Saxon Phonics 1 Literature Extensions Product ... - Saxon Publishers

OVERVIEW 

The literature extensions for Saxon Publishers’ Phonics K–2 program are based on works selected from classic 

and contemporary literature. All titles have been carefully selected from core reading lists and should be 

readily available in school libraries or bookstores. Only one classroom copy per extension is required. (A complete 

list of titles is shown in the table of contents on page iii.) 

The literature extensions provided in this tablet will serve as a literature companion for Phonics 1. They 

provide classroom instruction in the type of quality literature most teachers use to further their students’ 

desire to read. Each extension provides practice in literary analysis and comprehension skills and also includes 

an activity for phonics reinforcement. 

The literature selections should be read to students. Specific instructions are provided for the teacher regarding 

activities to do before reading the work, while reading the work, and after reading the work. As in the 

phonics lessons, questioning strategies are suggested to help students participate actively in the learning 

process.A variety of activities are included to address all learning modalities. 

Fourteen literature extensions are provided, one to be given after every ten lessons. For example, Extension 1 

should be taught after Lesson 10, Extension 2 should be taught after Lesson 20, and so on. Because each extension 

reinforces specific phonics concepts taught in the previous ten phonics lessons, it is important that the 

extensions be taught after the indicated lessons. 

Saxon’s Phonics K–2 is a success-oriented series that enables most students to develop a solid foundation in 

reading, spelling, and comprehension. In keeping with the Saxon philosophy, the phonics series builds on prior 

learning, providing every student with the exposure needed to achieve mastery. The goal is to provide students 

with the information they need to be able to read independently. 

Copyright by Saxon Publishers, Inc. and Lorna Simmons. Reproduction prohibited. i

Extension 1 

Extension 2 

Extension 3 

Extension 4 

Extension 5 

Extension 6 

Extension 7 

Extension 8 

Extension 9 

Extension 10 

Extension 11 

Extension 12 

Extension 13 

Extension 14 

TABLE OF CONTENTS 

The Little Engine That Could by Watty Piper, 

illustrated by George and Doris Hauman . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 

Max’s Dragon Shirt by Rosemary Wells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 

Caps for Sale by Esphyr Slobodkina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 

Stellaluna by Janell Cannon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 

Hattie and the Fox by Mem Fox, 

illustrated by Patricia Mullins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 

Curious George Rides a Bike by H.A. Rey . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 

The Empty Pot by Demi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 

Granddaddy’s Street Songs by Monalisa DeGross, 

illustrated by Floyd Cooper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 

Zin! Zin! Zin! — A Violin by Lloyd Moss, 

illustrated by Marjorie Priceman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 

The Mitten by Jan Brett . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 

Angel Cat by Michael Garland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 

One Fine Day by Nonny Hogrogian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 

The Art Lesson by Tomie DePaola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 

The Rainbow Goblins by Ul De Rico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 

Copyright by Saxon Publishers, Inc. and Lorna Simmons. Reproduction prohibited. iii

THE LITTLE ENGINE THAT COULD 

by Watty Piper 

illustrated by George and Doris Hauman 

(Give after Lesson 10.) 

BEFORE READING/SET PURPOSES 

Phonics 1 

Display the cover of the book, read the title, and point out the names of the author and 

illustrator. Ask: What does the author do? What does the illustrator do? 

Take a picture walk through several spreads. Ask: What do you think this book will be about? 

Where does it take place? What do you want to find out about the train? 

DURING READING 

What is the little train carrying? Where is the train going? (Toys, food; she is going to the other 

side of the mountain to bring the treats to the boys and girls.) 

What does the Shiny New Engine say when the little train asks for help? How do the toys 

and dolls feel? (She is a passenger train and is too fine and big to help; sad.) 

Why can’t the Rusty Old Engine help? (He is old and tired.) 

What does the Little Blue Engine decide to do? (She will try to help even though she is little.) 

AFTER READING/RETURN TO PURPOSES 

Why do you think the Little Blue Engine didn’t think she could help? (She was little and had 

never been over the mountain.) 

How do you think the Little Blue Engine felt after she helped the others? Why? 

