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Grade 1Core Knowledge Language Arts Skills StrandFablesUnit 3 Big Book

FablesUnit 3 Big BookSkills StrandGrade 1Core Knowledge Language Arts

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Table of ContentsFablesUnit 3 Big BookKing Log and King Crane. . . . . . . . . 2The Two Dogs. . . . . . . . . . . . . . . . . . 12The Hares and the Frogs . . . . . . . . 24The Two Mules. . . . . . . . . . . . . . . . . . 28The Dog and the Mule . . . . . . . . . . 34The Bag of Coins . . . . . . . . . . . . . . 40The Dog and the Ox. . . . . . . . . . . . 48The Fox and the Grapes. . . . . . . . . 54

Pausing Point (Stories for Assessment and Enrichment)The Fox and the Hen. . . . . . . . . . . . 58The Fox and the Crane. . . . . . . . . . 66The Tree and the Reeds . . . . . . . . . 70The Moon . . . . . . . . . . . . . . . . . . . . 76

King Log and King CraneOnce the frogs said, “We wishwe had a king! We need a king!We must have a king!”The frogs spoke to the gods.They said, “We ask you, the gods,to send us a king!”2


“The frogs are fools,” said thegods. “As a joke, let us send thema big log to be their king.”The gods got a big log and letit drop. The log fell in the pondand made a big splash.The frogs were scared of thelog. They said, “King Log is strong!We must hide from him in thegrass!”4


As time went by, the frogscame to see that King Log wastame. He did not bite. He did notrun. He just sat there.“King Log is not a strong king!”said one frog.“I wish we had a strong king!”“I do, too!”“We must have a strong king!”The frogs spoke to the gods.They said, “We ask you, the gods,to send us a strong king, andsend him soon!”6


This time the gods sent a craneto be king of Frog Land.King Crane was not like King Log.He did not just sit there. He ran faston his long legs, and he ate lots ofthe frogs.8


The frogs were sad.“King Crane is a bad king,” theysaid. “We miss King Log! He was afine king. We made a bad trade!”The frogs spoke to the gods.They said, “We ask you, the gods, tosend us back King Log!”The gods were mad. “Fools!” theysaid. “You said you must have astrong king. We sent you one. He isyours to keep!”10


The Two DogsOnce two dogs met. One ofthem was a tame dog who madehis home with men. One was adog who ran free.The dog who ran free staredat the tame dog and said, “Why isit that you are so plump and I amso thin?”12


“Well,” said the tame dog, “I amplump becau se the men feed me.I do not have to run all the timeto get my food. My job is to keepthe home safe when the men arein their beds. When they wakeup, they feed me scraps of foodfrom their plates.”14


“Your life must be a fine life,”said the thin dog. “I wish my lifewere like yours.”The plump dog said, “If you willhelp me keep the home safe, Ibet the men will feed you, too.”“I will do it!” said the thin dog.16


But just as the thin dog saidthis, the moon shone on the neckof the plump dog.The thin dog said, “What is thaton your neck?”“I am on a rope when the sunis up,” said the plump dog.“Rope?” said the thin dog. “Dothey keep you on a rope?”18


“Yes,” said the plump dog.“When the moon is up, the menlet me run free, but when the sunshines, they keep me on a rope.I can not run and be free whenthe sun is up, but it is not so bad.”20


“No, no!” said the thin dog, ashe ran off. “I will not have a ropeon my neck. You can be plump. Iwill be free!”22


The Hares and the FrogsThree hares stood in the grass.“I am sad,” one of them said. “Iwish we were brave.”“So do I,” said the next one.“But we are not brave. A splashin the brook scares us. The windin the grass scares us. We arescared all the time.”“Yes,” said the last one. “It issad to be a hare.”24


Just then there was a splash inthe brook. The splash scared thehares. They ran off to hide. Asthey ran, they scared a bunch offrogs.“Look,” said one of the hares.“The frogs are scared of us!”“Yes, they are!” said the nexthare. “They are scared of us! Well,I’m glad I am not a frog!”“Yes!” said the last hare. “In theend, it is good to be a hare!”26


