Characteristics of the Text Genre Folktale Text Structure

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1 LESSON 24 TEACHER S GUIDE by Roy Lewis Fountas-Pinnell Level J Folktale Selection Summary Coyote is tired of being tricked by Rabbit so he decides to teach Rabbit a lesson. When Coyote traps Rabbit in a canyon, Rabbit offers to show Coyote his tricks. With the final trick, Rabbit escapes and leaves Coyote stranded in the canyon. Number of Words: 550 Characteristics of the Text Genre Folktale Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative Problem stated on fi rst page Desert environment Rivalry between animal characters Explanation for animal behaviors Beware of those who play tricks. Setting important to plot Conversational language Well-known trickster characters (Coyote, Rabbit) Variety in sentence length Both dependent and independent clauses Geographic terms, some of which may not be familiar to English language learners Synonyms for smart: clever, wise Target vocabulary words highlighted in text Mostly one- and two-syllable words with a few three-syllable words (Coyote, peacefully) Words with suffi xes: smarter, faster, peacefully, quickly Illustrations support text Diagram-style illustration shows Rabbit s action. Twelve pages with illustrations and text on each page Labels on photos that clarify text Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

2 by Roy Lewis Build Background Help children think about coyotes and rabbits and share what they know about these animals. Build interest by asking questions such as the following: In a contest to find out who was smarter, do you think a coyote or a rabbit would win? Why? Read the title and author and talk about the cover illustration. Tell children that this story is a folktale, a story that is often told by people of a country or a culture. Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: storm, lightning, excited, blocked, trick, offer, trust, sideways. Introduce the Text Guide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions: Page 3: Explain that this story is about two folktale characters named Coyote and Rabbit. Coyote wants to outsmart Rabbit. Suggested language: Turn to page 3. The label on the picture tells you that this is Coyote. Coyote s problem is that he is swift and smart, but Rabbit is always a bit faster and smarter. Coyote wants to teach Rabbit a lesson. Pages 4 5: Coyote hears Crow and Hawk talking about what happened during a big storm. A rock fell into the canyon, blocking its opening. Look at the picture on page 5. A canyon is a deep, narrow valley. Because the rock has blocked the opening, the stream of water that fl owed through the canyon is now empty. This gives Coyote an idea for a plan to trick Rabbit. Page 7: Look at the picture. Coyote s plan to trap Rabbit in the canyon seems to have worked. Rabbit sees that there is no way to escape. How do you think Rabbit feels about being trapped in the canyon? Now turn back to the beginning of the story and read to fi nd out what happens to Coyote and Rabbit. Target Vocabulary blazed burned very brightly and strongly, p. 4 empty adj. nothing in something, p. 5 flung threw something, p. 6 peacefully quietly and calmly, p. 3 stream a small, narrow body of water that may flow into or out of a river, p. 5 swift moves very fast, p. 3 tangled mixed together with something else, p. 10 tumbling falling and turning over and over, p Lesson 24:

3 Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind children to use the Visualize Strategy happening in the story as they read., to picture what is Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the folktale. Suggested language: Which character in the tale did you like best? Why? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Coyote wants to teach Rabbit a lesson. Coyote traps Rabbit in the canyon. Rabbit promises to teach Coyote his tricks if Coyote will let him go. They leave the canyon to practice the last trick, and Rabbit makes Coyote fall back into the canyon. Those who play tricks cannot always be trusted. You cannot win if you try to trick someone who is more clever Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The purpose of a folktale is to tell an entertaining story that may teach lessons about a culture. Coyote and Rabbit are trickster characters who appear in other tales. The story is told from Coyote s point of view, as the author tells Coyote s thoughts, but not Rabbit s. Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud. Remind them that they should use punctuation as a guide for making their voice rise (at the end of questions) and fall (at the end of statements). Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children to go back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind children that when they come to a new word they can look for smaller words within it that they know. For example, in the word canyon on page 4, they can read the smaller word can, then canyon. Continue with these examples from the story: light, lightning; cape, escape; off, offer. 3 Lesson 24:

4 Writing about Reading Critical Thinking Have children complete the Critical Thinking questions on BLM Responding Have children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Cause and Effect Remind children that they can think about how one event (the cause) in a story makes another event (the effect) happen and why. Model the skill, using this Think Aloud: Think Aloud At the end of the story, Coyote trips over Rabbit. What does that cause to happen? It makes Coyote fall into the canyon. The cause is Coyote trips over Rabbit. The effect is Coyote falls into the canyon. Practice the Skill Have children think of another story in which one event in the story causes another event to happen. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story. Assessment Prompts On page 12, what does the word practice mean? Rabbit can best be described as. 4 Lesson 24:

5 English Language Development Reading Support Make sure the text matches the children s reading level. Language and content should be accessible with regular teaching support. Or have children use the audio or online recordings. Vocabulary Point out that some words in the English language have come from other languages. In this story, the words coyote and canyon have their basis in Spanish words; coyote comes from coyótl and canyon comes from cañon. Oral Language Development Check children s comprehension, using a dialogue that best matches their English proficiency. Speaker 1 is the teacher, Speaker 2 is the child. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: Who is this story about? Speaker 2: Coyote and Rabbit Speaker 1: Are Coyote and Rabbit friends? Speaker 2: no Speaker 1: Where does Coyote trap Rabbit? Speaker 2: in the canyon Speaker 1: What does Rabbit promise Coyote? Speaker 2: He promises Coyote he will teach him his tricks. Speaker 1: How does Rabbit trick Coyote at the end of the story? Speaker 2: He trips Coyote and makes him fall into the canyon. Responding TARGET SKILL Cause and Effect In this tale, Coyote tried to trick Rabbit. This caused other things to happen. Copy the chart below. Write what happened. Lesson 24 BLACKLINE MASTER Name Date Read and answer the questions. 1. What does the lightning do to the rock? The lightning makes the rock fall into the canyon. Cause Coyote tried to trick Rabbit. Effect 2. Why can t Rabbit get out of the canyon? The rock is blocking the way out of the canyon. Write About It Text to World Make notes for a research report about folktales about Coyote. Include details that help readers learn about these special kinds of folk tales What happens when Rabbit tells Coyote to look to the side when he runs? Coyote falls into the canyon. Making Connections Do you know another story where someone gets tricked? What is the story? What is the trick? Write your answer in your Reader s Notebook. Read directions to children. 12, Unit 5: Changes, Changes Everywhere. All rights reserved. 5 Lesson 24:

6 Name Date Thinking Beyond the Text Write a paragraph answering the following question: What lesson do you think Coyote learned in the tale? Use details from the story in your answer. 6 Lesson 24:

7 Name Read and answer the questions. Date Lesson 24 BLACKLINE MASTER What does the lightning do to the rock? 2. Why can t Rabbit get out of the canyon? 3. What happens when Rabbit tells Coyote to look to the side when he runs? Making Connections Do you know another story where someone gets tricked? What is the story? What is the trick? Write your answer in your Reader s Notebook. 7 Lesson 24:

8 Student Date Lesson 24 BLACKLINE MASTER LEVEL J Running Record Form page Selection Text Errors Self-Corrections 3 Coyote and Rabbit did not get along. Coyote was fast and swift. He was smart, too. But Rabbit was faster. And Rabbit was smarter. The two animals could not live together peacefully. So Coyote wanted to teach Rabbit a lesson. 4 In the morning, Hawk and Crow were talking. Coyote listened to them. Crow said, That was a big storm last night! Hawk said, Yes! It was a big storm! Lightning hit a tree and started a fire. It blazed up and over the canyon. Comments: Accuracy Rate (# words read correctly/84 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly cat 0 Repeated word, sentence, or phrase Omission cat 0 cat 1 Behavior Code Error Substitution cut cat 1 Self-corrects cut sc cat Insertion the ˆcat 1 Word told T 1 cat Lesson 24: