treasures oral vocabulary cards grade k

The Lioness and the Ostrich ChicksThe Rabbit and the Coyote Rooster Goes to Tío’s Wedding Games Around the World Brer Turtle Helps Out The Turtle and the Sheep How Partridge Built Canoes

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Printed in China

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ISBN 10: 0-02-202031-4 ISBN 13: 978-0-02-202031-6

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The Lioness and the Ostrich Chicks

The Rabbit and the Coyote

Rooster Goes to Tío’s Wedding

Games Around the World

Brer Turtle Helps Out

The Turtle and the Sheep

How Partridge Built Canoes

The Two Frogs

Big, Big Trucks

Pizza, Please!

Little Juan and the Cooking Pot

The Three Wishes

Mama Mouse and El Gato

The Ugly Duckling

Hidden Homes

In Our Neighborhood Acrefoot, the Barefoot Mailman The Elves and the Shoemakers How Thunder and Lightning Came to Be Paul Bunyan and the Popcorn Blizzard Animals in Winter

The Conceited Apple Branch Let’s Go to a National Park!

Anansi and the Melon Insect Hide and Seek When Water Came to Visit Powerful Plant-Eating Dinosaurs The Blind Men and the Elephant Fun Places

Mouse Deer Crosses the River

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Do you think a lion would b

e a good moth er for a baby o

strich to have? Why o r why not?

Long, long ago, when all creatures everywhere spoke t

he same language, a mother ostrich h

atched four ﬁ ne chicks One lo

vely day, Mother Ostric h took her chicks for a walk Y

es, they walked, for even though ostriches have fea

thers, they cannot ﬂ y

“Klik-klik, klik -klik, stay close to me, my chic

ks,” said Mother Ostrich, “so that I may prote

ct you from danger.”

“Klik-klik, klik -klik,” shouted the four chic

ks as they ran about hunting for food in the tall

grass.

Their shouts w oke a lonely lio ness sleeping nearby “What a

lucky ostrich to have four ﬁ ne chic

ks,” sighed Lioness “I wish they were mine.”

The Lioness a nd the Ostrich

Example: A seat belt will

protect you when riding in a

car.

Ask: What rules do you have

in school to p rotect you fro

m getting hurt?

ELL

Compare and Contrast

Point to and name the lioness Point to and identify the ostrich mother and chicks Ask: Which are

birds: ostriche s or lions? Are the chicks baby lions

or baby ostrich es? Guide

children to describe the two animals.

Additional Vocabulary Rere

ad the selectio

n Introduce the underlined words using the vocabulary routine on How

to Use the Ora l Vocabulary C ards.

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Vo c a b u l a r y

ELL

Compose Sentences Help

children name i nsects they have seen and tell where they have seen them Provide sentenc e frames,

such as: I saw a (n)

(grasshopper, butterﬂ y,

ladybug, ﬂ y) It was

(on a stick, on a leaf, in the grass, in a puddle, in the sand)

Insects are all a round us But th ough insects ar e everywhere, they can be hard to ﬁ nd Why? Beca use some insect s are good at h iding The shapes of their bodies and the ir colors can he lp them blend i n with their surroundings You have to look very, very close ly to see them.

Have you ever pricked your ﬁ n ger on a rose thorn? Ouch! It might not have been a thorn at all It might have been

an insect! A tho rnbug has

a shape that m akes it look just like a thorn Thorns aren’t tas

ty, so most hungry creatur es will go right past thornbugs Look at the stem in the photo Can you see the thornb ug? How does it look like the real thorns?

Here’s an interesting fact abo ut thornbugs W hen young thor nbugs

on a stem sense danger, they sh ake together T heir mother fee ls the stem move and comes to help

insects

Deﬁ ne: Insects are small

animals with six legs and bodie s that have three parts.

Example: Beetles, ﬁ reﬂ ies, and

ants are insects

Ask: What facts do you know

Deﬁ ne: When something is

interesting, you want to pay attention to it.

Example: The book was so

interesting that I read it twice.

Ask: What is something

interesting you learned today?

Additional Voca bulary Reread the selection Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards.1

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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 eight 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.

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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 “The Turtle and the Sheep,” a Haitian

tale, retell the story as follows:

Card 1: One day Tortu, the turtle, gave Marcel, the sheep,

money for food Marcel told Tortu that he would help

him some day He told Tortu to sing a special song and he

would come.

