Reading Genres - A Study Guide G1

Grade 1
Reading
Genres
Reading Genres
A STUDY GUIDE
A STUDY GUIDE
978-0-02-114510-2
MHID: 0-02-114510-5
99701
EAN
9 780021 145102
Visit our Web site at www.macmillanmh.com

1
Macmillan/McGraw-Hill
Grade 1
Reading
Genres
A STUDY GUIDE
A
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies,

Inc., Two Penn Plaza, New York, New York 10121.
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Printed in the United States of America
1 2 3 4 5 6 7 8 9 ROV 14 13 12 11 10
Contents
Genre Studies Plays
Unit 1: Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Fables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . 40
The Ant and the Dove . . . . . . . . . . . . . . . . . . 2 Look at Me Now! . . . . . . . . . . . . . . . . . . . . . 42
Genre Activities . . . . . . . . . . . . . . . . . . . . . . . 6 I Speak, I Say, I Talk . . . . . . . . . . . . . . . . . . 47
Unit 2: Shadow Dance . . . . . . . . . . . . . . . . . . . . . . . 49
Procedural Text . . . . . . . . . . . . . . . . . . . . . . 7 Fooba Wooba John . . . . . . . . . . . . . . . . . . . 51
Make a Bird Feeder . . . . . . . . . . . . . . . . . . . . 8 Supper with the Queen . . . . . . . . . . . . . . . . 53
Read a Map . . . . . . . . . . . . . . . . . . . . . . . . . 10 That Goat Has GOT to Go! . . . . . . . . . . . . . 57
Genre Activities . . . . . . . . . . . . . . . . . . . . . . 12 Drama Activities
Unit 3: Drama Activities (for Look at Me Now!). . . . 64
Folktales. . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Drama Activities
(for I Speak, I Say, I Talk) . . . . . . . . . . . . 66
The Fox’s Dinner . . . . . . . . . . . . . . . . . . . . . 14
Drama Activities (for Shadow Dance) . . . . . 68
Genre Activities . . . . . . . . . . . . . . . . . . . . . . 18
Drama Activities
Unit 4: (for Fooba Wooba John) . . . . . . . . . . . . . 70
Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Drama Activities
The First Railroad in Texas . . . . . . . . . . . . . 20 (for Supper with the Queen) . . . . . . . . . . 72
The Life of Abraham Lincoln . . . . . . . . . . . . 23 Drama Activities
(for That Goat Has GOT to Go!) . . . . . . . 74
Unit 5:
Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Rain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Round Fruits . . . . . . . . . . . . . . . . . . . . . . . . . 30
My Grandpa’s Farm . . . . . . . . . . . . . . . . . . . 31
Unit 6:
Fairy Tales . . . . . . . . . . . . . . . . . . . . . . . . . . 33
© Macmillan/McGraw-Hill
The Three Feathers . . . . . . . . . . . . . . . . . . . 34

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

do not understand.
1
Genre Study
Fable
The Ant and

the Dove
An Aesop Fable
One day a dove sat in her tree looking at

the river. She saw a tiny ant taking a drink.

Then the wind blew. It pushed the ant right
into the river.
“Oh my!” said Dove.
2
Genre Study
Fable
The ant tried to get out of the water.

He moved his legs. He splashed.
But the land was too far away.
“Help,” the ant called. “I cannot swim!”
3
Genre Study
Fable
“Hold on,” cried the dove. “I will help you!”

She took a leaf from the tree. She dropped it
into the water. The ant climbed on. The leaf

floated to land. The dove had saved the ant!
Just then a hunter walked by. He took out
his net so he could trap the dove.
4
Genre Study
Fable
The ant saw the hunter. “You will not

trap my new friend,” he said. So he bit the
hunter’s foot. “Ouch!” the hunter cried.
The dove heard this cry and flew to safety.
Now the ant had saved the dove!
Moral: Be kind to others and

they will be kind to you.
5
Genre Study
Activities Fable
Story Questions
What do you think this fable is saying about helping
others? How have you helped a friend? How has
a friend helped you? With a partner, list ways you
and your friends and family help.
Helpers Everywhere
This fable is about helping. Many workers help other
people. Teachers everywhere help people learn.
Who else helps people? Talk with a partner. Name some
workers who help people. Write a list of those helpers.
Write About It
What did you think of this story? What parts did
you like? What things did you wonder about?
Write your comments on the story.
For Activity answer keys go to

6 www.macmillanmh.com
Genre Study
Procedural Text
Reading
Procedural Text
• A procedural text tells you how to do
or make something. It shows the things
that you need. It shows what you must
do in order.
• A recipe is a procedural text.
It has a list of the foods that you need.
The directions tell you how to mix them.
• Directions are often part of a
procedural text. You have to follow
the steps. You may need tools or supplies.
It may show symbols, or small pictures,
to stand for the tools or supplies.
• Maps are a kind of procedural text.
You can use a map to get places. A map
shows the streets and their names. A map

may have features such as signs. The signs
tell where special places are such as parks.
7
Genre Study
Procedural Text
Make a Bird Feeder

