21 Skunk Cooks Soup - Houghton Mifflin Harcourt€¦ · · 2012-08-16Characteristics of the Text ... her friends made a good soup. better night pretty saw thought told turned window

Characteristics of the Text Genre • Fantasy

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

Content • Ingredients for soup• 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, spice• Some target vocabulary highlighted in text

Words • One- two- and three-syllable words with varied spelling patternsIllustrations • 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.• Labels name characters and things in many illustrations.

© 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: 299

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

Skunk Cooks Soupby Nita Shah

Fountas-Pinnell Level GFantasySelection SummarySkunk 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.

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Skunk Cooks Soup by Nita Shah

Build BackgroundRead 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 TextGuide 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 fi rst in the word better? Point to the word better.

Now turn back to the beginning of the story and read to fi nd out how Skunk and her friends made a good soup.

better

night

pretty

saw

thought

told

turned

window

Words to Know

2 Lesson 21: Skunk Cooks SoupGrade 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 Skunk’s soup? 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 soup, but it doesn’t taste good.

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

• Skunk remembers to add spices, and the friends share soup.

• 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 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 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 21.10 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 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 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 Skunk’s soup 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 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.

12 Grade 1, Unit 5: Watch us Grow

Name

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

Skunk Cooks SoupThink About It

Lesson 21B L A C K L I N E M A S T E R 2 1 . 1 0

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English Language LearnersReading 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 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: soup

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

Speaker 2: not good

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

Speaker 2: carrots

Speaker 1: What is Skunk’s problem?

Speaker 2: Her soup doesn’t taste good.

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

Speaker 2: They add foods to the soup.

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

Speaker 2: She adds spice to the soup.

Speaker 1: What are all the foods in Skunk’s 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.



Name Date

Skunk Cooks SoupWhich food in Skunk’s soup 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 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.

Name

Skunk Cooks SoupThink About It

Lesson 21B L A C K L I N E M A S T E R 2 1 . 1 0



1413338

Student Date Lesson 21

B L A C K L I N E M A S T E R 2 1 . 1 5

Skunk Cooks SoupRunning Record Form

Skunk Cooks Soup • LEVEL G

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 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.

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: Accuracy Rate (# words read

correctly/75 × 100)

%

Self-Correction Rate

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

1:


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21 Skunk Cooks Soup - Houghton Mifflin Harcourt€¦ · · 2012-08-16Characteristics of the Text ... her friends made a good soup. better night pretty saw thought told turned window