Skunk Cooks Soup - Houghton Mifflin Harcourt

LESSON 21 TEACHER’S GUIDE
Skunk Cooks Soup
by Nita Shah
Fountas-Pinnell Level G
Fantasy
Selection Summary
Skunk is making her favorite soup, but it doesn’t taste good. She calls
her friends Dog, Rabbit, and Bear, and each adds an item, but the
soup still doesn’t taste good. Finally Skunk remembers to add spices.
The friends stay up all night eating the soup made with spices and
everyone’s favorite foods.
Number of Words: 299
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Fantasy
• Third-person narrative
• Chronological order
• Repeated elements
• Ingredients for soup
• Sharing with friends
• Cooks use the right ingredients to make food taste good.
• Friends can solve a problem together.
• A meal is especially good when it’s shared.
• Repetition of words, phrases, and sentences
• Dialogue used to show problem and solution
• Simple and compound sentences, with phrases
• Sentences of twelve words or fewer
• Split dialogue
• Food names: beans, onion, potato, rice, carrots, honey, spice
• Some target vocabulary highlighted in text
• One- two- and three-syllable words with varied spelling patterns
• Illustrations convey playfulness.
• Illustration above text on each of nine pages
• One four-part illustration shows sequence of events.
• Most sentences begin on a new line.
• Labels name characters and things in many illustrations.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Skunk Cooks Soup
by Nita Shah
Build Background
Read the title to children and make sure they understand what soup is. Talk about the
cover illustration, asking children how they can tell this story could not happen in real life.
Anticipate the text with questions like these: What kinds of soup have you eaten? How
does a cook make soup?
Front-Load Vocabulary Some everyday words may be unfamiliar to English
learners. Before reading, check understanding of the following words: soup, hungry,
beans, potato, onion, rice, carrots, honey, worried, spices.
Introduce the Text
Guide children 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
labels. Here are some suggestions:
Page 2: Tell children that in this story Skunk and her animal friends get together
to cook some soup. Explain that the pictures in this story have labels that name
characters and things.
Suggested language: Turn to page 2. Skunk was hungry. She thought that she
would make her favorite soup. Say thought. Thought begins with the /th/ sound.
Find the word thought on the page.
Page 3: Remind children to use information from the pictures to help them read.
Now on page 3, what do the pictures show Skunk putting in the pot? Remember
to use the labels to help you read. You can see that Skunk put some beans in the
pot. She put an onion in the pot. She put a potato in the pot. But she didn’t put
a telephone in the pot! The book says she used the telephone to call her friends
because the soup didn’t taste good. Why might she call her friends? Cultural
Support: People make soup all around the world. Invite children to talk about their
favorite kinds of soup.
Page 4: Skunk told her friends that she needed help with her soup. How do you think
her friends will try to help? Look at the picture of Dog for a clue. What is Dog holding?
Page 5: Use the labels in the picture on page 5 to discover what Rabbit put in the
soup. With Rabbit’s help, Skunk tasted the soup and said: “My soup is better!” Say
better. What sound do you hear first in the word better? Point to the word better.
Now turn back to the beginning of the story and read to find out how Skunk and
her friends made a good soup.
Words to Know
better
pretty
thought
turned
night
saw
told
window
Grade 1
2
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Read
As children read, observe them carefully. Guide them as needed, using language that
supports their problem-solving ability.
Respond to the Text
Personal Response
Ask children to share their personal responses to the story. Begin by asking what they
liked best about the book, or what they found interesting.
Suggested language: Would you like to eat Skunk’s soup? Why or why not?
Ways of Thinking
As you discuss the text, make sure children understand these teaching points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• Skunk is making her favorite
soup, but it doesn’t taste good.
• One little thing can make a big
change in how food tastes.
• The animal characters dress and
act like people.
• Dog, Rabbit, and Bear add foods
to the soup, but it still doesn’t
taste good.
• Everyone can add a part to make
the whole better.
• The writer repeats words to
show that foods are added again
and again.
• Skunk remembers to add spices,
and the friends share soup.
• Friends help each other solve
problems.
• The writer wanted to make up a
story about food that was also
about friendship.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Support
Fluency
Invite children to choose one or two pages to read aloud. Remind them to pay attention to
where the quotation marks begin and end and to try to sound like the talking character.
