6 Fox and Crow · PDF fileFox and Crow by Grace Fahey Build Background Read the title and...

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

Literary Features• Predictable characters• 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 Miffl in 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

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Number of Words: 333

L E S S O N 6 T E A C H E R ’ S G U I D E

Fox and Crowby Grace Fahey

Fountas-Pinnell Level IFableSelection SummaryFox 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.

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Fox and Crow by Grace Fahey

Build BackgroundRead 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 TextGuide children through the text, noting important ideas and helping with unfamiliar language and vocabulary. Here are some suggestions:

: 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.

admire beauty

Learn More Words

2 Lesson 6: Fox and CrowGrade 1© Houghton Mifflin Harcourt Publishing Company

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ReadAs children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.

Respond to the TextPersonal ResponseAsk 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 ThinkingAs 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.

• Fox was tricky, so he said different things to her to try to make her open her beak so she would drop the cheese.

• Crow said nothing until Fox admired her, and when she opened her beak to sing, she dropped the cheese.

• Don’t trust people who fl atter you, in case they are just trying to take advantage of you or get something that you have.

• The writer shows what the characters are like by what they do; for example, Fox is tricky, because he tries new ways—such as fl attery—to get Crow to drop the cheese.

• Fox solves his problem when he tricks Crow into singing and she drops the cheese.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for SupportFluencyInvite 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 WorkProvide 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.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 6.8 and guide them in answering the questions.

RespondingRead aloud the questions at the back of the book and help children complete the activities.

Target Comprehension SkillUnderstanding Characters

Target Comprehension Skill 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 SkillHave children write two sentences to explain how something Crow said and did helped them to understand what Crow was like.

Writing PromptRead 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.



Read directions to children.

Think About ItWrite the word that completes each

sentence.

1. Fox wants to trick 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.

10 Grade 1, Unit 2: Sharing Time

Name

Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 6B L A C K L I N E M A S T E R 6 . 8

Fox and CrowThink About It

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English Language LearnersReading 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 DevelopmentCheck the children’s comprehension, using a dialogue that best matches their English profi ciency 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 her beak.

Speaker 2: [Points to the cheese.]

Speaker 1: What does Fox want?

Speaker 2: the cheese

Speaker 1: Does Crow talk to Fox when he calls, “Hello, Crow”?

Speaker 2: no

Speaker 1: What does Crow have in her beak?

Speaker 2: cheese

Speaker 1: What does Fox want?

Speaker 2: Fox wants the cheese.

Speaker 1: What does Fox think Crow will do is she calls back to him?

Speaker 2: Crow will drop the cheese.

Speaker 1: Why did Fox want Crow’s cheese?

Speaker 2: Fox was very hungry.

Speaker 1: Why did Fox call out to Crow?

Speaker 2: He thought she would call back. Then the cheese would fall from her beak, and Fox would eat it.



Name Date

Fox and CrowWhat lesson did Crow learn? Write a paragraph. Tell what Crow learned. Use details from the book in your answer.



Think About ItWrite 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.

Name Lesson 6

B L A C K L I N E M A S T E R 6 . 8

Fox and CrowThink About It



1413306

Student Date Lesson 6

B L A C K L I N E M A S T E R 6 . 1 3

Fox and CrowRunning Record Form

Fox and Crow • LEVEL I

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

8

9

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.

“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 (# words read

correctly/70 × 100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Corrections)

1:



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