(Answers will vary.) 

What words repeat in the story? (I think I can; I thought I could.) 

Did you find out what you wanted to know from the story? (Answers will vary.) 

Do you think this story is realistic or a fantasy? Why? (a fantasy because engines don’t really 

talk and think) 

Copyright by Saxon Publishers, Inc. and Lorna Simmons. Reproduction prohibited. 1 

Extension 1

Extension 1 

Phonics 1 • The Little Engine That Could 

FOLLOW-UP ACTIVITIES 

Put on a Play 

Help students make simple trains to show the characters in the story, using circles, squares, 

triangles, and rectangles. Discuss the shapes used. Then have students cut out the trains 

and attach them to craft sticks to make simple puppets. Invite groups of students to act out 

the story. Encourage them to use the repeating words in the story. 

I Think I Can! 

Ask students to think of a time when they tried to do something difficult. Invite them to 

draw a picture and write about the experience. 

A Note of Thanks 

Invite students to pretend they are the students on the other side of the mountain. 

Compose a class thank-you note to the Little Blue Engine. 

2 Copyright by Saxon Publishers, Inc. and Lorna Simmons. Reproduction prohibited.

MAX’S DRAGON SHIRT 

by Rosemary Wells 




Display the cover of the book, read the title, and talk about the illustration. Ask who the 

story might be about. Read the author’s name and point out that the same woman wrote 

the words and drew the pictures for the book. 

Take a picture walk through several spreads. Ask: Who do you think this book is about? 

Where does it take place? Where do you think the rabbits will go? 


What does Ruby want to buy for Max? What does Max want to buy? (new pants; 

a dragon shirt) 

Why does Max scream? (He thinks Ruby is in the yellow dress, but it isn’t she.) 

Why does Max have to buy the dragon shirt? (He has spilled ice cream all over it.) 

Why can’t Max buy new pants? (They spent the five dollars on the dragon shirt.) 


Why do you think Max loved his old blue pants? (Answers will vary.) 

How do you think Max felt when he saw that Ruby was gone? Why? (Answers will vary.) 

Why do you think Max was with the policemen? (Policemen can help students when they 

are lost.) 

Is there anything else you want to find out about the story? (Answers will vary.) 

Is the story realistic or a fantasy? Why? (a fantasy because the animals act like people) 


Extension 2

Extension 2 

Phonics 1 • Max’s Dragon Shirt 


Design a Shirt 

Talk about shirts that students are wearing, discussing patterns in colors and designs. Invite 

students to describe favorite shirts that they have. Then draw simple outlines of shirts on 

sheets of drawing paper. Invite students to design a shirt that they would like to own. 

Encourage them to use different patterns of colors and designs. Then have them describe 

their shirts. 

Sorts of Stores 

Talk about different types of stores in your community. Make a list of different types of 

stores on mural paper. Then invite students to draw or write to show different types of 

items that are sold there.When they have finished, talk about items that appear in several 

different categories. 

Two by Two 

Invite students to look at the illustration in the book that shows Max and Ruby on the bus. 

Talk about how many people are sitting in each seat. Have students use 20 counters to 

model groups of two. Have students count by ones, and then by twos. 


CAPS FOR SALE 

by Esphyr Slobodkina 




Display the cover of the book, read the title, and point out the name of the author/illustrator. 

Explain that this book was written many years ago and that it is one of the most 

popular books ever written for children. Talk about the illustration on the cover and 

explain that a peddler is a person who travels and sells things. 


Where does it take place? What is unusual about the man? What do you think will happen next? 


What is unusual about the peddler? (He carries the caps on top of his head.) 

What is the order of the colors of the caps? (checked, gray, brown, blue, red) 

What happens when the peddler falls asleep? (The caps are gone.) 

What sound do the monkeys make? (tsz, tsz, tsz) 

How does the peddler get his caps back? (After the man throws his cap, the monkeys throw 

their caps to the ground.) 


How did you know the peddler was angry? (Possible answers: He looks angry in the picture. 

He threw his own cap on the ground.) 