Many wild birds eat seeds. Do you want
to feed wild birds? You can make a bird
feeder. Then you can watch birds eat.
Ask an adult to help you. You need
these things.
What You Will Need

• clean, empty plastic milk jug
• scissors
• strong string
• bird seed BIRD SEED
8
Genre Study
Procedural Text
Directions
Step 1 Cut a hole in the

jug. Cut it in the middle
of the side. Make the hole
almost as wide as the jug.
(The hole must be big
enough for a bird
to fly through.)
Step 2 Leave the bottom
of the jug on. (The seeds
will go inside the jug.)
Step 3 Tie the string
around the neck of the
jug. Pour the seeds in.
Step 4 Hang the feeder
outside. The birds will find
the feeder. Then watch
them eat.
9
Genre Study
Procedural Text
Read a Map
This map shows part of a town. Each line
stands for a street. The map shows the names
of the streets. Read the names of the streets.
This map has map features. Small pictures
show four places in the town. The pictures
are called symbols. Look at the symbols on
the map.
Apple Street
Green Street
Red Street
Blue Street
Park Street
10
Genre Study
Procedural Text
The map has signs for places in the town.

How do you know what the signs mean?
A map key shows what the signs mean.
The map key shows the signs. It tells what the
signs mean. Look at the map key. Read what
each sign means. Find each sign on the map.
Map Key
bakery park
school zoo
11
Genre Study
Activities Procedural Text
Make a Bird Feeder

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

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

The map shows pictures that help you know places.

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

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

• After reading, talk about the story.
Use the “Talk About It” tips on page 76.
13
Genre Study
Folktales
The Fox’s Dinner
Once upon a time, there was a Fox who

was always hungry. One night, he passed
a henhouse. “Yum,” he said. “Tonight I will
have hen for my dinner.”

He waited for the moon to rise. Then he
snuck into the henhouse. He snatched the
juiciest looking hen. “Help!” cried the hen.
14
Genre Study
Folktales
Fox ran from the henhouse as fast as

he could. When he got to a pond, he stopped.
“You must be tired,” said Hen to Fox.
“Put me down. I will not run away.”
So Fox put Hen down. Hen looked at the
pond. The full moon was shining on the
water. She pointed at the moon in the pond.
“Look!” she said. “That tortilla in the pond
would be so good with your dinner.
Can you swim?”
15
Genre Study
Folktales
“Of course,” said Fox. He looked at the

tortilla in the pond. “Stay here,” he told Hen.
Fox jumped into the pond. He tried to catch
the tortilla. But he could not.
“You must swim further!” called Hen.
So Fox swam further. He reached for
the tortilla. But he could not get it.
“Swim further,” called Hen. “Then the

tortilla will be yours!” Fox swam further. He
reached for the tortilla. But he coud not get it.
16
Genre Study
Folktales
At last he swam to shore. “At least I still

have a hen to eat,” he thought. But when he
got there, he did not see Hen.
“Hen! Oh, Hen!” he called. “Come be my
dinner!” But Hen did not come.
She was gone. She had tricked Fox!
And Fox had no dinner that night.
17
Genre Study
Activities Folktales
Write a Story
• Write a new story about Hen and Fox. Will Fox try
to eat Hen again? How will Hen trick him?
• Make sure your story has a beginning,
middle, and end.
Story Questions
• Find a partner. Talk about questions that you have
about the story. Read the story again together
to find the answers.
• What phrases in the story help you know that
this is a folktale? What do these words tell you?
Name another story that has these words.
Act It Out
Form a small group to act out the story.

One person can be Fox. One person can be Hen.
Act out the story the way that it happened.

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

• After reading, talk about the story.
19
Genre Study
Nonfiction
The First Railroad

in Texas
In the past, it was hard to move from place
to place. There were no cars. People rode on
horses. Some people rode in wagons pulled
by horses. Roads were just paths where the
trees were cut down. Rain turned the roads to

mud. In some places, people could take boats
on rivers. Not all rivers were deep enough.
Some rivers dried up for part of each year.
20
Genre Study
Nonfiction
People needed a new way to move around

in Texas. They wanted to ride in railroad
trains. The trains needed tracks for the
wheels. Workers had to build the railroad
tracks. This was hard work. It took many
years. The first train in Texas started in 1853.
People rode the train. Soon there were many
trains in Texas.
21
Genre Study
Nonfiction
Trains carried both people and things.

Moving by train was fast. Going somewhere
in a wagon took days. Going there on a train
took a few hours. The train was the fastest
way to move around Texas. Today there are
many trains. They still carry people
and things.
22
Genre Study
Nonfiction
The Life of
Abraham Lincoln
Abraham Lincoln was born in Kentucky
in 1809. When he was eight years old, his
family moved. They lived in a log cabin
in Indiana. They did not live in a town.
Their cabin was in the woods. Lincoln saw
animals that lived in the woods.