The Two MulesOnce a man went on a tripwith two mules. He set five packson one mule and five packs onthe next one.The black mule was strong. Themule with spots was not as strong,and by noon, he was tired. Themule with the spots felt the packspress on his back, and he couldnot keep up with the black mule.28


The mule with the spots spoketo the black mule. “I hate to ask,”he said, “but would you help mewith my packs?”The black mule did not stop tohelp the mule with spots.“I have my five packs and youhave your five,” he said.30


The mule with spots went on aslong as he could. At last, he felland could not get up.The man set all ten of thepacks on the black mule.“What a fool I was!” the blackmule said. “I did not help the mulewith spots when I should have. IfI had, I would not have to lift allof his packs as well as mine.”32


The Dog and the MuleOnce there was a man whohad a dog and a mule. The mangave the dog scraps of foodfrom his plate. He let the dog lickhis spoon. The dog would sit onthe man’s lap and lick him. Theman would rub the dog and kisshim.34


The mule would look in and seethe dog on the man’s lap. He feltsad. He felt left out.“The man feeds me,” said themule, “but I do not get food fromhis plate. I’m left out becau seI am a mule. I should act like adog. If I do that, the man will likeme just as much as he likes thedog.”36


So the mule left his pen andwent in the man’s home. He sethis feet on the man’s lap andgave the man a big, wet lick.The man was scared. He gavea shout and let his plate drop. Itbroke with a crash. The man felldown, too.When the man got up, he wasmad at the mule. He made themule run back out to his pen.38


The Bag of CoinsOnce two men went on a trip.One of them found a bag ofcoins on the ground, at the footof a tree.“Look what I found!” he said.“It is a bag of coins!”40


“Good!” said the next man.“We can count the coins and seewhat we have!”“No,” said the man with thebag. “The coins in this bag arenot our coins. They are my coins.I found them. They are all mine!”42


Just then there was a loudshout. There were a bunch ofmen and they were mad.“Look!” they shouted. “There isa man with the bag. He stole ourcoins!”“Get him!” said the rest.44


The man with the coins wasscared. “Those men are mad,”he said. “If they see us with thecoins, we will be in a bad spot.”“No, no,” said the man next tohim. “If they see you, you will bein a bad spot. Those are not ourcoins. Those are your coins. Youfound them. They are all yours.”46


The Dog and the OxOnce a dog took a nap ona pile of straw in a box. But thestraw in the box was not a bed.When the ox came home, hesaw the straw in his food box.But he could not get to the strawbecause the dog was on top of it.48


“Dog,” said the ox, “could yousleep up in the loft? I would like tomunch on the straw in my foodbox.”The dog woke up, but he wouldnot get off the straw. He wasmad that the ox woke him up.50


At last, a man came in and sawthe dog on the straw.“Bad dog!” said the man. “Youdid not need that straw, butyou would not let the ox have it!Shame on you! Get up!”52


The Fox and the GrapesA fox saw a bunch of ripegrapes that hung from thebranch of a tree.The fox said, “Those grapeslook good. I will get them andmake them my lunch.”The fox stood up on his backlegs, but he could not grab thegrapes.54


The fox made a hop, but hecould not grab the grapes.The fox ran and made a bigjump, but he still could not get thegrapes.At last, the fox sat down on theground.“What a fool I am!” said thefox. “I can tell that those grapesare sour. They would not havemade a good lunch.”56


The Fox and the HenA hen sat in a tree. A red foxran up to the tree.“Did they tell you?” said the fox.“Tell me what?” said the hen.58


“They have made a law,” saidthe fox. The law says that we mustall be pals. Dogs are not to chasecats. They must be pals. Cats arenot to chase rats. They must bepals. Dog and cat, fox and hen,snake and rat must all be pals! Sojump down here and let me hugyou!”60


“Well, that sounds swell!” saidthe hen. “But, all the same, I will situp here a bit.”Then the hen said, “What’s thatI see?”“Where?” said the fox. “What isit?”“It looks like a pack of dogs,”said the hen.“Dogs!” said the fox. “Then Imust get out of here!”62


“Stop!” said the hen. “The lawsays that dog and fox must bepals. So you are safe!”But the fox did not stop. He ranoff.The hen just smiled.64