Why do you think the monkeys threw their caps down? (Possible answer: Monkeys sometimes 

do what others do.) 

Is there anything else you want to know about the story? (Answers will vary.) 

Is the story realistic or a fantasy? Why? (a fantasy because it couldn’t really happen) 


Extension 3

Extension 3 

Phonics 1 • Caps for Sale 


Cap Patterns 

Cut out simple cap shapes from different colors of construction paper. Begin by making a 

color pattern (such as red, blue, red, blue) with some of the hats, and have students identify 

and continue the pattern. Have students work in pairs and continue the activity. One student 

makes the pattern, and the partner identifies it and continues it. 

50 Cents a Cap 

Ask students how much the caps cost. Give groups of students 50 pennies and have them 

count to find the total amount. Then ask how many pennies are in a nickel, and have the 

students group the coins by fives. Continue with a dime and have them group by tens. 

Monkey Business 

Cut out simple monkey shapes from brown paper and cut out different colored hats. Place 

the monkey shapes and caps in two separate bags. Ask two volunteers to take some 

shapes from each bag. Ask students to predict if there are more “monkeys” or caps. 

Record their predictions. Then have students match one to one or count to find out. 


STELLALUNA 

by Janell Cannon 





Ask students to name the animal shown on the cover, and invite them to share what 

they know about bats. 


Where does it take place? What do you think will happen to the baby bat? 


How does Stellaluna end up in the bird nest? (Her mother drops her when she is trying to 

escape from the owl.) 

Why is Mama Bird angry with Stellaluna? (Mama doesn’t like the things that Stellaluna is 

teaching the baby birds.) 

How does Stellaluna’s mother find her? (Other bats find her when she is hanging by her thumbs.) 

Why does Stellaluna go back to the bird nest the next day? (She wants the birds to meet 

her bat family.) 


How do you think Stellaluna felt when she was living in the bird nest? (Possible answer: 

She was frustrated because she could not do the same things that the birds could do.) 

What did the animals learn at the end of the story? (Even though they were different, they 

were still friends.) 

Would you like to have Pip, Flitter, and Flap as friends? Why or why not? (Answers will vary.) 

Do you think this story could really happen? Why or why not? (Possible answer: Even though 

the animals acted like real animals, they wouldn’t be able to talk to each other.) 


Extension 4

Extension 4 

Phonics 1 • Stellaluna 


Batty Reports 

Provide picture books and reference books about bats. Have students work in small groups 

to answer questions such as the following: What are some different types of bats? Where do 

they live? What do they eat? What do they look like? Invite students to draw pictures to illustrate 

their reports. 

Home Sweet Home 

Invite students to learn about where different animals live. Ask each student to choose an 

animal that interests them. Provide reference books with pictures, and have students draw 

a picture that shows where the animal lives. Help them to write the name of the animal on 

the back. Students can show their pictures and have others guess which animal lives in the 

home that they drew. 

Mothers and Babies 

Explain that sometimes there are special names for baby animals.Write the following 

words on chart paper or the board, with a simple illustration of the animal: deer, elephant, 

fish, seal, zebra, turkey. Then say and write the following names for baby animals, and have 

students guess to match the newborn with the mother: fawn (deer), calf (elephant), fry 

(fish), whelp (seal), colt (zebra), poult (turkey). 


HATTIE AND THE FOX 

by Mem Fox 

illustrated by Patricia Mullins 





illustrator. Ask students to identify the animal on the cover and share what they know 

about this animal. 


Where might you see these animals? What do you think will happen in the story? 


What is the first thing that Hattie sees in the bushes? (two eyes) 

What words does the goose keep saying in the story? (“good grief ”) The pig? (“well, well”) 

How does Hattie know she sees a fox? (She finally sees the whole body and the tail.) 

What happens when the cow says “moo”? (The fox is frightened and runs away.) 


When we first read the story, what animal did you think was in the bushes? 


Why do you think the animals were quiet at the end of the story? (Possible answers: 

They were surprised. They were happy that the fox left.) 

Is there anything else you want to know about the story? (Answers will vary.) 