Lincoln learned how to read and write.
He could do some math. Lincoln helped
do the work at home.
23
Genre Study
Nonfiction
Lincoln still wanted to learn. He read all

the books he could find. He got money by
cutting wood for people. He worked in a
store. Then he became a lawyer. In 1842,
he married Mary Todd.
Lincoln talked to people
about being kind to one
another. He wanted to
help the country. Lincoln
wanted to be President.
In 1860, he ran for
President and won.
24
Genre Study
Nonfiction
Lincoln became President. A war was

happening. It made people unhappy.
Lincoln worked to bring people together.
In 1863, he said that some people were free.
This made many people happy.
In 1865, Lincoln died. The country lost
a great leader. Today we remember Lincoln.
His picture is on the penny. We celebrate
his birthday.
25
Genre Study
Activities Nonfiction
True or Fantasy?
Think about the stories you read. Are these true
stories, or were they made up? How do you know?
Write About the Story

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

Talk about Abe Lincoln.
1. What was Abe Lincoln like? What did he do?

2. What do you think a leader or a president
should be like?

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

27
Genre Study
Poetry
Rain
Rain on my raincoat,
Slap, slap, slap!
Rain in the puddle,
Plop, plop, plop!
I run inside,
Take off my coat,
Pull off my boots,
and then look out.
Rain on the window,
Tap, tap, tap!
28
Genre Study
Poetry
Waves
The waves are friendly,
So slowly they creep.
They lick my toes.
Then they tickle my feet.
They do not stay long
But hurry away.
If I do not move,
They will come back to play.
29
Genre Study
Poetry
Round Fruits
Apple, cherry, pear, and grape—
Which one has a different shape?
A shiny red apple is round as a penny.
My bag already holds so many!
A cherry always tastes juicy and sweet.
Grapes are the ones I like most to eat.
Pears are not round, that much I know.
It is not wrong. It is just how they grow.
30
Genre Study
Poetry
My Grandpa’s Farm
At Grandpa’s farm I saw a cow.
She said, “Moo.” I shouted, “Wow!”
At Grandpa’s farm I saw a cat.
He did not move. He sat and sat.
At Grandpa’s farm I saw a pig.
The pig was pink and very big.
At Grandpa’s farm I saw some sheep.
I’ll count them soon and fall asleep.
31
Genre Study
Activities Poetry
Talk About Words

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

• Write a poem about something you like.
• Tell how it looks, feels, sounds, or tastes.
• Use words that begin with the same sound together.
• Make the rhythm fast or slow.

• Say the poem. A partner can clap the rhythm.

Genre Study
Fairy Tales
Reading
Fairy Tales
• Fairy tales are stories that people have
told again and again. Most fairy tales are
very old. No one knows who told them first.
• Fairy tales tell about kings and queens.
The stories often have fairies or magic
animals.
• Many fairy tales begin with “Once upon
a time.” This tells that the story takes place
long ago in a setting that is not real.
• Many fairy tales end with “They lived
happily ever after.” This tells that the
character’s problems are solved and the
story is over.
•After reading, talk about the story.

33
Genre Study
Fairy Tales
The Three Feathers

A Grimm’s Fairy Tale
Once upon a time, there was an old king

who had three sons. The two oldest sons
were clever and liked to brag. The youngest
was small and quiet as a mouse so everyone
thought he was simple.
One day, the king said. “I am old and must
decide which of you will be the new king.
The son who brings me the most beautiful
rug will be king.”
The king blew three feathers into the air.

One feather flew east. One feather flew west.
One feather fell to the ground. The king told
his sons to follow the feathers.
34
Genre Study
Fairy Tales
The oldest son went east. The second son

went west. “I will find the best rug,” they
each said.
The youngest son looked at the feather
on the ground. He sat down. “I am far too
little and quiet to be king anyway,”
he thought.
Just then he saw a trapdoor open. He went in.
A frog dressed in a fine coat and hat spoke:
Come sit by me little one,
And tell me, tell me
Why you have come.
The youngest son told the frog of the
contest. And right before his eyes appeared
the most beautiful carpet he had ever seen.
“Thank you, kind frog!” said the boy.
35
Genre Study
Fairy Tales
The youngest son brought the rug to

the king. It was far better than the carpets
his older brothers found. “You shall be king,”
his father told him.
But the older brothers begged for another
chance. The King agreed. “The son who finds
the kindest maiden will be king,” he said.
He blew three feathers into the air.
The brothers followed the first two feathers
east and west. The third feather fell to the
ground and so the youngest son went to
see the frog once again.
He told the frog of the new contest.
The frog pointed at a flower. The flower

turned into a girl. She was as small as
the boy and was dressed in rags.
She smiled kindly at the boy.
36
Genre Study
Fairy Tales
The brothers came back with the first well-

dressed maidens they could find. When these
maidens saw the youngest son’s maiden, they
pointed at her rags and spoke unkindly.
“You maidens are not kind,” said the king.
“My youngest son will be king.”
“No!” said the older brothers. They asked
for one more test. The king brought out
a hoop and asked all three maidens to hop
through. The two fancy maidens tripped
on their gowns. But the third hopped through
easily in her simple clothes.
So the youngest son became king. He
married his maiden and the two lived
happily ever after.
37
Genre Study
Activities Fairy Tales
Talk About the Story