Card 2: Later Yvette, Tortu’s friend, came to dinner and

brought some friends She brought so many friends that

Tortu wondered if there would be enough food for all the

guests.

Card 3: Tortu added so many vegetables that the pot

became too heavy It tipped over and fell on Tortu He

was trapped! Fortunately, he remembered the song

Marcel had taught him and sang it Suddenly, Marcel

arrived with his sheep friends.

Card 4: Marcel lifted up the pot and freed Tortu He saved

Tortu’s life! Marcel and his friends stayed to eat dinner

with Tortu! Now they were all friends.

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 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.

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Intensive Vocabulary Instruction

For children needing additional vocabulary

development, follow the Intensive Vocabulary

5-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.

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words include those harder Tier 2 words that appear

in much of children’s reading materials as well as the language of instruction

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.

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Do you think a lion would be a good mother for a baby ostrich to have? Why or why not?

Long, long ago, when all creatures everywhere spoke the same language, a mother ostrich hatched four ﬁ ne chicks One lovely day, Mother Ostrich took her chicks for a walk Yes, they walked, for even though ostriches have feathers, they cannot ﬂ y

“Klik-klik, klik-klik, stay close to me, my chicks,” said Mother

Ostrich, “so that I may protect you from danger.”

“Klik-klik, klik-klik,” shouted the four chicks as they ran about

hunting for food in the tall grass

Their shouts woke a lonely lioness sleeping nearby “What a lucky ostrich to have four ﬁ ne chicks,” sighed Lioness “I wish they were mine.”

The Lioness and the Ostrich Chicks

Example: A seat belt will

protect you when riding in a

car.

Ask: What rules do you have

in school to protect you from

getting hurt?

Intensive Vocabulary Support Reread the selection Introduce the underlined words

using the vocabulary routine on How to Use the Oral Vocabulary Cards.

UNIVERSAL ACCESS

English Learners

Compare and Contrast

Point to and name the lioness Point to and identify the ostrich mother and chicks Have children repeat Then

ask: Which are birds: ostriches

or lions? Are the chicks baby lions or baby ostriches? Guide

children to describe the two animals.

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UNIVERSAL ACCESS

English Learners

Lioness was as clever as she was lonely “I will imitate Mother

Ostrich’s voice so the chicks will follow me,” she decided

Lioness waited patiently Soon a grasshopper leapt out of the tall grass Mother Ostrich could not resist such a juicy morsel and chased after the insect

Lioness saw her chance She imitated Mother Ostrich and called to

the chicks, “Klik-klik, klik-klik, stay close to me, my chicks.”

Hearing the familiar call, the chicks went to Lioness She quickly gathered the chicks together to take them to her den

When Mother Ostrich saw Lioness taking her chicks away, she ran

after them shouting, “Klik-klik, klik-klik, don’t eat my chicks! Give me

back my chicks!”

“Tuk-ten, tuk-ten, these are my children,” said Lioness “Tuk-ten,

tuk-ten, a mother does not eat her children!”

Mother Ostrich ran after Lioness, calling, “Klik-klik, klik-klik, give me

back my chicks!”

imitate

Deﬁ ne: When you imitate

someone, you copy the way he

or she behaves.

Example: I can imitate the

purring sound my cat makes.

Ask: What animal sounds can

you imitate?

The Lioness and the Ostrich Chicks

©Macmillan/McGraw-Hill illustration by Jill Newton

together

Deﬁ ne: Together means to be

with others in a group.

Example: The children played

ball together in the park.

Ask: What do you and your

friends like to do together?

Summarize Ask a child to do

an action, such as waving

Say that you will imitate him

or her as you perform the same action Help children understand how Lioness got the chicks away from Mother

Ostrich Ask: What does

Mother Ostrich say to her chicks? What does Lioness say

to the chicks?

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Mother Ostrich asked Gazelle for help “Oh graceful Gazelle, Lioness took my chicks for her own! Please help me get them back.”

Gazelle replied, “Lions roar Ostriches do not The chicks are yours I will talk to Lioness.”

Next Mother Ostrich went to Giraffe and said, “Oh gentle Giraffe, please help me Lioness took my chicks for her own!”

Giraffe replied, “Lions have four legs Ostriches only have two

The chicks are yours I will talk to Lioness.”

Then Mother Ostrich went to Mongoose and said, “Oh fearless Mongoose, please help me Lioness took my chicks for her own!”

