treasures oral vocabulary cards grade 1

Introduce the underlined wor ds using the vocabulary routine on How to U se the Oral Vocabulary Cards.1 N1CRDOV_FL_U2W1_RD09.indd 1 2/12/07 10:43:20 AM 2/12/07 10:43:20 AM How to Use the

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Printed in China

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ISBN 10: 0-02-202028-4 ISBN 13: 978-0-02-202028-6

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The Princess and the Pea

The Great Rope Tug

Lions Cubs Grow Up

Pig Goes to the Party

Roberto Clemente

Wild Animal Families

Estela and the Fox

Around Town, Then and Now

The Squeaky Floor

The Singing Turtle

The Monkeys and the Hats

Now Things Are Worse!

Making Art and Music

A Bottle Village

School Around the World

Drakestail

A Taste of Salt The Bundle of Sticks Pecos Bill and Slue-Foot Sue The Alligator and the Eagle How the Milky Way Came to Be What Scientists Do

Brer Rabbit and the Hurricane What Makes Day and Night? From Caterpillar to Butterfly Half-Chick

Timimoto All Kinds of Vets How the Beetle Got Her Coat The Goat in the Garden

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O r al

Vo cabulary

Have you eve r worked with

a friend? How did you help each other?

What would y ou do if your f riend didn’t help?

Long ago, a g irl named Estela lived in the country She was a kind girl and a good friend to all t

he animals t hat lived nearby.

One day, Estela was plantin

g wheat when Fox stopped b

y to ask what she was doing “I am pla

nting wheat,” Estela explain

ed “I will use the wheat to make fresh

bread.”

“What a ﬁ ne idea!” said Fox “

Fresh bread is so scrumptio

us !”

“Then you can be my partne

r ,” said Estela “We can work together

to grow the w heat, and then we can share it.”

“What a ﬁ ne idea!” said Fox

“I am happy to be your partner!”

So Estela asked Fox to help her with the planting But instead of helping, Fox said, “You are

so much better at planting than I am Why don’t you pla

nt the wheat, and I will take c

are of the rest.”

Estela and th e Fox

A Tale from Cuba

made a scrum ptious meal

Ask: What is the most

scrumptious food you have

tasted?

partner

Deﬁ ne: A part ner is someon

e who works or plays with you.

Example: Kim likes to sing and

dance with a p artner.

Ask: What kinds of activities

do you enjoy doing with a

partner?

ELL

Words with Multiple Meanings Say: When Fox

says he will ta ke care of the

rest, he mean s he will take

care of what is left to do

What is anoth er meaning

of the word re st? When

do you need to rest? Have

children complete this

sentence: I res t when

to Use the Ora l Vocabulary C ards.

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Vo c a b u l a r y

ELL

Sequence of Events Ask:

What do the w olf pups eat at ﬁ rst? Wh at do they eat when they get bigger? What happens w hen the pups are six mo nths old?

Animals have f amilies just like people What do you think th e members of an imal families do for one anothe r?

From the mom ent a new wolf pup is born, its family works to

gether

to care for it Newborn wolf pups are very tin

y They only we igh about

a pound The n ew pups snuggle up against their mother in th

eir den

The father stan ds guard outsid e The pups cannot see or hear yet The dark, quiet den is a safe home for them.

At ﬁ rst, the pups drink their mother’s milk Soo

n, they will eat meat

The father hun ts to provide m eat for the fam ily The parents chew the meat, and then spit it into the pups’ mouths

After two mon ths, the pups jo in the rest of th e wolf family W olves live in groups called packs Members of the pa

ck play with th e pups, bring them foo d, and even “ba bysit” while the parents hunt A t six months, the pu ps will be ready to hunt with th e pack.

Deﬁ ne: To prov ide means to

give someone w hat they need

Example: The art teacher

provides paper, paints, and brushes for the students

Ask: What does a library

provide for you?

Additional Vocabulary Reread the selection.

Introduce the underlined wor ds using the vocabulary routine on How to U se the Oral Vocabulary Cards.1

N1CRDOV_FL_U2W1_RD09.indd 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 ten words are included in

each selection.

