Fooba wooba, fooba wooba, Solo 1: Saw a flea kick a tree, All: Fooba wooba John. Solo 1: Saw a flea kick a tree In the middle of the sea, All: Fooba wooba, fooba wooba, Fooba wooba John. Solo 2: Saw a crow flying low, All: Fooba wooba, fooba wooba,
Macmillan/McGraw-Hill

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

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Solo 3: Saw a whale chase a snail, All: Fooba wooba, fooba wooba, Solo 3: Saw a whale chase a snail, All: Fooba wooba John. Solo 3: Saw a whale chase a snail All around a water pail, All: Fooba wooba, fooba wooba, Fooba wooba John. Solo 4: Saw a bear scratch his ear, All: Fooba wooba, fooba wooba, Solo 4: Saw a bear scratch his ear, All: Fooba wooba John. Solo 4: Saw a bear scratch his ear Wonderin what were doing here,
Macmillan/McGraw-Hill

All: Fooba wooba, fooba wooba, Fooba wooba John.

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Plays/Choral Readings

Supper with the Queen

by Sally Jarvis CAST:
William Storyteller Queen 1st Traveler 2nd Traveler William: Here I am in the woods. What can I eat for supper? Storyteller: He looks in his pockets. William: Oh, ho! Here is an onion! I will have onion soup!
Macmillan/McGraw-Hill

Storyteller: He makes a fire. He puts a pan on the fire and he puts in some water and the onion. 1st Traveler: Well, what do I see here? Are you cooking supper? William: Yes. It is onion soup!

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1st Traveler: If I help you cook it, may I have some, too? William: Thats fair. How can you help? 1st Traveler: I have a banana. There is nothing like a banana to make good soup. William: Banana soup? I dont think . . . Storyteller: But it is too late. The traveler has put the banana into the soup, skin and all. 2nd Traveler: Well, hello! Are you two having supper? William: We are cooking some soup. 2nd Traveler: If I help you cook it, may I eat it with you? 1st Traveler: How will you help?
Macmillan/McGraw-Hill

2nd Traveler: I have some good pigs feet. I will put them into the soup. William: But . . . Storyteller: Too late! The traveler puts the pigs feet into the soup. A queen comes into the woods.

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Queen: What, ho! What are you doing in my woods? William: Oh, dear me! We didnt know the woods were yours! 1st Traveler: We are having supper. Do you mind? Queen: Well . . . 2nd Traveler: Would you have supper with us? Queen: I think that would be fun! I have never eaten outside. Storyteller: She sits down. William gives out the soup. They each take a sip. 1st Traveler: Ugh! 2nd Traveler: Ugh! Queen: Ugh! What is in this soup?
Macmillan/McGraw-Hill

William: There are onions, bananas, and pigs feet. Storyteller: She is smart but she doesnt know how to cook.

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Queen: No wonder it is no good. It doesnt have any chocolate cake in it. Everything tastes better with chocolate cake. How lucky I have some with me! Storyteller: Before William can say a word, the queen drops some chocolate cake into the soup. 1st Traveler: Now some salt. William: But . . . 2nd Traveler: Here is the pepper! William: But . . . Queen: Did you put in any sugar? Storyteller: William walks away. William: I will just go hungry. The next time there will be one cookME!
Macmillan/McGraw-Hill

Cultural Perspective

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

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Plays/Choral Readings

That Goat Has GOT to Go!

by Anne M. Miranda CAST:
Storyteller Sister Kate Cousin Steve Joe Brother Bill Father Grandma Ann Goat Mother Grandpa Pete Auntie Bess

Macmillan/McGraw-Hill

Storyteller: Young Kate and Steve and Brother Bill all live with Joe, high on a hill. A lot of pets live in their housea dog, a cat, and one gray mouse. Brother Bill: I have a dog that likes to run. My dog and I have lots of fun. Sister Kate: I have a cat with yellow fur. My cat is soft and likes to purr. Cousin Steve: I have a mouse with little feet. Hard cheese is what it likes to eat.