Mongoose said, “Lions have tails Ostriches do not The chicks resemble you in every way I will help you Let’s call a meeting at the giant anthill But ﬁ rst we must dig a tunnel.”

Together, Mongoose and Mother Ostrich dug a tunnel under the giant anthill and out the other side The tunnel was just large enough for Mongoose but much too small for Lioness

resemble

Deﬁ ne: If you resemble

someone, you look or act like him or her.

Example: The two sisters

resemble each other because

they both have red hair.

Ask: How do you resemble

people in your family?

UNIVERSAL ACCESS

English Learners

Compose Sentences Point to

and identify Gazelle, Giraffe, and Mongoose Have children repeat three times Then ask children what Mother Ostrich says to each animal Reinforce what each animal says to Ostrich Help children to complete the sentences:

Lions have _ Ostriches have .

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The next day, all the animals met Lioness at the anthill Mother Ostrich begged Lioness, “Please return my chicks to me.”

Lioness roared, “Tuk-ten, tuk-ten, these are my children!” She then faced each animal in turn and demanded, “Whose children are they?”

The animals shook in fear of Lioness They were too scared to tell her what they thought Each animal pointed to Lioness and said,

“These chicks are yours.”

But in front of the anthill, Mongoose said, “No one could mistake these chicks for baby lions! They belong to Mother Ostrich!”

Then Mongoose dove into the tunnel Lioness roared and leapt after Mongoose But the hole was too small for her She pawed and clawed

at the tunnel entrance

“I know you are in there, Mongoose! I will wait here till you come out!” shouted Lioness

But Mongoose had already slipped out the other end of the tunnel

Lioness waited and waited at the entrance for Mongoose to come out And while she waited, Mother Ostrich took her chicks home at last!

animal

Deﬁ ne: An animal is a living

creature Dogs, cats, birds, lions, insects, and ﬁ sh are all animals.

Example: Sharks can be

dangerous animals.

Ask: If you could be an animal,

what animal would you be? Tell why you picked that animal.

Help children use the pictures to retell the story Card 1: What does Lioness

want? Why?

Card 2: How does Lioness

get the chicks? How does Mother Ostrich feel?

Card 3: Who does Ostrich

ask for help? What does each animal say to her?

Card 4: How does

Mongoose help Ostrich? How does the story end?

Retell

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How do your family members help one another? What is something that is easier to get done when you work together?

One day in the hot desert, a cottontail rabbit was sitting under a large cactus plant All at once, a coyote came running by

When the coyote spotted the rabbit, he stopped “Hello, little friend,” he said “What are you doing?”

“I’m just thinking about why coyotes have long tails,” said the rabbit “Doesn’t your long tail slow you down when you run?”

“Not at all,” replied the coyote “I can run faster than any animal in the desert.”

“Well then, we should have a race next week,” said the rabbit

“Let’s race through our whole land.”

“Good idea!” agreed the coyote “And to make the race more exciting , the winner gets to eat the loser!”

A Pueblo Tale

©Macmillan/McGraw-Hill illustration by Mary Newell DePalma

exciting

Deﬁ ne: Something that is

exciting is a lot of fun and not

boring.

Example: A roller coaster ride

is exciting.

Ask: What is the most exciting

thing you have done? Would you like to do it again? Why or why not?

UNIVERSAL ACCESS

English Learners

Activate Background Knowledge Point to and

identify the rabbit and the

coyote Ask: How do coyotes

move? How do rabbits move? Which animals are bigger: rabbits or coyotes? Which do you think are faster?

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The rabbit agreed He had a plan That night, he sent for his sisters and brothers, aunts, uncles, and cousins All the rabbits stopped their playing, eating, and other activities to come They traveled from the four corners of the land

“If we want to beat the coyote in the race, we all have to cooperate ,” explained the rabbit

“Together, we can do it!” shouted the rabbit family

On the day of the race, the coyote met the rabbit by the cactus plant again “Are you ready, little friend?” asked the coyote “Or should I just eat you now and save time?”

“Let’s race,” said the rabbit “You can run across the land as you always do I will run under the ground We’ll see who is faster.” With that, the rabbit hopped into a hole in the ground

The coyote ran east for many days He did not see the rabbit again until he arrived in the eastern corner of the land Then up jumped a rabbit from a hole in the ground

“Looks like I got here ﬁ rst!” said the rabbit What the coyote didn’t know was that this was the ﬁ rst rabbit’s sister!