The Fox and the CraneThe fox saw the crane andsaid, “Crane, will you have lunchwith me?”The crane said, “I will.”The crane came and sat downwith the fox in his den.The fox was up to a trick. Hegave the crane some food, buthe gave it to him in a flat stonedish. The crane could not get thefood becau se of the shape ofhis bill. The fox smiled at his trick.He ate up all of his food.66


The next week the crane sawthe fox and said, “Fox, will youhave lunch with me?”The fox said, “That would begood. I will.”This time the crane was up toa trick. He gave the fox milk, buthe gave it to him in a glass witha long, thin neck. The fox couldnot get the milk becau se of theshape of his nose.68


The Tree and the ReedsA proud tree stood next to agrove of reeds. When a gust ofwind came, the reeds bent in thewind. But the proud tree did notbend at all. It stood up to thewind.70


“It is too bad that you can’tstand up to the wind as I can!”said the tree to the reeds.“We bend so that we will notcrack,” said the reeds.“There is no wind that cancrack me!” said the tree in itspride.“We shall see!” said the reeds.72


The next week a big windcame. The tree was brave. Itstood up a long time. But thegusts of wind were too strong. Atlast, there was a loud crack. Thetree fell with a crash.The reeds bent in the strongwind, but they did not crack. Theystill stand by the brook. You cansee them wave in the wind nextto the roots of the tree.74


The MoonThe moon said, “I wish I had adress. Mom, will you make me adress?”The moon’s mom said, “I willnot make you a dress, my sweet.”76


“Why not?” said the moon.“Becau se you wax and youwane,” said the moon’s mom.“One week you are big andround. The next week you arethin. One week you are all there.The next week there is just a bitof you. No one can make adress that will fit you in all of yourshapes!”78


About this BookThis book has been created for use by students learning to read with the CoreKnowledge Reading Program. Readability levels are suitable for early readers. Thebook has also been carefully leveled in terms of its “code load,” or the number ofspellings used in the stories.The English writing system is complex. It uses more than 200 spellings to standfor 40-odd sounds. Many sounds can be spelled several different ways, and manyspellings can be pronounced several different ways. This book has been designedto make early reading experiences simpler and more productive by using a subset ofthe available spellings. It uses only spellings that students have been taught to soundout as part of their phonics lessons, plus a handful of Tricky Words, which have alsobeen deliberately introduced in the lessons. This means that the stories will be 100%decodable if they are assigned at the proper time.As the students move through the program, they learn new spellings and the “codeload” in the decodable Readers increases gradually. The code load graphic on thispage indicates the number of spellings students are expected to know in order toread the first story of the book and the number of spellings students are expected toknow in order to read the final stories in the book. The columns on the inside backcover list the specific spellings and Tricky Words students are expected to recognizeat the beginning of this Reader. The bullets at the bottom of the inside back coveridentify spellings, Tricky Words, and other topics that are introduced gradually in theunit this Reader accompanies.Visit us on the web at www.coreknowledge.org

Core Knowledge Language ArtsSeries Editor-in-ChiefE. D. Hirsch, Jr.PresidentLinda BevilacquaEditorial StaffCarolyn Gosse, Senior Editor - PreschoolKhara Turnbull, Materials Development ManagerMichelle L. Warner, Senior Editor - Listening & LearningMick AndersonRobin BlackshireMaggie BuchananPaula CoynerSue FultonSara HuntErin KistRobin LueckeRosie McCormickCynthia PengLiz PettitEllen SadlerDeborah SamleyDiane Auger SmithSarah ZelinkeDesign and Graphics StaffScott Ritchie, Creative DirectorKim BerrallMichael DoneganLiza GreeneMatt LeechBridget MoriartyLauren PackConsulting Project Management ServicesScribeConcepts.comAdditional Consulting ServicesAng BlanchetteDorrit GreenCarolyn PinkertonAcknowledgmentsThese materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out herealready know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generouslyfor the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful.Contributors to Earlier Versions of these MaterialsSusan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson,Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. WilliamsWe would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the earlydevelopment of this program.SchoolsWe are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials andfor their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake LureClassical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer ChallengeFoundation Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (JosephO. Loretan), PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (GoldieMaple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School,Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary.And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-today support to teachers using these materials in their classrooms was critical.

