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L E S S O N 6 T E A C H E R ’ S G U I D E Fox and Crow by Grace Fahey Fountas-Pinnell Level I Fable Selection Summary Fox tricks Crow into dropping the cheese she has in her beak by admiring her and asking her to sing. When crow begins to sing, she drops the cheese. Too late, she realizes that Fox did not admire her voice but just wanted her cheese. Number of Words: 333 Characteristics of the Text Genre • Fable Text Structure • Narrative with multiple episodes and little repetition of similar episodes • Plot proceeds in sequence to the end, with problem presented on second page of story: Fox wanted Crow’s cheese. Content • Using fl attery to achieve a goal • Animal names and typical behaviors: tricky Fox, Crow caws but can’t sing. • Animals behave and talk like people but do not wear clothing. Themes and Ideas • Moral lesson: Don’t trust those who fl atter you lest they take advantage of you. Language and • Predictable characters Literary Features • Some largely repetitive language: Crow said nothing. Crow still said nothing. Crow smiled but still said nothing. • Text presents two points of view: Fox’s and Crow’s. Sentence Complexity • Some long sentences (more than 10 words) • Sentences with embedded clauses and phrases, and use of commas to set words • Some split dialogue, all assigned: “Maybe you can’t hear me, Crow,” said Fox. “Maybe I am too far away. I will come closer.” Vocabulary • Wide variety of words to assign dialogue: called, said, thought, added, screeched Words • Wide range of high-frequency words: high, food, ground, down, her, call, would • Many words with infl ectional ending –ed: dropped, wanted, decided, tried, smiled Illustrations • Illustrations support interpretation of Fox’s motives. Book and Print Features • The beginning of each paragraph is indented. • Many sentences carry over two or three lines. • Punctuation: commas, periods, exclamation points, question mark, quotation marks © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-29974-7 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
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Fox and Crow by Grace Fahey Build Background Read the title and author to children and talk with them about what the fox and crow are doing in the cover illustration. Ask them why they think the fox is looking at the crow. Encourage children to use their knowledge of foxes and crows to think about the story. To prepare for reading, ask: How do foxes often act in stories? What might this fox do? Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary. Here are some suggestions: Page 2: Explain that in this story, Crow has something that Fox wants, and that Fox will have to solve this problem. Suggested language: Turn to page 2 and look at the illustration. What do you think Crow is looking for? Page 3: Remind children that they can use information in the pictures to help them read. Now turn to page 3 and look at the picture. What does Crow have in her beak? The author says: Fox was very hungry and very tricky. What does it mean to be tricky? What do you think Fox will try to do? Pages 4–5: Draw attention to the illustration on these two pages. Look at the picture. Remember that Fox is tricky. The author writes: “Hello, Crow,” called Fox. Crow said nothing. Say the word nothing. What letter would you expect to see fi rst in the word nothing? Find the word nothing and put your fi nger under it. Why do you think Fox wants Crow to speak? Pages 6–7: Look at this picture. Now the author writes: Fox said, “I admire the beauty of your feathers and your tail.” Why do you think Fox is saying such nice things to Crow? Do you think Fox really thinks that Crow’s feathers and tail are beautiful? What do you think he is trying to get Crow to do? Now go back to the beginning and read to fi nd out if—and how—Fox solves his problem. Learn More Words admire beauty Grade 1 2 Lesson 6: Fox and Crow © Houghton Mifflin Harcourt Publishing Company
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Read As children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Ask children to share their personal responses to the story. Begin by asking what they liked best about the story, or what they found most interesting. Suggested language: Do you think Fox solved his problem in a funny way? Give examples from the story to explain your thinking. Ways of Thinking As you discuss the text, make sure children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • Fox wanted Crow’s cheese. • Don’t trust people who flatter • The writer shows what the • Fox was tricky, so he said you, in case they are just trying characters are like by what they different things to her to try to to take advantage of you or get do; for example, Fox is tricky, make her open her beak so she something that you have. because he tries new ways— would drop the cheese. such as flattery—to get Crow to drop the cheese. • Crow said nothing until Fox • Fox solves his problem when he admired her, and when she tricks Crow into singing and she opened her beak to sing, she drops the cheese. dropped the cheese. © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose a passage from the text to present as a Readers’ Theater. Remind them to notice and use punctuation to assist in identifying phrase units and sentence structure. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: • Word Endings Game Materials: index cards. Write these action words on index cards: look, drop, grab, want, call, talk, smile, add, ask, start, screech. Give children a card, and have them write two new words by adding the endings –ed and –ing to the word on their card. Remind them to make spelling changes as needed, such as doubling the fi nal consonant before adding the ending. • Build Words with –all Materials: index cards with –all. Give children a card and see how many words they can write on it that end with –all. Grade 1 3 Lesson 6: Fox and Crow © Houghton Mifflin Harcourt Publishing Company