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Joe: I have no pet to hug and squeeze No dog, no cat, no mouse, no cheese! I think Ill get a billy goat. Ill feed him hay and brush his coat. Storyteller: Joe got a billy goat that day. But did that goat eat nice fresh hay? Oh, no! What did he find to munch? A pair of purple socks for lunch! Goat: Bleat, bleat! Socks to eat. Storyteller: Goat ate and ate and did not rest. The family said he was a pest. Mother: I had a juicy peach, you see. But that goat ate itone, two, three! Goat: Bleat, bleat! Peach to eat. Mother: No peach for Mother? Listen, Joe, I think that goat has got to go.
Macmillan/McGraw-Hill

Father: I had two shoes, a left and right. But that goat ate them both one night. Goat: Bleat, bleat! Shoes to eat. Father: No shoes for Father? Listen, Joe, I think that goat has got to go! Sister Kate: I put some fish on my cats plate. The kittys fish is what Goat ate.

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Goat: Bleat, bleat! Fish to eat. Sister Kate: No fish for kitty? Listen, Joe, I think that goat has got to go! Brother Bill: I had a favorite baseball mitt. That goat of Joes ate every bit. Goat: Bleat, bleat! Mitt to eat. Brother Bill: No mitt for baseball? Listen, Joe, I think that goat has got to go! Grandpa Pete: I hung my clothes outside to dry. Goat ate my sweater, belt, and tie. Goat: Bleat, bleat! Clothes to eat. Grandpa Pete: No clothes for Grandpa? Listen, Joe, I think that goat has got to go! Grandma Ann: I set a pie out on the sill. That goat sat down and ate his fill. Goat: Bleat, bleat! Pie to eat.
Macmillan/McGraw-Hill

Grandma Ann: No pie for supper? Listen, Joe, I think that goat has got to go! Auntie Bess: I had a yellow hat with bows. Why that goat ate it, goodness knows! Goat: Bleat, bleat! Hat to eat. Auntie Bess: No hat for Auntie? Listen, Joe, I think that goat has got to go!

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Cousin Steve: I put my coat down on a chair. When I came back it wasnt there! Goat: Bleat, bleat! Coat to eat. Cousin Steve: No coat for winter? Listen, Joe, I think that goat has got to go! Joe: Oh, I am feeling sad and blue. My goat has eaten Fathers shoe. He ate a mitt, a hat, and tie. He ate my grandmas apple pie. What can I do to stop my goat from eating Steves warm winter coat? Ill have to tie him with a rope. Then he cant be a pest, I hope. Storyteller: Joe walked to school one foggy day. He didnt stop to laugh or play. Joe and his goat marched down the trail. He had his lunch inside a pail. An apple fell out on the ground. A sandwich dropped without a sound. Some carrot sticks were next to go. Soon there was no lunch left for Joe. At school, Joe told his pet to wait. He tied Goat to the big front gate. Joe went to class. And then at noon he got his lunch pail, fork, and spoon.

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Macmillan/McGraw-Hill

Storyteller: There was no lunch inside Joes pail. He lost his food along the trail. Each thing had fallen bit by bit. But Joe thought Goat had eaten it. Joe: No food at lunch time? Thats not nice! I should have gotten two pet mice. No dog would eat my lunch like that. And neither would a kitty cat. Goat: Bleat, bleat! Nothing to eat. Storyteller: Soon it was time for Joe to go. But thick fog made the going slow. Joe could not see one step ahead. He held Goats rope and shook his head. Joe: I think that we are lost, my friend. I cannot see around the bend. I cannot see a tree or log. I cannot see in all this fog.
Macmillan/McGraw-Hill

Storyteller: Just then, that goat began to bleat! His nose found something good to eat. Goat: Bleat, bleat! Meat to eat! Joe: Ill stop and let you look around. Please, tell me, what else have you found?

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Goat: Bleat, bleat! Bread to eat. Joe: You found my sandwich on the trail! It must have fallen from my pail. Goat: Bleat, bleat! Apple to eat. Joe: Just find whats next along the trail. Please find whats missing from my pail. Thats how well get back home today. Your nose will help us find the way. Storyteller: Back home, his Mom and Dad and Bill all looked for Joe up on the hill. His Grandma Ann beat on a pail. And Grandpa yelled along the trail. Joe: Yoo-hoo! Im here! Im safe and sound. Thanks to my goat and what he found.
Macmillan/McGraw-Hill

Storyteller: Then everybody jumped for joy. They saw that goat and their lost boy. Joe: My goat has led me to my house. Hes better than a little mouse. Hes better than a cat or dog. He led me home in this thick fog. Please tell me, does Goat have to go? Both he and I just have to know!