• A Wonderful Words section provides a routine for

introducing new vocabulary Introduce highlighted

words using the following routine:

Define: offers a student-friendly definition

Example: uses the word in a context children will

relate to

Ask: offers a question that requires children to apply

the word in their own sentences as they reply

• Additional Vocabulary Words are provided for more

vocabulary opportunities Introduce the underlined

vocabulary using the Define/Example/Ask routine.

• English Learner (EL) strategies help unlock the

meanings of words through engaging activities for all

children.

• A Retelling feature helps children use the illustrations

and photographs to retell the events and facts.

Using the Oral Vocabulary Cards

While You Read

• Use the focus questions before the selection to start

a discussion with children before reading Evaluate children’s prior knowledge of the concepts introduced

in the story and use the discussion to build children’s background.

• Read the selection aloud, engaging children by pointing out key elements of the illustrations or photos that help make the text comprehensible As you encounter a highlighted word, stop and use the

Define/Example/Ask routine to teach the word and

provide time for discussion.

• As an alternative, first read the selection straight

through and then go back to use the Define/Example/

Ask routine to teach the Wonderful Words.

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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 “Estela and the Fox,” a Cuban tale, retell

the story as follows:

Card 1: A girl named Estela was planting wheat to make

bread She asked Fox to be her partner, and he agreed

But Fox did not help her plant the wheat

Card 2: Soon it was time to pull up the grass around the

wheat Estela was doing the job when Fox walked by She

asked Fox to help her, but he said that he was too busy So

Estela pulled up the grass by herself.

Card 3: When it was time to cut the wheat, Estela looked

for Fox to help her She found him sleeping Fox said that

he was too tired to help Estela was very upset that Fox

wouldn’t help her! She found her wise friend Greyhound

and told him what happened.

Card 4: Greyhound had a plan Estela cut the wheat and

put it in the barn, and Greyhound hid Then Fox came

and started to steal the wheat, but Greyhound stopped

him, and chased him away! Estela made bread out of the

wheat and gave some to Greyhound to thank him.

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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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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What is a princess? What makes a princess special?

Once upon a time, there was a prince who wanted to ﬁ nd a princess

to marry, but she would have to be a real princess So he went out into the world to ﬁ nd one

Now the prince met many, many princesses in his travels But he found something wrong with each and every one of them Somehow,

he never felt sure that they were genuine princesses

Finally, the unhappy prince returned to the castle alone The king and queen tried to comfort their son But the prince said sadly, “If

I cannot ﬁ nd a genuine princess, then I prefer never to marry at all!”

Based on a Tale by Hans Christian Andersen

©Macmillan/McGraw-Hill illustration by Bridget Starr Taylor

genuine

Deﬁ ne: Genuine means real or

true.

Example: The plastic fruit

looked so genuine that I tried

to eat it.

Ask: Where might you go to see

genuine dinosaur bones?

prefer

Deﬁ ne: Prefer means to like

better or choose one thing instead of another.

Example: Anna prefers playing

soccer to playing baseball.

Ask: Do you prefer warm

weather or cool weather? Why?

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

Use Illustrations Say: Look

at the picture The prince is wearing a golden crown and

a ﬂ owing robe He is riding a

ﬁ ne horse Do you think the story takes place today or happened long ago? Why?

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That night, there was a terrible storm It was pouring rain, with thunder crashing and lightning ﬂ ashing Suddenly, there was a knock

at the castle door “Who can be out on such a night?” the king wondered

The king opened the castle door and much to his surprise, he saw a young woman standing outside She was soaked from her crown to her golden slippers Water dripped from her hair and her gown The king felt there was something unique about her

“Your highness, may I please come in?” she said “I am a princess, and I’ve lost my way in the storm.”

“Come in, my dear,” said the king with a welcoming smile “You must dry off and spend the night with us Come, sit by the ﬁ re and warm yourself.”

unique

Deﬁ ne: Unique means

one-of-a-kind or unusual.

Example: Jaime’s unique dog

has one brown eye and one blue eye.

Ask: Describe a unique person

or animal that you know What

makes them unique?