Find a partner.
Talk about the answers to these questions.
1. What does “Once upon a time” tell you?
2. What does “They lived happily ever after” mean?
3. Why do the brothers ask for more contests?
4. Which brother do you think will make the best king?
Why is it important for a king to be kind?
5. Have you ever been the smallest or youngest
in a group? How did it feel?
Write A Story
Think of a new contest a king or queen
could have. What will it be? What is the prize?
Who will be competing? How will a magical creature
help? Write your own fairy tale. Include a beginning,
middle, and end.

CONTENTS
Plays and Choral Readings
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Look at Me Now! . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
I Speak, I Say, I Talk . . . . . . . . . . . . . . . . . . . . . . . . .47
Shadow Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Fooba Wooba John . . . . . . . . . . . . . . . . . . . . . . . . .51
Supper with the Queen . . . . . . . . . . . . . . . . . . .53
That Goat Has GOT to Go! . . . . . . . . . . . . . . . .57
Drama Activities
Drama Activities (for Look at Me Now!). . . . . . .64
Drama Activities (for I Speak, I Say, I Talk) . . . . .66
Drama Activities (for Shadow Dance) . . . . . . . .68
Drama Activities (for Fooba Wooba John) . . . .70
Drama Activities
(for Supper with the Queen) . . . . . . . . . . . . . . . . . . . . . . .72
Drama Activities
(for That Goat Has GOT to Go!) . . . . . . . . . . . . . . . . . . . . .74
Read the plays and activities

to the children.
39
What is a Play?
A play is a story that is meant to be
performed for an audience, a group
of people.
A play is told mainly

through the words
the characters speak.
It can be read aloud
or acted out.
When you take

part in a play,
remember to read
the character’s
words the way you
think the
character might
say them.
40 Plays/Choral Readings
Parts of a Play
A play is made up of
Important Words
different parts. All of the to Know
parts work together to • play
tell a story. • character
• The list of characters • actor
at the beginning of a • narrator
play tells who the • setting
characters are. • dialogue
• The people who play

the parts of the characters
are called actors.
• Some plays have a narrator.
The narrator tells the audience
what is happening in the play.
• The setting is where and when
the play takes place. Many plays

have more than one setting.
• The dialogue is the lines of text
the characters speak in the play.
The characters’ names appear
before the lines they speak.
Introduction 41
Look at Me Now
by Alice Boynton
CAST:
Child 1
Child 2
Child 3
Child 4
All: When I was a little baby,

Child 1: I could smile.
Child 2: I could cry.
Child 3: I could drink milk.
Child 4: I could hold my toes.
All: But when I was a little baby,
Child 1: I couldn’t eat spaghetti.
Child 2: I couldn’t say my name.
Child 3: I couldn’t catch a ball.
Child 4: I couldn’t play games.
All: Just look at me now!
All: When I was one year old,
Child 1: I could wave.
Child 2: I could walk.
Child 3: I could play peekaboo.
Child 4: I could sit in a highchair.
All: But when I was one year old,
Child 1: I couldn’t talk on the telephone,
Child 2: I couldn’t draw an elephant.
Child 3: I couldn’t climb a tree.
Child 4: I couldn’t wash my hands.
All: When I was two years old,
Child 1: I could play in the sandbox.
Child 2: I could look at picture books.
Child 3: I could eat with a spoon.
Child 4: I could blow bubbles.
Look at Me Now 43
All: But when I was two years old,
Child 1: I couldn’t write my name.
Child 2: I couldn’t jump rope.
Child 3: I couldn’t button my coat.
Child 4: I couldn’t make a tent.
All: When I was three years old,
Child 1: I could ride a tricycle.
Child 2: I could count 1, 2, 3.
Child 3: I could put on my socks.
Child 4: I could build with blocks.
All: But when I was three years old,
Child 1: I couldn’t read a story.
Child 2: I couldn’t pour my juice.
Child 3: I couldn’t tie my shoes.
Child 4: I couldn’t skip.
All: When I was four years old,
Child 1: I could dance and sing.
Child 2: I could wash the dog.
Child 3: I could paint.
Child 4: I could brush my teeth.
All: But when I was four years old,
Child 1: I couldn’t push a big cart.
Child 2: I couldn’t write the letters.
Child 3: I couldn’t play kickball.
Child 4: I couldn’t count to fifty.
All: When I was five years old,
Child 1: I could stand on one foot.
Child 2: I could make my bed.
Child 3: I could play dress-up.
Child 4: I could do puzzles.
Look at Me Now 45
All: But when I was five years old,
Child 1: I couldn’t make a sandwich.
Child 2: I couldn’t spell pig.
Child 3: I couldn’t remember my address.
Child 4: I couldn’t count by tens.
All: Now I’m in first grade.
Child 1: I can stand on my head.
Child 2: I can be in a play.
Child 3: I can set the table.
Child 4: I can read numbers.
All: And now that I’m in first grade,
Child 1: I can fly a kite.
Child 2: I can add 3 + 2 = 5.
Child 3: I can feed my bird.
Child 4: I can play in a band.
by Arnold L. Shapiro
Solo 1: Cats purr.