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Plays/Choral Readings

All : That goats a hero! Hip hooray! We think that goat has got to stay! Storyteller: Sister Kate and Joes big brother, Auntie Bess and Dad and Mother, his Grandma, Steve, and Grandpa Pete all gave that goat a great big treat. Mother: Have a peach! Grandma Ann: Try some pie! Sister Kate: Want some fish? Grandpa Pete : Eat my tie! Brother Bill : Heres a baseball! Father: Chew my slipper! Auntie Bess: Taste my hat? Cousin Steve: Try this zipper.
Macmillan/McGraw-Hill

Goat: Bleat, bleat! Treats to eat! All: That goats a hero! Hip hooray! Yes, yes! That goat has got to stay!

That Goat Has GOT to Go!

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DRAMA

Activities
DRAMA ACTIVITY:

Look at Me Now
Draw Pictures of Things You Did Read the play Look at Me Now. It tells about how children grow. Actors tell what they could do at different ages. What could you do when you were: one-year old? two-years old? three-years old? four-years old? five-years old? What can you do now? Draw pictures that show what you could do at each age. Label your pictures.
Macmillan/McGraw-Hill

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Plays/Choral Readings

For Activity answer keys go to www.macmillanmh.com

DRAMA ACTIVITY:

Look at Me Now
Performance Activity: Act Out the Play The play Look at Me Now has four characters. Read aloud each line. Then act out what the character says. Here are some ideas: Child 1 says I could smile. Smile when you say that line. Child 2 says, I could walk. Take three steps. Child 3 says, I could put on socks. Act out putting on socks.
Macmillan/McGraw-Hill

Child 4 says, I could brush my teeth. Act out brushing your teeth. In a group, read aloud the play. Do simple moves to act out each line.

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DRAMA

Activities
DRAMA ACTIVITY: Write Your Own! I Speak, I Say, I Talk tells about sounds that animals make. What else makes a noise? Work with a partner to write a play about sounds. Here is a sample play: Solo 1: Solo 2: Solo 3: Solo 4: Solo 5: All: Bells ring. Clocks tick. Horns honk. Planes roar. Doors slam. But I SING!

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

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Plays/Choral Readings

For Activity answer keys go to www.macmillanmh.com

Macmillan/McGraw-Hill

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

DRAMA ACTIVITY:

Performance Activity: Act It Out! Take turns making the animal sounds in I Speak, I Say, I Talk. Act out the parts of the animals. Here are some ideas: Solo 2: Open your mouth wide. Roar. Solo 3: Make your arms look like wings. Move them up and down. Hoot. Solo 4: Close your eyes. Pretend to sleep. Snore. Solo 5: Move your arms like wings. Creak. Solo 6: Scurry across the floor. Twitch your nose. Squeak. All: Point to your mouth. Speak!
Macmillan/McGraw-Hill

Act out the rest of the play with your group.

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DRAMA

Activities
DRAMA ACTIVITIES ACTIVITIES:

SHADOW DANCE
Performance Activity: Dance Like Your Shadow In the play Shadow Dance, a shadow speaks and dances. Act out being many different things. For example, dance and talk like a: chair animal tree raindrop flower Come up with your own ideas. Think of how these things might dance or act. Put on a play.
Macmillan/McGraw-Hill

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Plays/Choral Readings

For Activity answer keys go to www.macmillanmh.com

DRAMA ACTIVITIES:

SHADOW DANCE
Mirror, Mirror Play a mirror game. Look in a mirror. Wave your right hand. You will see your reflections hand wave. But your reflections left hand is waving. It does what you do, but on the opposite side. Stand in front of a friend. Pretend to be a mirror. Ask your friend to look in the mirror and move. If your friends left arm moves, you move your right arm. Your arms will look as if they are moving together. Now your friend can move. If he or she scratches his head, you scratch your head. But do it on the opposite side. Take turns being the person and the reflection in the mirror.

