The Giant and the Frippit
Written by Linda Strachan
Illustrated by James Cotton
Overview: A small frippit and a giant are neighbors.What happens
when the frippit plays some tricks? Read to find out.
DETERMINING THE PURPOSE
Matching Readers with Books ★ LITERACY SKILLS
This book is for children who can:
• identifying and reading contractions
• understand how problems are
Level 11 presented and can be resolved
• identifying root words
• distinguishing types of genre
• read a number of reinforced
• using knowledge of word families
Vocabulary • read text that is moderately
supported by illustrations ESL•ELL
Opportunities • position words
Use these words as a
guide to help children ★ COMPREHENSION STRATEGY
• utilizing text features and text structures
to determine importance
Setting the Scene
Introduce the book and share an overview with children. Activate prior
knowledge by discussing fairy tales and the unusual characters that are often
Talk about the cover. Explain that frippit is a made-up word and that it
To prompt children to discuss
fairy tales, display a few books describes a made-up character.
within this genre, especially How do you think the giant and the frippit feel about each other? Why?
those with vivid illustrations.
Ask about the books’ unusual
characters, settings, and events. Reading the Text
Coaching Point Step 1: Book Talk
You may want to remind
1. Have children turn to the title page. Read the title and the names of the
children of some of the made- author and illustrator.
up characters from Dr. Seuss The frippit has his hand on his head and seems to be thinking hard about
books, such as the lorax, the something. What do you think the frippit might be thinking about?
sneetches, or the grinch.
2. Have children turn to page 2.
What does this picture show? Where do the frippit and the giant live? Let’s read
3. Have children look at page 3.
344 Guided Reading Level 11
What kind of person do you think the giant is? What makes you think that? He
certainly has lots of animals around him. Let’s read the page to find out what he
thinks about all those animals.
4. Ask children to turn to pages 4 and 5.
The frippit looks angry on page 4. I wonder why. It looks like the giant and the
animals are having fun together. Let’s read pages 4 and 5 to find out what happens.
How could the frippit get away with this? How do these characters remind you of
other characters you know in other fairy tales?
5. Have children turn to pages 6–10.
The giant noticed that his picnic is missing. Where does he go to find it? What do
you think the frippit says? Let’s read the pages. Remember to read the words at the
bottom of page 7. What else did the frippit take? Why do you think the words at the
bottom of the page are in dark, capital letters? ESL • ELL
6. Have children look at pages 11–13.
Use gestures to help children
Oh no! Look what has happened to the frippit. If you were the giant, would you catch understand the position words
the frippit? Why or why not? What do you think the giant will do with the frippit? down and in. Have children copy
7. Have children look at pages 14 and 15. your gestures and say the words.
Were you right? What are some things the giant did for the frippit? How do you
think the frippit feels now about what he did? Let’s read what the frippit says on Coaching Point
page 15. The quotation marks will help you find the frippit’s words. What do you
Explain that the words BUT HE
think will happen next? DID! are in dark print and
8. Have children turn to page 16. capital letters because they tell
How do you think the giant and the frippit feel about each other now? Why do you the truth about what the frippit
did. They should be read with
think so? How does this ending make you feel?
emphasis. If necessary, model
Step 2: Individual Reading how to do so.
Have each child reread the whole book alone or in pairs. Remind children to
look at the pages carefully for words that are above and below the illustrations.
Observe children as they read.
✓ Think about and note, mentally or in writing, the following: ✓Assessment
• Did children read this story with inflection and feeling? Did they change
their reading voice when they came across dark type, italics, and words all
in capital letters?
• What did children do when they came to a difficult word? Did they sound
it out? Look at the pictures for clues? Figure out what word made sense in
• Were children able to use their knowledge of word families? Could they
chunk the word into syllables or familiar root words?
Returning to the Text
1. Discuss the book. Use open-ended questions.
How did the frippit and giant get along at the beginning of the story? Why did the
frippit change at the end of the story?
2. Depending on children’s success with the book, address one or more of the
following teaching points.