CreditsEvery effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for anyaccidental infringement where copyright has proved untraceable. They would be pleased to insert the appropriateacknowledgment in any subsequent edition of this publication. Trademarks and trade names are shown in thispublication for illustrative purposes only and are the property of their respective owners. The references to trademarksand trade names given herein do not affect their validity.All photographs are used under license from Shutterstock, Inc. unless otherwise noted.WriterIllustrators and Image SourcesMatthew M. DavisCover: Rebecca Miller; Title Page: Rebecca Miller; 1: RebeccaMiller; 3: Rebecca Miller; 5: Rebecca Miller; 7: RebeccaMiller; 9: Rebecca Miller; 11: Rebecca Miller; 13: RebeccaMiller; 15: Rebecca Miller; 17: Rebecca Miller; 19: RebeccaMiller; 21: Rebecca Miller; 23: Rebecca Miller; 25: RebeccaMiller; 27: Rebecca Miller; 29: Rebecca Miller; 31: RebeccaMiller; 33: Rebecca Miller; 35: Rebecca Miller; 37: RebeccaMiller; 39: Rebecca Miller; 41: Rebecca Miller; 43: RebeccaMiller; 45: Rebecca Miller; 47: Rebecca Miller; 49: KathrynM. Cummings; 51: Kathryn M. Cummings; 53: KathrynM. Cummings; 55: Rebecca Miller; 57: Rebecca Miller; 59:Rebecca Miller; 61: Rebecca Miller; 63: Rebecca Miller; 65:Rebecca Miller; 67: Rebecca Miller; 69: Rebecca Miller; 71:Rebecca Miller; 73: Rebecca Miller; 75: Rebecca Miller; 77:Kathryn M. Cummings; 79: Kathryn M. Cummings

Code Knowledge assumed at the beginning of this Big Book:Vowel Sounds andSpellings:/z/ as in zip, hums,buzz/i/ as in skim/v/ as in vet/e/ as in bed/p/ as in tip, tipping/a/ as in tap/b/ as in rub, rubbing/u/ as in up/l/ as in lamp, fill/o/ as in flopConsonant Sounds andSpellings:/m/ as in swim,swimming/n/ as in run, running/t/ as in bat, batting/r/ as in rip, ferret/h/ as in ham/w/ as in wet/j/ as in jog/y/ as in yes/x/ as in box/d/ as in bid, bidding/ch/ as in chin/k/ as in cot, kid, rock,soccer/sh/ as in shop/th/ as in then/g/ as in log, logging/th/ as in thin/f/ as in fat, huff/ng/ as in king/s/ as in sit, hiss/qu/ as in quitTricky Words:a, l, no, so, of, all,some, from, word, are,were, have, one, once,to, do, two, who, the,said, says, was, when,where, why, what,which, here, there, he,she, we, be, me, they,their, my, by, you, yourOther:Punctuation (period,comma, quotationmarks, question mark,exclamation point)Code Knowledge added gradually in the unit for this Big Book: Beginning with “King Log and King Crane”: /oo/ spelled ‘oo’ as in soon Beginning with “The Two Dogs”: Tricky Word because Beginning with “The Hares and the Frogs”: /oo/ spelled ‘oo’ as in look Beginning with “The Two Mules”: Tricky Words could, would, should Beginning with “The Dog and the Mule”: /ou/ spelled ‘ou’ as in shout;Tricky Word down Beginning with “The Bag of Coins”: /oi/ spelled ‘oi’ as in oil Beginning with “The Dog and the Ox”: /aw/ spelled ‘aw’ as in paw

FablesUnit 3 Big BookSkills StrandGrade 1The Core Knowledge Foundationwww.coreknowledge.org

They said, “We ask you, the gods, to send us a king!” 3. 4 “The frogs are fools,” said the gods . “As a joke, let us send them a big log to be their king .” The gods got a big log and let it drop . The log fell in the pond and made a big splash . The frogs were scared of the log . They said, “King Log is strong!