Macmillan/McGraw-Hill

Drama Activities

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DRAMA

Activities
DRAMA ACTIVITIES ACTIVITIES:

Fooba Wooba John

Which Words Rhyme? Fooba Wooba John is a folk song. The words fooba wooba are made up. They have no meaning, but they rhyme. Can you find other words in the song that rhyme? Look at the first line. Which word in that line rhymes with flea? In line 6, what other word rhymes with flea? Count down to line 9. Which word rhymes with crow? There is also another word that rhymes with crow. It is near the bottom of the page. Which word is it?
Macmillan/McGraw-Hill

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

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Plays/Choral Readings

For Activity answer keys go to www.macmillanmh.com

DRAMA ACTIVITIES:

Fooba Wooba John

Performance Activity: Play Charades Fooba Wooba John has four solo parts. Each part is about a different animal. The actor shows the animals actions. To help you act out the parts, play a game of charades. In charades, you act like an animal without using any words or sounds. Take turns acting out animals from Fooba Wooba John. Jump around like a flea. Flap your wings like a crow. Walk and show your teeth like a bear.
Macmillan/McGraw-Hill

Guess which animal each person is. Now, in a small group, act out the parts from the play. Do what the play says you should do.

Drama Activities

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DRAMA

Activities
DRAMA ACTIVITIES ACTIVITIES: The Narrator Reread Supper with the Queen. The play has five characters. One of them is the Storyteller. The Storyteller is the narrator. The narrator has a special job. He or she talks to the audience. He or she fills in parts of the story that are now shown. Answer the following. 1. Where does William find an onion? How do you know? 2. What do the two travelers add to the soup? How do you know? 3. What does the Storyteller say about the Queen? Talk with a partner. What if another traveler comes? What might he or she add to the soup? What would the narrator say? Write it on a sheet of paper.

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Plays/Choral Readings

For Activity answer keys go to www.macmillanmh.com

Macmillan/McGraw-Hill

DRAMA ACTIVITIES:

Performance Activity: Cook for the Queen In Supper with the Queen, the characters make soup. With a group, pretend to cook a meal. You are the cooks in the royal kitchen. Pretend to make a pot of soup. Tell what you are putting into it. Act as if you are stirring the soup. Then taste it. Pour the soup into a bowl. Pretend to bake a cake. Act as if you are putting it into the oven. Take it out. Pretend to decorate it. Then cut the cake. Put a slice on a plate.
Macmillan/McGraw-Hill

What will you serve the Queen to drink? You could pretend to make punch. Put juice and fruit into a bowl. Then pour some punch into a cup. Act as if the Queen has come to eat her meal. Set the table. Serve the meal.

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DRAMA

Activities
DRAMA ACTIVITIES ACTIVITIES: Rhymes About Pets The play That Goat Has GOT to Go! is about pets. The play uses rhyme to tell about the different pets. With a partner, answer these questions: 1. Brother Bill tells about his dog. He uses words that rhyme. Which of his words rhyme? 2. Sister Kate tells about her cat. She uses rhyming words. Which of her words rhyme? 3. Cousin Steve tells about his mouse. He uses words that rhyme. Which of his words rhyme?
Macmillan/McGraw-Hill

What other animals might make fun pets? Give it a name. Think of something that your pet might like to do. Write two lines about your pet. Use words that rhyme at the end of each line.

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Plays/Choral Readings

For Activity answer keys go to www.macmillanmh.com

DRAMA ACTIVITIES:

Performance Activity: Now You Try! When you act, you speak as your character would speak. You move as that person would move. In some plays, actors make up their own lines. You have to think about what the character would say. Work with a partner. Take turns acting as if you want a new pet. One partner will ask his or her parent for a pet. Think of the pet you want. Make up some lines to ask for the pet. Tell why you want this pet. Tell how you will take care of it. The other partner will be the parent. The mother or father will say yes or no. Think of good reasons for your answer. Then say yes or no. Give your reasons.
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Macmillan/McGraw-Hill

Genre Study

Talk About It
Its fun to talk about what you read! Find a partner or a small group. Share your ideas and questions. Follow these tips. Take turns. Listen quietly while others are speaking. Look at the person who is speaking. Look at your audience when you are speaking. Speak correctly so that others can understand you. Ask questions correctly so that others can understand you. Be respectful of what others are saying.

Write About It
Macmillan/McGraw-Hill

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

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