The Princess and the Pea

UNIVERSAL ACCESS

English Learners

Use Context Clues Say: The

story says the princess was soaked from her crown to her slippers What do you think soaked means? Point out that

there is a clue when the story says that it is raining and that water dripped from her hair and her gown

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The queen had been listening to everything She immediately wondered if this young woman was, in fact, a true princess The queen asked the girl about her family, her talents, and her interests

“She seems lovely,” thought the queen “But how can we tell if she

is a genuine princess?” Then the queen had an idea Without saying

a word, the queen went into the guest bedroom where the princess would sleep that night She took off all the bedding from the bed and placed a pea on the bed frame

The queen called the servants and had them pile twenty mattresses

on top of the pea Next, as if that weren’t enough, she asked them

to pile twenty quilts on top of the twenty mattresses! “By tomorrow morning, we will know if this young woman is indeed a genuine princess,” said the queen

The queen showed the princess to the guest bedroom and said goodnight

interest

Deﬁ ne: An interest is something

a person likes or is curious about.

Example: Marta’s interests

include cooking and reading.

Ask: What are some of your

interests?

UNIVERSAL ACCESS

English Learners

Ask Questions Say: The

queen put a pea under lots of mattresses Do you think the queen will ﬁ nd out that the girl is a genuine princess? How

do you think the pea will help her do that? Have children

complete this sentence: I think the queen will discover _.

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The next morning, the queen asked the young woman, “How did you sleep, my dear?”

“I hardly slept at all,” said the princess “There was something very hard in the bed, and no matter which way I turned, I could not get comfortable.”

Hearing this, the king, the queen, and the prince smiled because they knew she was a real princess No one but a genuine princess could feel a pea through twenty mattresses and twenty quilts!

The cheerful prince took the princess by the hand, and said, “I have

ﬁ nally found you, a true princess Will you marry me?”

The princess said yes and the wedding took place the following week The king and queen were delighted, and the prince and princess lived happily ever after

cheerful

Deﬁ ne: Cheerful means happy

or glad

Example: Our cheerful mail

carrier always smiles and waves

left the castle? What is he looking for?

Card 2: Who is at the castle

door? What does the king say to her?

Card 3: What does the

queen want to know about the visitor? What is the queen’s plan?

Card 4: How does the

princess feel the next morning? Why are the king, queen, and prince smiling? How does the story end?

Retell

4

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What is a tug-of-war? How do you move when you play tug-of-war?

One morning, Rabbit woke up early She sat up, stretched , and

thought, “I’m thirsty! I’ll go to the river for a drink.” Hop, hop, hippity

hop! She hopped in and out of the jungle bushes, all the way to the

river

Just as Rabbit was about to take a sip of cool water, she saw

the trees shake and heard STOMP! STOMP! STOMP! Elephant’s

thunderous movements caused the ground to rumble Rabbit lost her balance and fell into the river!

“Elephant!” shouted Rabbit “Can’t you move more gently?”

“I am the biggest, greatest, strongest animal in the jungle,” said Elephant “I can do anything I want.”

A Tale from Africa

©Macmillan/McGraw-Hill illustration by Valeria Petrone

stretch

Deﬁ ne: To stretch is to spread

out your arms, legs, or body.

Example: We always stretch

on the mats before we play basketball.

Ask: When do you like to

stretch?

movements

Deﬁ ne: Movements are

actions, or the way someone or something moves.

Example: The cat’s movements

frightened the bird away.

Ask: How are a rabbit’s

movements different from an

elephant’s movements?

UNIVERSAL ACCESS

English Learners

Act Out Synonyms Stomp

around the classroom to

demonstrate a thunderous gait Say: My footsteps

are thunderous today Say

thunderous three times with

me What is another word for

thunderous?

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Rabbit was thinking of a way to express how upset Elephant had made her feel, but then she thought of a better idea

“I may be little, but I am great too,” Rabbit said to Elephant

“Let’s have a tug-of-war and I’ll show you just how great I am!”

Elephant fell over laughing “All right, but you’ll never win!” he said

Rabbit found a very long rope and brought one end to Elephant

“This end is yours,” explained Rabbit “I’ll take my end into the trees When I yell ‘Pull!’, start tugging, and do not stop until one pulls the other over or the rope breaks.”