Ask: What is your favorite

activity? Why do you like to

do it?

The Rabbit and the Coyote

cooperate

Deﬁ ne: When you cooperate,

you work together with others

to do something.

Example: Everyone must

cooperate to keep our

classroom neat.

Ask: How do you cooperate

with your classmates to get a job done?

UNIVERSAL ACCESS

English Learners

Compose Sentences Help

children brainstorm ways that they cooperate at home and

at school, for example helping

to clean up, helping to get ready for dinner, or helping

to get ready to go on a trip Provide the following sentence

frame: I cooperate when I

_.

2

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UNIVERSAL ACCESS

English Learners

The coyote turned and started to run north He ran north for many days When he arrived at the northern corner of the land, a rabbit poked his head out of the ground

“I beat you again!” said the rabbit What the coyote didn’t know was that this was the ﬁ rst rabbit’s brother!

Now the coyote tried harder than ever He really wanted to win! He ran west as fast as he could He ran for many days But when he arrived

at the western corner of the land, a rabbit jumped out of the ground again

“Slowpoke!” teased the rabbit What the coyote didn’t know was that this was the ﬁ rst rabbit’s uncle!

Turning south, the coyote tried to run faster By now, he was exhausted When he ﬁ nally reached the southern corner of the land,

a rabbit popped up in front of him What the coyote didn’t know was that this was the ﬁ rst rabbit’s cousin!

exhausted

Deﬁ ne: When you are

exhausted, you are very tired.

Example: The campers were

exhausted after the long hike.

Ask: If you were exhausted,

would you want to take a nap

or ﬁ nish a project?

Discuss Say: The coyote runs

really fast, but still the rabbit seems to always beat him What trick is the rabbit family playing? Do you think what they are doing is fair? Why or why not?

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It took the coyote days to limp back to the starting point of the race When he ﬁ nally arrived, the ﬁ rst rabbit was there to greet him.

“I see that the race was hard on you!” said the rabbit, looking relaxed and well-rested “I guess a long tail really does slow an animal down! Now come over here, so I can eat you.”

The coyote was embarrassed He knew the rabbit would not really eat him, but he ran away as fast as he could As he ran, he tucked his long tail between his legs

That night, the rabbit’s whole family gathered together They laughed and laughed as they talked about the trick they had played

on the long-tailed coyote And they were all very proud of their own short tails!

gather

Deﬁ ne: Gather means to come

together in one place.

Example: On Saturday, Lily’s

family will gather in the park

for a picnic.

Ask: When do your family

members gather? What do they

do when they gather?

Help children use the pictures to retell the story Card 1: Where are the

rabbit and the coyote now? What two desert animals is the story about?

Card 2: Do the rabbits run

above the ground or under the ground during the race? How is this different from the way the coyote runs?

Card 3: What happens each

time the coyote reaches a corner of the land? Who are the rabbits the coyote sees?

Card 4: Who wins the race?

How? What do the animals

do after the race?

Retell

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UNIVERSAL ACCESS

English Learners

What special occasions do you and your family celebrate? Do you like dressing up for these occasions? Why or why not?

Once upon a time, Rooster’s uncle, or tío, was getting married

Rooster put on his very best suit for this important family occasion Then off he went, walking down the road, feeling very proud and ﬁ ne

On the way, Rooster noticed two plump kernels of corn lying in the mud Rooster knew that if he ate the corn, his beak would get muddy, and then he would not look his best But the corn kernels looked so tasty, he gobbled them anyway

“Now my beak is all muddy! What shall I do?” crowed Rooster

Rooster asked Grass for help “Sweet Grass, won’t you wipe the mud from my beak so that I may go to Tío’s wedding?”

Grass replied, “No, I won’t.”

Rooster Goes to Tío’s Wedding

A Tale from Cuba

©Macmillan/McGraw-Hill illustration by Roge Girard

occasion

Deﬁ ne: An occasion is an

important and special event.

Example: A wedding is a very

happy occasion.

Ask: What do you like to wear

on special occasions?

Identify Story Elements Point

to and identify Rooster

Explain that roosters are male chickens Have children point

to the rooster and say:

cock-a-doodle-doo! Point to and

identify the kernels of corn and have children repeat after you Guide children to act out gobbling the kernels of corn with you.

1

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“I have no time to go home to change my clothes,” Rooster said

He looked around and saw Cow “Helpful Cow,” he said, “won’t you eat the grass that won’t wipe my beak so that I may go to Tío’s wedding?”

