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					                                    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
                                       high-frequency words
                                                                                          to decode
       Vocabulary                    • read text that is moderately
                                       supported by illustrations                         ESL•ELL
      Opportunities                                                                   • position words
 Use these words as a
                                    Teaching Focus
 guide to help children             ★ COMPREHENSION STRATEGY
 with vocabulary.
                                    • utilizing text features and text structures
 frippit
                                      to determine importance
 giant
 picnic



                                      Days 1
                                      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
                                    in them.
                                    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
                                        the page.
                                     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
   the sentence?
• 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.
                                    ★ Fix-up/Solve
                                       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
                                       page 3.
                                       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
✓Fluency
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
                                      their own.
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

✓Assessment
                                      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
    the character.

 • 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

				
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