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

Solo 3: Ducks quack.
Solo 4: Doves coo.
I Speak, I Say, I Talk 47

Solo 5: Pigs squeal.
Solo 6: Horses neigh.
Solo 7: Chickens cluck.
All: But I say!
Solo 1: Flies hum.
Solo 2: Dogs growl.
Solo 3: Bats screech.
Solo 4: Coyotes howl.
Solo 5: Frogs croak.
Solo 6: Parrots squawk.
Solo 7: Bees buzz.
All: But I talk!
SHADOW DANCE
by Ivy O. Eastwick
Group 1: O Shadow,
Dear Shadow,
Come, Shadow,
And dance!
Group 2: On the wall

In the firelight
Let both of
Us prance!
Solo 1: I raise my arms, thus!
Solo 2: And you raise
Your arms, so!
Shadow Dance 49
Group 1: And dancing
And leaping
And laughing
We go!
Group 2: From the wall
To the ceiling
From ceiling
To wall,
All: Just you and
I, Shadow,
And none else
At all.
Fooba Wooba John
American folk song
Solo 1: Saw a flea kick a tree,

All: Fooba wooba, fooba wooba,
Solo 1: Saw a flea kick a tree,
All: Fooba wooba John.
Solo 1: Saw a flea kick a tree
In the middle of the sea,
Fooba wooba John.
Solo 2: Saw a crow flying low,
Solo 2: Saw a crow flying low,

Solo 2: Saw a crow flying low
Several miles beneath the snow,
Fooba wooba John.
Fooba Wooba John 51

Solo 3: Saw a whale chase a snail,
Solo 3: Saw a whale chase a snail,
Solo 3: Saw a whale chase a snail
All around a water pail,
Fooba wooba John.
Solo 4: Saw a bear scratch his ear,
Solo 4: Saw a bear scratch his ear,
Solo 4: Saw a bear scratch his ear
Wonderin’ what we’re doing here,
Fooba wooba John.
Supper with the Queen
by Sally Jarvis
CAST:
William
Storyteller
Queen
1st Traveler
2nd Traveler
William: Here I am in the woods. What can

I eat for supper?
Storyteller: He looks in his pockets.
William: Oh, ho! Here is an onion! I will
have onion soup!
Storyteller: He makes a fire. He puts a pan on the

fire and he puts in some water and the
onion.
1st Traveler: Well, what do I see here? Are you
cooking supper?
William: Yes. It is onion soup!
Supper with the Queen 53

1st Traveler: If I help you cook it, may I
have some, too?
William: That’s fair. How can you help?
1st Traveler: I have a banana. There is nothing
like a banana to make good soup.
William: Banana soup? I don’t think . . .
Storyteller: But it is too late. The traveler has
put the banana into the soup,
skin and all.
2nd Traveler: Well, hello! Are you two
having supper?
William: We are cooking some soup.
2nd Traveler: If I help you cook it, may I eat it
with you?
1st Traveler: How will you help?
2nd Traveler: I have some good pig’s feet. I will
put them into the soup.
William: But . . . © Macmillan/McGraw-Hill
Storyteller: Too late! The traveler puts the pig’s

feet into the soup. A queen comes
into the woods.
Queen: What, ho! What are you doing in
my woods?
William: Oh, dear me! We didn’t know the
woods were yours!
1st Traveler: We are having supper. Do you
mind?
Queen: Well . . .
2nd Traveler: Would you have supper with us?
Queen: I think that would be fun! I have
never eaten outside.
Storyteller: She sits down. William gives out
the soup. They each take a sip.
1st Traveler: Ugh!
2nd Traveler: Ugh!
Queen: Ugh! What is in this soup?
William: There are onions, bananas, and
pig’s feet.
Storyteller: She is smart but she doesn’t know
how to cook.
Supper with the Queen 55

Queen: No wonder it is no good. It
doesn’t have any chocolate cake
in it. Everything tastes better with
chocolate cake. How lucky I have
some with me!
Storyteller: Before William can say a word,
the queen drops some chocolate
cake into the soup.
1st Traveler: Now some salt.
William: But . . .
2nd Traveler: Here is the pepper!
William: But . . .
Queen: Did you put in any sugar?
Storyteller: William walks away.
William: I will just go hungry. The next time
there will be one cook—ME!
Cultural Perspective
Guide children to perform the play.