Cow replied, “No, I won’t.”

Rooster was eager to get to Tío’s wedding, so he kept on walking

Soon he saw Dog He asked, “Brave Dog,” he said “won’t you bite the cow that won’t eat the grass that won’t wipe my beak so that I may go

to Tío’s wedding?”

Dog replied, “No, I won’t.”

Rooster was upset, but he kept going He spotted a stick by the side

of the road “Strong Stick,” said Rooster, “won’t you tap the dog that won’t bite the cow that won’t eat the grass that won’t wipe my beak

so that I may go to Tío’s wedding?”

Stick replied, “No, I won’t.”

change

Deﬁ ne: When something

changes, it becomes different

from before.

Example: The weather changed

from sunny to rainy.

Ask: What clothes do you

change into before going to

bed?

Rooster Goes to Tío’s Wedding

eager

Deﬁ ne: An eager person wants

to do something very much.

Example: My sister was eager to

take her turn going down the slide.

Ask: What activities are you

eager to do in school?

UNIVERSAL ACCESS

English Learners

Discuss Ask: Who does

Rooster ask for help? Have

children point to and identify

each character Ask: What

does each character tell Rooster? How do you think Rooster feels when told that

no one will help him?

2

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Rooster saw a campﬁ re on a hill “Hot Fire,” he said, “won’t you burn the stick that won’t tap the dog that won’t bite the cow that won’t eat the grass that won’t wipe my beak so that I may go to Tío’s wedding?”

Fire replied, “No, I won’t.”

“What can I do?” worried Rooster Just then he looked around and saw a stream “Cool Water,” he said, “won’t you put out the ﬁ re that won’t burn the stick that won’t tap the dog that won’t bite the cow that won’t eat the grass that won’t wipe my beak so that I may go to Tío’s wedding?”

Water replied, “No, I won’t.”

Rooster did not know who else to ask He could not have all his relatives see him at the wedding with a muddy beak He lifted his head to crow in despair That is when he saw his good friend Sol, the sun, high up in the sky Every morning Rooster sang to wake up Sol so that the day could begin

relatives

Deﬁ ne: Relatives are people

in a family Your relatives

are your parents or parents, brothers or sisters, grandparents, aunts, uncles, and cousins.

step-Example: Jose spends every

summer with his favorite

relatives, Aunt Teresa and

Make Predictions Point to and

identify Sol and have children

repeat after you Then ask: Do

you think Rooster will ask Sol for help? What do you think Sol will say?

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“Hello, mi amigo!” Rooster said “Warm Sol, won’t you dry up the water that won’t put out the ﬁ re that won’t burn the stick that won’t tap the dog that won’t bite the cow that won’t eat the grass that won’t wipe my beak so that I may go to Tío’s wedding?”

Sol replied, “Of course I will help you, my friend.”

Scared, Water said, “Wait! Don’t dry me I will put out the ﬁ re.”

Fire heard Water, and said, “Wait! Now, I will burn the stick.”

Stick heard Fire, and said, “Wait! Now, I will tap the dog.”

Dog heard Stick, and said, “Wait! Now, I will bite the cow.”

Cow heard Dog, and said, “Wait! Now, I will eat the grass.”

Grass heard Cow, and said, “Wait! Please don’t eat me Now, I will

wipe the mud from Rooster’s beak.”

Deﬁ ne: When you celebrate

an event, you show that it’s special, often with a big party.

Example: The twins celebrate

their birthday with one big party.

Ask: How does your family

celebrate your birthday?

Help children use the pictures to retell the story Card 1: Where is Rooster

going? What happens on his way? What problem does Rooster have?

Card 2: How does Rooster

try to solve his problem? Who does he ask to help him?

Card 3: What does

everyone say when Rooster asks for help?

Card 4: Who helps Rooster?

Why does everyone else change their minds and decide to help too? What happens at the end?

Retell

4

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a favorite kind of game there

Two partners clap their own hands and each other’s hands in different patterns They sing a clapping song as they clap faster and faster and faster It’s fun keeping up, but it’s also fun if things go wrong

Can you make up your own clapping pattern for this Chinese clapping song? “Little Ming, little Ming/ Little little Ming Ming/ Up up/ Down down/ Left left/ Right right/ Front front/ Back back/ One two each/ Ping-Pong ball!”

Games Around the World

partner

Deﬁ ne: A partner is someone

who works together with you.