“Okay,” laughed Elephant again “Whoever wins the tug-of-war is the greatest of all Let me know when you are ready.”

express

Deﬁ ne: Express means to say or

show what you are feeling or thinking.

Example: I express my

happiness when I smile.

Ask: What can you say to your

friends to express how much

you like them?

The Great Rope Tug

UNIVERSAL ACCESS

English Learners

Use Illustrations Have

children look at the elephant and the rabbit in the picture Identify the animals’ features and have children repeat Ask:

Which animal do you think will win the tug-of-war? Why?

2

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Rabbit was full of energy She hopped down the river bank and was soon far away from Elephant There she saw Hippo resting in the water.

“Hippo! Who is the greatest one in the jungle?” asked Rabbit

“That’s easy I am the greatest one of all,” said Hippo

“Well, Hippo, I think I am great too,” answered Rabbit “Let’s have

a tug-of-war You’ll see that I am just as great as you.”

“Okay,” said Hippo “But surely I will win How could you possibly have the strength to beat me in a tug-of-war?”

“Just wait and see,” said Rabbit She gave Hippo one end of the rope and hopped away to hide behind a bush

“PULL!” Rabbit yelled

Elephant and Hippo pulled Rabbit giggled as she watched the rope move back and forth through the trees

Elephant and Hippo both thought Rabbit was tugging on the other end They were surprised at her strength After a very long time, Rabbit

jumped out and cut the rope SNAP! It split in two

energy

Deﬁ ne: Energy is the strength

to do active things without getting tired.

Example: It takes a lot of

energy to play soccer.

Ask: How do you feel when

you run out of energy?

UNIVERSAL ACCESS

English Learners

Paraphrase Say: Elephant

thinks he is playing tug-of-war with Rabbit Hippo also thinks she is playing with Rabbit Who are they really playing with? How does Rabbit fool them? Have children use the

illustration to identify each character and action.

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“Oops!” yelled Elephant as he fell into the trees with a CRASH!

“Oh, no!” yelled Hippo, as she fell backwards into the river

with a SPLASH!

Both animals were exhausted They could barely move

Rabbit hopped over to see Hippo Hop, hop, hippity hop!

“You are much stronger than I thought,” said Hippo in a tired voice

“You are just as great as I am.”

Then Rabbit hopped over to Elephant Hop, hop, hippity hop!

“Rabbit, you are very strong,” groaned Elephant “And you don’t look a bit exhausted You are indeed great!”

“See, I told you!” said Rabbit “I may be small, but I am just as great

as you are!”

From that day on, both Elephant and Hippo believed little Rabbit to

be very great indeed

exhausted

Deﬁ ne: A person who is

exhausted is very, very tired.

Example: We felt exhausted

after taking a long hike.

Ask: What would make you

feel exhausted—playing a long

game of soccer or watching a movie?

Help children use the pictures to retell the story Card 1: What happens when

Rabbit and Elephant meet

at the river?

Card 2: How does Rabbit

plan to prove that she is just as great as Elephant? Why does Elephant think this is funny?

Card 3: What does Rabbit

want Hippo to do? What happens when Rabbit cuts the rope?

Card 4: How does Rabbit

fool both Elephant and Hippo? What do the animals think of Rabbit now?

Retell

4

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UNIVERSAL ACCESS

English Learners

Use Photographs Point to

the lion cubs’ features, such

as eyes and nose Name them and have children repeat

Ask children to tell how the mother lion is different from the cubs.

Have you ever seen a baby lion? What was it like? What do you think baby lions need to learn as they grow up?

When a mother lion is ready to have her babies, she ﬁ nds a safe, hidden place called a den There she will give birth to one to four cubs

The newborn cubs are very tiny They weigh only about three pounds! Their eyes are closed tight, and their fur is covered with spots

The babies drink their mother’s milk and spend a lot of time sleeping

Soon the cubs begin to change After about a week, they can open their eyes When they are three weeks old, they get their ﬁ rst teeth

During this time, they stay hidden in the den Their mother stays there

to protect them, except when she must go off to hunt When the cubs are ready to go outside, the mother carries them in her mouth

Lion Cubs Grow Up

change

Deﬁ ne: To change means to

become different.

Example: I had blue eyes when

I was a baby, but they changed

to brown when I got older.