Ask questions to check comprehension
and guide children to ask questions
about the characters, plot, and setting.
Discuss with children that the play
takes place in a diﬀerent culture and
time period.
That Goat
Has GOT to Go!
by Anne M. Miranda
CAST:
Storyteller Grandma Ann
Sister Kate Goat
Cousin Steve Mother
Joe Grandpa Pete
Brother Bill Auntie Bess
Father
Storyteller: Young Kate and Steve and Brother Bill

all live with Joe, high on a hill. A lot of
pets live in their house—a dog, a cat,
and one gray mouse.

Brother Bill: I have a dog that likes to run. My dog
and I have lots of fun.
Sister Kate: I have a cat with yellow fur. My cat is
soft and likes to purr.
Cousin Steve: I have a mouse with little feet.
Hard cheese is what it likes to eat.
That Goat Has GOT to Go! 57

Joe: I have no pet to hug and squeeze—
No dog, no cat, no mouse, no
cheese! I think I’ll get a billy goat.
I’ll feed him hay and brush his coat.
Storyteller: Joe got a billy goat that day. But did
that goat eat nice fresh hay? Oh, no!
What did he find to munch? A pair
of purple socks for lunch!
Goat: Bleat, bleat! Socks to eat.
Storyteller: Goat ate and ate and did not rest.
The family said he was a pest.
Mother: I had a juicy peach, you see. But
that goat ate it—one, two, three!
Goat: Bleat, bleat! Peach to eat.
Mother: No peach for Mother? Listen, Joe,
I think that goat has got to go.
Father: I had two shoes, a left and right. But
that goat ate them both one night.
Goat: Bleat, bleat! Shoes to eat.
Father: No shoes for Father? Listen, Joe,
I think that goat has got to go!
Sister Kate: I put some fish on my cat’s plate.
The kitty’s fish is what Goat ate.
Goat: Bleat, bleat! Fish to eat.
Sister Kate: No fish for kitty? Listen, Joe, I think
that goat has got to go!
Brother Bill: I had a favorite baseball mitt. That
goat of Joe’s ate every bit.
Goat: Bleat, bleat! Mitt to eat.
Brother Bill: No mitt for baseball? Listen, Joe,
Grandpa Pete: I hung my clothes outside to dry.
Goat ate my sweater, belt, and tie.
Goat: Bleat, bleat! Clothes to eat.
Grandpa Pete: No clothes for Grandpa? Listen,
Joe, I think that goat has got to go!
Grandma Ann: I set a pie out on the sill. That goat
sat down and ate his fill.
Goat: Bleat, bleat! Pie to eat.
Grandma Ann: No pie for supper? Listen, Joe,

Auntie Bess: I had a yellow hat with bows. Why
that goat ate it, goodness knows!
Goat: Bleat, bleat! Hat to eat.
Auntie Bess: No hat for Auntie? Listen, Joe,

Cousin Steve: I put my coat down on a chair.
When I came back it wasn’t there!
Goat: Bleat, bleat! Coat to eat.
Cousin Steve: No coat for winter? Listen, Joe,
Joe: Oh, I am feeling sad and blue. My
goat has eaten Father’s shoe. He
ate a mitt, a hat, and tie. He ate my
grandma’s apple pie. What can I do
to stop my goat from eating Steve’s
warm winter coat? I’ll have to tie
him with a rope. Then he can’t be a
pest, I hope.
Storyteller: Joe walked to school one foggy day.
He didn’t stop to laugh or play. Joe
and his goat marched down the
trail. He had his lunch inside a pail.
An apple fell out on the ground. A
sandwich dropped without a sound.
Some carrot sticks were next to go.
Soon there was no lunch left for Joe.
At school, Joe told his pet to wait. He
tied Goat to the big front gate. Joe
went to class. And then at noon he
got his lunch pail, fork, and spoon.
Storyteller: There was no lunch inside Joe’s pail.
He lost his food along the trail.
Each thing had fallen bit by bit. But
Joe thought Goat had eaten it.
Joe: No food at lunch time? That’s not
nice! I should have gotten two pet
mice. No dog would eat my lunch
like that. And neither would a
kitty cat.
Goat: Bleat, bleat! Nothing to eat.
Storyteller: Soon it was time for Joe to go. But
thick fog made the going slow. Joe
could not see one step ahead. He
held Goat’s rope and shook his head.
Joe: I think that we are lost, my friend.
I cannot see around the bend. I
cannot see a tree or log. I cannot
see in all this fog.
Storyteller: Just then, that goat began to bleat!

His nose found something good
to eat.
Goat: Bleat, bleat! Meat to eat!
Joe: I’ll stop and let you look around.
Please, tell me, what else have you
found?

Goat: Bleat, bleat! Bread to eat.
Joe: You found my sandwich on the
trail! It must have fallen from
my pail.
Goat: Bleat, bleat! Apple to eat.
Joe: Just find what’s next along the trail.
Please find what’s missing from my
pail. That’s how we’ll get back home
today. Your nose will help us find
the way.
Storyteller: Back home, his Mom and Dad and
Bill all looked for Joe up on the hill.
His Grandma Ann beat on a pail.
And Grandpa yelled along the trail.
Joe: Yoo-hoo! I’m here! I’m safe and
sound. Thanks to my goat and what
he found.
Storyteller: Then everybody jumped for joy.
They saw that goat and their lost boy.
Joe: My goat has led me to my house.
He’s better than a little mouse. He’s
better than a cat or dog. He led me
home in this thick fog. Please tell
me, does Goat have to go? Both he
and I just have to know!
All : That goat’s a hero! Hip hooray!
We think that goat has got to stay!
Storyteller: Sister Kate and Joe’s big brother,
Auntie Bess and Dad and Mother,
his Grandma, Steve, and Grandpa
Pete all gave that goat a great big
treat.
Mother: Have a peach!
Grandma Ann: Try some pie!
Sister Kate: Want some fish?
Grandpa Pete : Eat my tie!
Brother Bill : Here’s a baseball!
Father: Chew my slipper!
Auntie Bess: Taste my hat?
Cousin Steve: Try this zipper.
Goat: Bleat, bleat! Treats to eat!
All: That goat’s a hero! Hip hooray! Yes,

yes! That goat has got to stay!

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

64 Plays/Choral Readings www.macmillanmh.com
DRAMA ACTIVITY:
Look at Me Now
Performance Activity:
Act Out the Play
The play Look at Me Now has
four characters.
Read aloud each line. Then act out
what the character says. Here are
some ideas:
• Child 1 says “I could smile.”
Smile when you say that line.
• Child 2 says, “I could walk.”
Take three steps.
• Child 3 says, “I could put on socks.”
Act out putting on socks.
• Child 4 says, “I could brush my teeth.”
Act out brushing your teeth.
In a group, read aloud the play.

Do simple moves to act out each line.
Drama Activities 65
DRAMA
Activities
DRAMA ACTIVITY:
Write Your Own!

I Speak, I Say, I Talk tells about sounds
that animals make.
What else makes a noise? Work with
a partner to write a play about sounds.
Here is a sample play:
Solo 1: Bells ring.
Solo 2: Clocks tick.
Solo 3: Horns honk.
Solo 4: Planes roar.
Solo 5: Doors slam.
All: But I SING!
Think of things in your home or at school
that make noise. What makes noise otuside?
Add them to your play.
In a small group, take turns acting out your

plays. Use your voice, hands, and feet to sound
like each thing.

DRAMA ACTIVITY:
Performance Activity: Act It Out!

Take turns making the animal sounds in
I Speak, I Say, I Talk. Act out the parts of
the animals. Here are some ideas:
Solo 2: Open your mouth wide. Roar.
Solo 3: Make your arms look like wings.
Move them up and down. Hoot.
Solo 4: Close your eyes. Pretend to sleep.
Snore.
Solo 5: Move your arms like wings. Creak.
Solo 6: Scurry across the floor. Twitch your
nose. Squeak.
All: Point to your mouth. Speak!
Act out the rest of the play with your group.
Drama Activities 67
DRAMA
Activities
DRAMA ACTIVITIES
ACTIVITIES:
SHADOW DANCE
Dance Like Your Shadow
In the play Shadow Dance, a shadow
speaks and dances. Act out being many
different things.
For example, dance and talk like a:
• chair
• animal
• tree
• raindrop
• flower
Come up with your own ideas. Think of
how these things might dance or act.
Put on a play.

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

• Take turns being the person and the
reflection in the mirror.
Drama Activities 69
DRAMA
Activities
DRAMA ACTIVITIES
ACTIVITIES:
Fooba Wooba John

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

What are they?

DRAMA ACTIVITIES:
Fooba Wooba John

Play Charades
Fooba Wooba John has four solo parts.
Each part is about a different animal.
The actor shows the animal’s actions.
To help you act out the parts, play a
game of charades. In charades, you act
like an animal without using any words or
sounds.
Take turns acting out animals from
Fooba Wooba John.
• Jump around like a flea.
• Flap your wings like a crow.
• Walk and show your teeth like a bear.
• Guess which animal each person is.
Now, in a small group, act out the parts

from the play. Do what the play says you
should do.
Drama Activities 71
DRAMA
Activities
DRAMA ACTIVITIES
ACTIVITIES:
The Narrator
Reread Supper with the Queen.
The play has five characters. One of
them is the Storyteller.
The Storyteller is the narrator.
The narrator has a special job. He or she
talks to the audience. He or she fills in
parts of the story that are now shown.
Answer the following.
1. Where does William find an onion?
How do you know?
2. What do the two travelers add
to the soup? How do you know?
3. What does the Storyteller say
about the Queen?
Talk with a partner. What if another

traveler comes? What might he or
she add to the soup? What would the
narrator say? Write it on a sheet of paper.

DRAMA ACTIVITIES:
Cook for the Queen
In Supper with the Queen, the
characters make soup. With a group,
pretend to cook a meal. You are the
cooks in the royal kitchen.
• Pretend to make a pot of soup.
Tell what you are putting into it.
Act as if you are stirring the soup.
Then taste it. Pour the soup into a bowl.
• Pretend to bake a cake. Act as if you
are putting it into the oven. Take it
out. Pretend to decorate it. Then cut
the cake. Put a slice on a plate.
• What will you serve the Queen to
drink? You could pretend to make
punch. Put juice and fruit into a bowl.

Then pour some punch into a cup.
• Act as if the Queen has come to eat
her meal. Set the table. Serve the meal.
Drama Activities 73
DRAMA
Activities
DRAMA ACTIVITIES
ACTIVITIES:
Rhymes About Pets

The play That Goat Has GOT to Go!
is about pets. The play uses rhyme to tell
about the different pets. With a partner,
answer these questions:
1. Brother Bill tells about his dog.
He uses words that rhyme.
Which of his words rhyme?
2. Sister Kate tells about her cat.
She uses rhyming words.
Which of her words rhyme?
3. Cousin Steve tells about his mouse.
He uses words that rhyme.
Which of his words rhyme?
What other animals might make
fun pets? Give it a name. Think of
something that your pet might like to do.

Write two lines about your pet. Use
words that rhyme at the end of each line.

DRAMA ACTIVITIES:
Now You Try!
When you act, you speak as your
character would speak. You move as
that person would move.
• In some plays, actors make up their
own lines. You have to think about
what the character would say.
• Work with a partner. Take turns
acting as if you want a new pet.
One partner will ask his or her parent
for a pet.
• Think of the pet you want. Make up
some lines to ask for the pet. Tell why
you want this pet. Tell how you will
take care of it.
• The other partner will be the parent.

The mother or father will say “yes”
or “no.” Think of good reasons for
your answer. Then say “yes” or “no.”
Give your reasons.
Drama Activities 75
Genre Study
Talk About It
It’s fun to talk about what you read! Find a partner or a
small group. Share your ideas and questions. Follow
these tips.
• Take turns.
• Listen quietly while others are speaking.
• Look at the person who is speaking.
• Look at your audience when you are speaking.
• Speak correctly so that others can understand you.
• Ask questions correctly so that others can
understand you.
• Be respectful of what others are saying.
Write About It
• You can also write about you read.
• Write about you liked or didn’t like.
• What questions did you have?
• What would you tell a friend about it?
76

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Grade 1

Visit our Web site at www.macmillanmh.com

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies,

Printed in the United States of America

The Three Feathers . . . . . . . . . . . . . . . . . . . 34

clarification if there is something you

The Ant and

One day a dove sat in her tree looking at

the river. She saw a tiny ant taking a drink.

The ant tried to get out of the water.

“Hold on,” cried the dove. “I will help you!”

into the water. The ant climbed on. The leaf

The ant saw the hunter. “You will not

Moral: Be kind to others and

Write your comments on the story.

For Activity answer keys go to

shows the streets and their names. A map

Make a Bird Feeder

What You Will Need

Step 1 Cut a hole in the

The map has signs for places in the town.

Activities Procedural Text

Make a Bird Feeder

Follow the Map

What Do They Show?

The map shows pictures that help you know places.

For Activity answer keys go to

people that the story is over and all is well.

The Fox’s Dinner

Once upon a time, there was a Fox who

have hen for my dinner.”

Fox ran from the henhouse as fast as

“Of course,” said Fox. He looked at the

“Swim further,” called Hen. “Then the

At last he swam to shore. “At least I still

Form a small group to act out the story.

For Activity answer keys go to

person. This is called the author’s purpose.

The First Railroad

trees were cut down. Rain turned the roads to

People needed a new way to move around

Trains carried both people and things.

animals that lived in the woods.

Lincoln still wanted to learn. He read all

Lincoln became President. A war was

Write About the Story

Talk About Abe

1. What was Abe Lincoln like? What did he do?

For Activity answer keys go to

• After reading, talk about the poems.

Talk About Words

Write and Clap

• Make the rhythm fast or slow.

For Activity answer keys go to

•After reading, talk about the story.

The Three Feathers

Once upon a time, there was an old king

The king blew three feathers into the air.

The oldest son went east. The second son

The youngest son brought the rug to

The frog pointed at a flower. The flower

The brothers came back with the first well-

Activities Fairy Tales

Talk About the Story