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Writing About Reading Critical Thinking Read the directions for children on BLM 6.8 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension SkillTarget Comprehension Skill Understanding Characters Tell children that they can understand characters by thinking about what the characters say and do. Children can use these details to understand what story characters are like. Model how to use details to understand characters: Think Aloud I can understand what Fox is like by thinking about what he does and what he says. When Fox tried something new and said, “Crow, you are very pretty! I have never seen a more beautiful crow!” I understood that Fox was very tricky. I understood that Fox would keep trying to get Crow to speak so she would drop the cheese and Fox could get it. Practice the Skill Have children write two sentences to explain how something Crow said and did helped them to understand what Crow was like. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. What lesson did Crow learn? Write a paragraph. Tell what Crow learned. Use details from the book in your answer. Grade 1 4 Lesson 6: Fox and Crow © Houghton Mifflin Harcourt Publishing Company
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English Language Learners Reading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group. Oral Language Development Check the children’s comprehension, using a dialogue that best matches their English proficiency level. Speaker 1 is the teacher, Speaker 2 is the child. Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: Point to what Crow has in Speaker 1: What does Crow have in her Speaker 1: Why did Fox want her beak. beak? Crow’s cheese? Speaker 2: [Points to the cheese.] Speaker 2: cheese Speaker 2: Fox was very hungry. Speaker 1: What does Fox want? Speaker 1: What does Fox want? Speaker 1: Why did Fox call out Speaker 2: the cheese Speaker 2: Fox wants the cheese. to Crow? Speaker 1: Does Crow talk to Fox when Speaker 1: What does Fox think Crow Speaker 2: He thought she would he calls, “Hello, Crow”? will do is she calls back to him? call back. Then the cheese would fall from her beak, and Fox would Speaker 2: no Speaker 2: Crow will drop the cheese. eat it. Lesson 6 Name B L A C K L I N E M A S T E R 6 . 8 Think About It Fox and CrowThink About It Write the word that completes each sentence. trick 1. Fox wants to Crow. trick help hurt 2. Crow learns not to trust what Fox says . does eats says Making Connections Think about another story about a clever animal. Draw a picture of the animal. Label your picture. Read directions to children. Think About It 10 Grade 1, Unit 2: Sharing Time © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Grade 1 5 1_246215RTXEAN_U2LR_TAI.indd 6.8 Lesson 6: Fox and Crow2/6/09 1:37:48 PM © Houghton Mifflin Harcourt Publishing Company
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Name Date Fox and Crow What lesson did Crow learn? Write a paragraph. Tell what Crow learned. Use details from the book in your answer. Grade 1 6 Lesson 6: Fox and Crow © Houghton Mifflin Harcourt Publishing Company
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Lesson 6 Name B L A C K L I N E M A S T E R 6 . 8 Think About It Fox and CrowThink About It Write the word that completes each sentence. 1. Fox wants to Crow. trick help hurt 2. Crow learns not to trust what Fox . does eats says Making Connections Think about another story about a clever animal. Draw a picture of the animal. Label your picture. Grade 1 7 Lesson 6: Fox and Crow © Houghton Mifflin Harcourt Publishing Company
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Lesson 6 Student Date B L A C K L I N E M A S T E R 6 . 1 3 Fox and Crow • LEVEL I Fox and Crow Running Record Form page Selection Text Errors Self-Corrections 8 Fox added, “Would you sing for me? I would love to hear your pretty voice!” No one had ever asked Crow to sing before. She felt happy and proud. So she opened her mouth and started a loud song. 9 “CAW! CAW!” she screeched. When Crow began to sing, the cheese fell from her beak. That was just what Fox had been waiting for! Fox grabbed the cheese and ran away. Comments: Accuracy Rate Self-Correction (# words read Rate correctly/70 × 100) (# errors + # % Self-Corrections/ Self-Corrections) 1: Behavior Code Error Behavior Code Error Substitution cut 1 Read word correctly ✓ 0 cat cat cut sc 1413306 Self-corrects cat 0 Repeated word, ® 0 sentence, or phrase cat Insertion the 1 cat Omission —cat 1 Word told T 1 cat Grade 1 8 Lesson 6: Fox and Crow © Houghton Mifflin Harcourt Publishing Company
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