21 Forest Stew - Houghton Mifflin Harcourt of the Text Genre • Fantasy Text Structure • Third-person narrative • Chronological order • Repeated elements Content • Ingredients

Characteristics of the Text Genre • Fantasy

Text Structure • Third-person narrative• Chronological order• Repeated elements

Content • Ingredients for stew• Spice from herbs• Sharing with friends

Themes and Ideas • 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.

Language and Literary Features

• Repetition of words, phrases, and sentences • Dialogue used to show problem and solution

Sentence Complexity • Simple and compound sentences, with phrases• Sentences of twelve words or fewer• Split dialogue

Vocabulary • Food names: beans, onion, potato, rice, carrots, honey, herb, spiceWords • One- two- and three-syllable words with varied spelling patterns

• ContractionsIllustrations • Illustrations convey playfulness.

Book and Print Features • Illustration above text on each of nine pages• One four-part illustration shows sequence of events.• Most sentences begin on a new line.

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

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Number of Words: 239

L E S S O N 2 1 T E A C H E R ’ S G U I D E

Forest Stewby Nita Shah

Fountas-Pinnell Level HFantasySelection SummarySkunk is making her favorite stew, but it doesn’t taste good. She calls her friends Dog, Rabbit, and Bear, and each adds an item, but the stew still doesn’t taste good. Finally Skunk remembers to add spice. The friends stay up all night eating the newly named Forest Stew, made with spice and everyone’s favorite foods.

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Forest Stew by Nita Shah

Build BackgroundRead the title to children and make sure they understand what stew 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 stew have you eaten? How does a cook make stew?

Introduce the TextGuide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions:

Page 2: Tell children that in this story Skunk and her animal friends get together to cook some stew. Suggested language: Turn to page 2. Skunk was hungry. She thought that she would make her favorite stew. 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 put in the pot? The book says: Skunk puts some beans in the pot. She put an onion in the pot. She put a potato in the pot. Find these foods in the pictures.

Page 4: Skunk told her friends that something was missing from her stew. What does she mean? How do you think her friends will try to help? Look at Dog for a clue.

Now turn back to the beginning of the story and read to fi nd out how Skunk and her friends make stew.

better

night

pretty

saw

thought

told

turned

window

Words to Know

2 Lesson 21: Forest StewGrade 1© Houghton Mifflin Harcourt Publishing Company

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

Respond to the TextPersonal ResponseAsk children to share their personal responses to the story. Begin by asking what they liked best about the book, or what they found interesting.Suggested language: Would you like to eat Forest Stew? Why or why not?

Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Skunk is making her favorite stew, but it doesn’t taste good.

• Dog, Rabbit, and Bear add foods to the stew, but it still doesn’t taste good.

• Skunk remembers to add spice, and the friends share Forest Stew.

• One little thing can make a big change in how food tastes.

• Everyone can add a part to make the whole better.

• Friends help each other solve problems.

• The animal characters dress and act like people.

• The writer repeats words to show that foods are added again and again.

• 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 SupportFluencyInvite 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 WorkProvide practice as needed with words and sounds, using one of the following activities:• Clapping Syllables Say words from Forest Stew 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, roared, add-ed.

• Syllable Pattern VC/CV Display these words from Forest Stew: suggest, forgot, garden, window, rabbit, better. Have children fi nd 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.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 21.7 and guide them in answering the questions.

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

Target Comprehension SkillStory Structure

Target Comprehension Skill 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 stew, but something seems to be missing from it. Her friends add different foods. Then Skunk remembers to add spice. At the end, the friends share the new kind of stew.

Practice the SkillHave children answer the questions Who? and Where? and What happens? about another story they know.

Writing PromptRead aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.

Which food in Forest Stew would you like to taste? Draw a picture of the food.

Write about the food in your picture.



Read directions to children.

Think About ItWrite an answer to the question. Responses may vary.

1. Why doesn’t Skunk’s stew taste good?

Skunk forgot to put inthe spice.

Making Connections Think about something

you have helped to make in the kitchen. Write

some sentences about what you made.

10 Grade 1, Unit 5: Watch us Grow

Name

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

Forest StewThink About It

Lesson 21B L A C K L I N E M A S T E R 2 1 . 8

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English Language LearnersFront-Load Vocabulary Help children with the food names in the story, using the illustrations and familiar examples: stew, beans, onion, potato, rice, carrots, honey, spice.

Oral Language DevelopmentCheck the children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What is Skunk making?

Speaker 2: stew

Speaker 1: Does Skunk say it is good or not good?

Speaker 2: not good

Speaker 1: What is Skunk putting in the stew on page 5?

Speaker 2: carrots

Speaker 1: What is Skunk’s problem?

Speaker 2: Her stew doesn’t taste good.

Speaker 1: How do the friends try to help Skunk?

Speaker 2: They add foods to the stew.

Speaker 1: What is the last thing that Skunk adds?

Speaker 2: She adds spice to the stew.

Speaker 1: What are all the foods in Forest Stew?

Speaker 2: Forest Stew has beans, an onion, a potato, rice, carrots, honey, and spice.

Speaker 1: Why does Dog say “Wow!” on page 9?

Speaker 2: He tastes the stew and thinks it’s great.



Name Date

Forest StewWhich food in Forest Stew would you like to taste? Draw a picture of the food.

Write about the food in your picture.



Think About ItWrite an answer to the question.

1. Why doesn’t Skunk’s stew taste good?

Making Connections Think about something

you have helped to make in the kitchen. Write

some sentences about what you made.

Name

Forest StewThink About It

Lesson 21B L A C K L I N E M A S T E R 2 1 . 7



1413338

Student Date Lesson 21

B L A C K L I N E M A S T E R 2 1 . 1 3

Forest StewRunning Record Form

Forest Stew • LEVEL H

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

Skunk put her big pot

on the stove.

She thought to herself,

“I’m so hungry! I’ll make my

favorite stew.”

Skunk put some beans in the pot.

She put an onion in the pot.

She put a potato in the pot.

She tasted the stew.

“It doesn’t taste good!” she cried.

She called her friends to ask

for help.

Comments: Accuracy Rate (# words read

correctly/59 x 100)

%

Self-Correction Rate

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

1:



Documents

21 Forest Stew - Houghton Mifflin Harcourt of the Text Genre • Fantasy Text Structure • Third-person narrative • Chronological order • Repeated elements Content • Ingredients