Phonemic Awareness and Word Work
Provide practice as needed with words and sounds, using one of the following activities:
• Clapping Syllables Say words from Skunk Cooks Soup that have one, two, or three
syllables. Have children repeat each word and clap with each syllable. Words to use:
hon-ey, Bear, car-rots, po-ta-to, get-ting, gray, wor-ry, soup.
• Syllable Pattern VC/CV Display these words from Skunk Cooks Soup: carrot, garden,
window, rabbit, better. Have children find the two consonant letters between two
vowels in each word and draw a line between them to show syllables. Ask them to say
each word syllable by syllable and then say the whole word naturally.
Grade 1
3
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Writing About Reading
Critical Thinking
Read the directions for children on BLM 21.10 and guide them in answering
the questions.
Responding
Read aloud the questions at the back of the book and help children complete the activities.
Target Comprehension Skill
Story Structure
Tell children that they can think about a story by
answering the questions Who? Where? and What happens? Model how to think about
story structure:
Think Aloud
Who is the story about? The main character is Skunk. Where does the
story take place? The setting is her kitchen. What happens? Skunk is
trying to make soup, but something seems to be missing from it. Her
friends add different foods. Then Skunk remembers to add spices. At the
end, the friends share the new kind of soup.
Practice the Skill
Have children answer the questions Who? and Where? and What happens? about another
story they know.
Writing Prompt
Read aloud the following prompt. Have children draw and write their response, using the
writing prompt on page 6.
Which food in Skunk’s soup would you like to taste? Draw a picture of the food.
Write about the food in your picture.
Grade 1
4
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English Language Learners
Reading Support Pair advanced and intermediate readers to read the story softly
aloud. You may also wish to have children listen to the audio or online recordings.
Oral Language Development
Check the children’s comprehension, using a dialogue that best matches their
English proficiency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/ Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: What is Skunk making?
Speaker 1: What is Skunk’s problem?
Speaker 2: soup
Speaker 2: Her soup doesn’t taste good.
Speaker 1: What are all the foods
in Skunk’s soup?
Speaker 1: Does Skunk say it is good
or not good?
Speaker 1: How do the friends try to
help Skunk?
Speaker 2: not good
Speaker 2: They add foods to the soup.
Speaker 1: What is Skunk putting in the
soup on page 5?
Speaker 1: What is the last thing that
Skunk adds?
Speaker 2: carrots
Speaker 2: She adds spice to the soup.
Speaker 2: The soup has beans,
an onion, a potato, rice, carrots,
honey, and spices.
Speaker 1: What does Dog say
about the soup on page 9?
Speaker 2: He says that Skunk
cooks pretty good soup and that
it tastes good.
Lesson 21
BLACKLINE MASTER 21.10
Name
Think About It
Skunk Cooks Soup
Think About It
Write an answer to the question.
Responses may vary.
1. Why do all of Skunk’s friends like what is in the soup?
All of Skunk’s friends put the foods they
liked the best into the soup.
Making Connections Think about what you
would put in soup. Write some sentences about
your soup.
Read directions to children.
Think About It
12
Grade 1, Unit 5: Watch us Grow
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Grade 1
5
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Name
Date
Skunk Cooks Soup
Which food in Skunk’s soup would you like
to taste? Draw a picture of the food.
Write about the food in your picture.
Grade 1
6
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Lesson 21
BLACKLINE MASTER 21.10
Name
Think About It
Skunk Cooks Soup
Think About It
Write an answer to the question.
1. Why do all of Skunk’s friends like what is in the soup?
Making Connections Think about what you
would put in soup. Write some sentences about
your soup.
Grade 1
7
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Student
Lesson 21
Date
BLACKLINE MASTER 21.15
Skunk Cooks Soup • LEVEL G
page
2
Skunk Cooks Soup
Running Record Form
Selection Text
Errors
Self-Corrections
Accuracy Rate
Self-Correction
Rate
Skunk was hungry. She
wanted to eat. She thought
about cooking soup to eat.
“I like to eat soup when I
am hungry!” Skunk said. She
put her big pot on the stove.
3
Skunk put beans in the pot.
Skunk put a potato and an onion
in the pot. Then Skunk ate some
soup. Then soup was bad!
Skunk used the telephone to
call her friends. “My soup is not
good!’’ Skunk told her friends.
Comments:
(# words read
correctly/75 × 100)
(# errors + #
Self-Corrections/
Self-Corrections)
%
1:
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 1
Behavior
Error
0
0
1
8
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
Word told
T
cat
cat

Error
1413338
Behavior
1
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