Ask: How have you changed

since you were a baby?

us-ing the vocabulary routine on How to Use the Oral Vocabulary Cards.

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UNIVERSAL ACCESS

English Learners

Use Context Clues Say: When

the lion cubs ﬁ rst enter the pride, they feel nervous, or scared, so they stay close to their mother Why do you think they are feeling scared? Why would they want to stay close to their mother?

After about six weeks, the cubs are old enough to leave the hidden den Now they will meet the other members of the lion group, which is called a pride Lions are the only big cats that live together in a group

At ﬁ rst, the cubs are a little nervous around the other lions, and they stay close to their mother But soon, they begin to feel comfortable, and they enjoy playing with the other cubs in the pride

The cubs spend a lot of time exploring and playing They like to run, tumble, and wrestle with each other Playing is important because

it helps the cubs practice some of the skills they will need to use as hunters Chasing after grasshoppers and butterﬂ ies, and pouncing on other cubs’ tails may just be fun now, but some day the cubs will use these skills to catch their food

practice

Deﬁ ne: Practice means to do

something many times to learn how to do it well.

Example: Joan practices hitting

a baseball every day.

Ask: What is something that

you practice in order to do it

better?

Lion Cubs Grow Up

2

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UNIVERSAL ACCESS

English Learners

Main Idea and Details Say:

This card tells about how the cubs learn to hunt Why is it important that the cubs learn how to hunt? What animals do they hunt? How do they learn?

Have children complete this

sentence: The cubs learn to

hunt by .

As the cubs get larger and stronger, they travel with the pride and learn how to hunt They do this by following their mother and imitating what she does The female lions, or lionesses, are the hunters of the pride They go after animals such as zebras, antelopes, and gazelles Since lions have very good eyesight, they often hunt

at night

When the cubs are about one year old, they are able to catch and kill small animals on their own For larger animals, they still need help from the adult lions

But by the time the cubs are two years old, they have learned to hunt for themselves Therefore, the mother lions are able to stop looking after them Also, by this time, the mother lions have new babies to care for

Lion Cubs Grow Up

learn

Deﬁ ne: When you learn

something, you discover something you didn’t know before.

Example: In school, you learn

new things every day.

Ask: What are some things you

have learned this year?

imitate

Deﬁ ne: To imitate is to act like

someone else.

Example: Anna imitates the

way her older sister dresses.

Ask: How would you imitate a

lion’s growl?

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Lions become adults when they are about two years old, even though they will keep growing until they are about six years old

Adult female lions stay with the pride Most of them have become good hunters, so they can help provide food for the group They

usually begin to have cubs of their own when they are four years old

However, adult male lions are forced to leave the pride when they are between two and three years old If they stayed with the pride, there would not be enough food for the cubs The young males are not very good hunters yet, so they often stay together as a group for a year or two Hunting together, they have a better chance of catching enough food to survive

During these years, the young males get stronger and larger and their manes grow Then they are ready to ﬁ nd a pride of their own, and have their own little cubs

adult

Deﬁ ne: An adult is a grown-up Example: Adult lions take care

of the young cubs.

Ask: What job would you like

to do when you are an adult?

Help children use the pictures to tell what they learned.

Card 1: What do the mother

lion and her cubs look like? Why do the cubs need their mother? Where do the cubs live when they are ﬁ rst born?

Card 2: What is the main

thing happening in this picture? How do cubs play with one another? How does playing help them become good hunters later on?

Card 3: What are the lions

doing? Which animals are the hunters in a pride? How

do lion cubs learn how to hunt?

Card 4: What happens to

female lions when they grow up? What happens to the male lions? Where do they go?

Retell

Lion Cubs Grow Up

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UNIVERSAL ACCESS

English Learners

Relate to Personal Experience Ask children

to recall a time when they attended a party and what

it was like What did they do? What did they eat? Help children respond in complete sentences If necessary, recast their sentences, and ask them

to repeat.

What do you think it would be like to have a pet pig? What kinds of trouble might a pet pig get into?

Once there was a boy named Little Juan who lived with his mother

Little Juan was not always a sensible boy, as you will soon ﬁ nd out

One day his mother was going to a party “Little Juan,” she said,

“you can come to the party with me, or you can stay home and take care of your pet pig She is still quite young and has many needs ”

“I will stay home and take care of the pig, Mama,” said Little Juan

But as soon as Juan’s mother left, the pig began to squeal “Do you want to go to the party, too?” asked Little Juan

“Oink! Oink!” squealed the pig.

So Little Juan took one of his mother’s dresses and put it on the pig!

The dress was too long, so Juan ripped off the bottom part

A Tale from Puerto Rico

sensible

Deﬁ ne: Sensible means having

good sense or judgment.

Example: It’s sensible to use an

umbrella in the rain.

Ask: What does a sensible

person do before crossing the street?

needs

Deﬁ ne: Needs are things that

you must have.

Example: A home, food, and

clothing are needs for all

people.

Ask: What are some of your

school needs?

1

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UNIVERSAL ACCESS

English Learners

Make Predictions Say: Little

Juan is planning to take the pig to a party Do you think the pig will make a good party guest? Why or why not? What

do you think will happen next?

“Oink! Oink!” the pig squealed

Little Juan said, “Now you need a scarf Mama always wears a scarf when she goes to a party.” But Little Juan couldn’t ﬁ nd a scarf, so he cut up a hammock and tied it around the pig’s head

“You look adorable ,” Little Juan told the pig “But I think you could look even better!”

So Little Juan put his mother’s shoes on the pig’s feet Then he put earrings on the pig’s ears He even sprayed some perfume on her!

Ask: Which do you think is

more adorable—a baby kitten

or a big spider? Why?

Pig Goes to the Party

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UNIVERSAL ACCESS

English Learners

Words with Multiple

Meanings Say: In the story,

Little Juan wants to train his pet pig What else can the word train mean? Think of a way that people travel.

“Now we’re ready to go I will train you to walk on a leash,” said Little Juan “That way I can keep you out of trouble!”

But the little pig had a different idea With a happy squeal, she ran off

The pig ran until she came to a big mud puddle She decided to have

a good time and roll in the mud! As the pig rolled around and around, she tore the dress And off came her shoes, her earrings, and her scarf!

Meanwhile, Little Juan’s mother was walking home from the party

When she saw the pig rolling in the mud, she couldn’t believe her eyes

She grabbed the pig and pulled her all the way home

When they arrived at the house, Little Juan’s mother was so upset that she could hardly speak!

train

Deﬁ ne: When you train

animals, you teach them how

to do something.

Example: Sam trained his cat

to come when he called her name.

Ask: What might you train a

dog to do?

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Little Juan looked at his mother Her dress was splattered with mud

Then he looked at his pet pig, whose torn dress was also covered with mud

Little Juan smiled at his mother and said, “Mama, I didn’t know that you play in the mud at a party! It looks like you had a lot of fun! Next time, I would like to go to the party with you!”

His mother just shook her head and said, ”My dear Little Juan!

What am I going to do with you?”

Ask: Can you name a person or

thing that is dear to you?

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

going? What does Little Juan choose to do for the day? Why does Little Juan dress the pig?

Card 2: What does Little

Juan put on the pig?

Card 3: How does Little

Juan’s mother feel when she sees the pig in the mud? What does she do?

Card 4: What does Little

Juan say to his mother?

Why does he want to go to the party next time?

Retell

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UNIVERSAL ACCESS

English Learners

Words with Multiple Meanings Ask children what

the word bat means as it

is used in the story Then

explain that the word bat

can also mean an animal that ﬂ ies at night Make up sentences for each meaning, and ask children to identify the meaning used Then invite children to make up sentences

of their own for each meaning

of bat

Roberto Clemente

What grown-ups do you look up to? Who do you want to be like?

What makes that person special?

When Roberto Clemente was a young boy growing up in Puerto Rico, he played baseball every chance he could get Roberto and his friends did not have much money, so they made their own baseball equipment They wound tape around rolled-up socks to make balls

They made bats out of tree branches or old brooms

Baseball was a very popular sport in Puerto Rico Roberto admired baseball players They were his heroes He couldn’t have known back then that one day he would become a great baseball player as well as a true hero

admire

Deﬁ ne: If you admire someone,

you think that person is special.

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