★ COMPREHENSION STRATEGY
★ Text features and structures Have children turn to page 12. Explain that
The Giant and the Frippit Level 11 345
sometimes authors change how the words look to help readers understand
and enjoy the story more.
Sometimes how the words look is also important. It looks to me as if the words on
page 12 are falling down the page. When I read these words, I discover that they tell
about the frippit falling down.
Then model for children how to stress these words by reading them aloud.
Have children look through the book to find other examples of dark
letters or slanted letters.
Which words did you have trouble reading? What did you do to help yourself? Did you
look at the pictures? Did you sound out the words? Did you look for a familiar chunk?
★ LITERACY SKILLS
★ Identifying and reading contractions Explain that a contraction is a
short way to write two words and that an apostrophe takes the place of
ESL • ELL letters that are left out.
Encourage children to identify other contractions in the book.
Make sure children don’t
confuse apostrophes with ★ Identifying root words Have children read page 2 and identify the word
accent marks. lived. Explain that this is a word to which an ending has been added. Help
children identify the root word live and the ending -ed. Repeat for the
Coaching Point word liked on page 3. Encourage children to look for other words in this
book to which endings have been added. Ask children to identify the root
Write the words did not on the word and the ending each time.
board. Erase the o and place an
apostrophe in its place. Then ★ Distinguishing types of genres Explain that a fairy tale often has magic,
rewrite the word didn’t as one things that happen in threes, and imaginary characters.
word. Point out the apostrophe. What makes this story a fairy tale?
★ Using knowledge of word families to decode Have children turn to
Find the word good. Cover the g with your finger. What other word on this page do
you see with these letters? Now turn to page 8. Find the word took. Do you see
another word with the letters -ook? What other words can you make by changing
the first letter in took?
3. Invite children to reread the story independently or in pairs.
Responding to the Text
Practice fluency by reminding Optional independent response activities are listed below.
children that punctuation should
be the guide when reading ✓ Reread the book. Invite children to read The Giant and the Frippit on
aloud. Encourage children
to pause at commas and to let ✓ Write about the book. Invite children to write about the book in their
their voices fall at the end of literature response journals or have them suggest their own writing projects
sentences that have periods and related to this book.They may want to draw a picture of something that
rise at the end of sentences that
happened to the giant or frippit before this story begins. Encourage
have question marks.
children to write a sentence about their picture. Or, they may want to write
and tell what it would be like to have the frippit as their neighbor.
✓ Experience the book in a new way. Children may want to write a poem
and draw a picture about the frippit and the giant.They may also want to
write about what the giant and the frippit do together next.
346 Guided Reading Level 11
Day 2 Optional Further Practice
Revisiting the Text
1. Review the book The Giant and the Frippit. Children may also wish to share
their work from Responding to the Text.
What is the giant like? What is the frippit like? What happens to change the
relationship between the giant and the frippit?
2. Have the children reread the book independently or in pairs.
Reinforcing the Text
Reinforce the ideas and skills featured in this book, using any of the
following suggested activities.
Using the book for writing Select a follow-up activity from the list below,
or invite children to provide their own writing project based on this book.
• Invite children to write a note of apology from the frippit to the giant.
• Children may design a house the giant and frippit could live in together.
Draw the house and write labels to show its parts and rooms.
• Have children think of an unusual, make-believe character like a frippit or
a giant that could be in a fairy tale. Ask children to draw a picture of this
character and give it a name.They can also write a sentence describing
• Mini-lesson 24: Contractions • Rhyme Chart 26: Arf! Arf!
• Strategy Card: Writers • Teaching Card 26:
daydream and imagine. Contractions with n’t
• Rhyme Chart 29: Little Mouse
• Teaching Card 29: Action Word
Endings -ed, -ing
Responding to the Text
Optional independent follow-up activities are listed below.
• Select a different activity from the choices listed under Responding to the
Text for Day 1. T FOR YOU
• Finish the writing project started in the small-group writing lesson. JUS
• Continue working with the Wonder Writers and Word Works materials Only the educated are free.
used in the small-group lesson. —Epictetus
The Giant and the Frippit Level 11 347