Example: You may need a

partner to hold down a ribbon

while you tie a bow.

Ask: What games do you play

with a partner? What games do

you play alone?

favorite

Deﬁ ne: If you like something

best, it’s your favorite.

Example: My favorite fruits

are oranges, but my brother’s

favorite fruits are grapes.

Ask: What is your favorite

story?

Relate to Personal

Experience Ask: What game

do you like to play alone?

What is your favorite game

to play with a partner? If you know any clapping games, show how to play them.

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String games are played in almost every country in the world Some string games are played with a partner, and some are played alone

Cat’s Cradle is a favorite partner string game Both players share one piece of string First the string is knotted to make a loop Then the players use their hands to form the string into different patterns

Even played alone, string games are a popular hobby This Inuit girl comes from the northern Canadian territory of Nunavut, the land with the fewest people on Earth Her string pattern, called Jacob’s Ladder in English, is the same pattern also used in a string game played in Sierra Leone, West Africa!

hobby

Deﬁ ne: A hobby is an activity

you enjoy doing in your free time.

Example: Painting pictures is a

popular hobby

Ask: Which is a hobby: doing

homework or making paper dolls?

Games Around the World

UNIVERSAL ACCESS

English Learners

Compare and Contrast Say:

Clapping games and string games are both played with partners How else are these games alike? How are they different? What part of your body do you use to play them?

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Hopscotch is another game that children play in many different places How did the game get its English name? “Hop” comes from the main action in the game, which is hopping on one foot “Scotch”

comes from an old word for “scratch.” Before there was chalk, kids scratched hopscotch patterns in dirt with a stick

In Spanish-speaking countries such as Puerto Rico and Chile, hopscotch is called Rayuela In French-speaking Haiti, it’s called Marelles In the rest of the world, it goes by other names

Many friends can play hopscotch together To play, children draw rows of squares in a pattern on the sidewalk or playground Each player gets a turn to throw a marker—such as a stone—onto one of the squares Then they hop along the pattern, following the rules of the game If a player steps on a line or hops with two feet when he or she should only use one foot, the player loses that turn

friend

Deﬁ ne: A friend is someone you

like and who likes you, too.

Example: On the weekend, I

like to play with my friends.

Ask: What do friends like to do

together?

UNIVERSAL ACCESS

English Learners

Compose Sentences Say:

Children play hopscotch with their friends What games do you play with your friends?

Have children complete this

sentence: I like to _

with my friends.

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In many countries, children play games with small pebbles and holes Mancala and Oware are played in Africa Warri is played in the Caribbean Islands

The men in this family in Ghana are watching their kids play Oware

The players have a board with six holes, called pits, between them

Each player also has one big hole, called a store house, for holding the pebbles he or she wins The players drop pebbles into the pits As they play, the players win or lose the pebbles in their pits Whoever has the most pebbles at the end wins Some players like to compete in contests to see who is best at the game

Pit and pebble games are often played on beautifully carved boards

But the games can also be played in small pits dug in soil or sand You can even use an empty egg carton for the pits and small jars for store houses

Children around the world love games played with their hands, string, chalk, and stones They are easy and fun to play wherever you live!

compete

Deﬁ ne: When you compete,

you try to do something better than other people.

Example: Runners compete to

see who will win the race.

Ask: What game or sport do

you like to compete in?

Help children use the pictures to tell what they learned.

Card 1: What is the

selection mainly about?

How are clapping games played?

Card 2: How many people

can play a string game?

Where are string games played?

Card 3: How did hopscotch

get its name? What are some of the rules of the game?

Card 4: What materials do

you need to play a pit and pebble game? How are games around the world the same?

Retell

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How do you feel when you help a friend? How do you feel when a friend helps you?

The sun was shining and the air was warm Brer Rabbit was out walking “What a mighty pleasant day!” he said He was just about to sing a song when he heard someone crying for help

“Help me! Help me! Please, somebody help me!” came a voice

“Where are you?” Brer Rabbit hollered back

“Down in the ditch, under a big rock!”

Brer Rabbit scampered down the ditch And who do you think

Example: Taking a bike ride in

the park is a pleasant way to

spend the day.

Ask: What is your idea of a

pleasant way to spend the day?

UNIVERSAL ACCESS

English Learners

Paraphrase Say: Brer Rabbit

was out walking on a nice day when he heard a cry for help What did he hear? Where did the voice come from?

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