Is the story realistic or a fantasy? Why? (a fantasy because animals can’t really talk) 


Extension 5

Extension 5 

Phonics 1 • Hattie and the Fox 


Write a New Ending 

Invite students to work in pairs and think of a new ending for the story. You may wish to 

begin by brainstorming some ideas. Then have students write and illustrate their new endings. 

Assist as necessary, and then share the new endings with the rest of the class. 

More Mammals 

Display the picture of the fox in the story, and explain that a fox is a mammal. Have the 

students describe the animal together, and make a picture or word list of attributes that 

describe mammals: they are covered with fur or hair, they have backbones, they give birth 

to their babies, etc. Show pictures of the other animals in the story, and have students 

decide which are mammals. 

Make a Word Web 

Elicit from students that the animals in the story lived on a farm.Work in small groups to 

make a word web related to farms. Use the following categories for words: animals, 

equipment, food grown. Help students complete the web. 


CURIOUS GEORGE RIDES A BIKE 

by H. A. Rey 





Note that H. A. Rey wrote the story and drew the pictures. Point to the word curious 

and have students explain what it means. Ask students if they have heard other stories 

about Curious George. 


What do you think will happen next? 


Why does the man give George a bike? (George has been living with him for three years.) 

How does George make a boat? (by folding newspapers) 

What does Bob want George to do? (ride his bike in the animal show) 

How does George save the baby bear? (He climbs the tree and puts the baby bear in his 

newspaper bag.) 


How do you think the man felt when George disobeyed him? (Possible answers: angry, 

worried, frustrated) 

How do you know that George was curious? (He always stopped what he was doing to try 

something new.) 

Do you think this story could really happen? Why or why not? (Possible answer: No; 

people cannot keep monkeys as pets and treat them like children.) 


Extension 6

Extension 6 

Phonics 1 • Curious George Rides a Bike 


Bicycle Safety 

Ask students to describe any bikes they have and where they ride their bikes. Talk about 

safety precautions that are important to follow, such as wearing helmets, riding on the correct 

side of the street, making sure the bike is in good working order, and so on. Have partners 

work together to design a poster to show bicycle safety points. 

Pet Graphs 

Talk about any pets that students may have. Make a bar graph grid, and have students color 

squares to show their pets. After the graph is complete, ask comparison questions such as: 

Do more students have dogs or cats? How many students have fish? How many more students 

have cats than birds? 

Following Directions 

Turn to page 18 in the book and give each student a sheet of newspaper. Read each direction, 

demonstrate, and have students follow the direction to make a boat. Then write each 

direction on a strip of paper, mix up the strips, and have students help you put the directions 

in order. If possible, have students experiment to see if their boats will float. 


THE EMPTY POT 

by Demi 





Talk about the style of the cover illustration and ask what the boy is holding. Point out 

that the story takes place in China. Show the country of China on a map or globe and 

explain the role of an Emperor. 


Where does it take place? What do you think is in the pot? 


Why does the Emperor need to choose someone else to rule? (He is getting very old.) 

How does Ping take care of his seed? (He plants it in rich soil and waters it.) 

Why does Ping’s father think he should take the pot to the Emperor? (Ping has done his best.) 

How does Ping become Emperor? (He tells the truth.) 


How do you think Ping felt when his seed wouldn’t grow? (Possible answers: frustrated, angry) 

Look at the tree on several pages in the story. How can you tell time is passing? (The tree 

changes to show the changing of the seasons.) 

What do you think Ping’s father meant when he said,“...your best is good enough to present 

to the Emperor”? (Possible answer: If you do your best, you do not need to be ashamed.) 

How did the Emperor know the other children were lying? (If you cook seeds, they won’t 

grow. The Emperor cooked all of the seeds before he gave them to the children, so he knew that 

all of the other children had replaced the seeds.) 

Did you like this story? Why or why not? (Answers will vary.) 


Extension 7

Extension 7 

Phonics 1 • The Empty Pot 


Plant a Seed 

Provide a few different types of flower seeds. Help students plant the seeds in milk cartons 

filled with potting soil. Set up a watering schedule. Have students think of a way to chart 

the growth of their plants, such as keeping a daily log or measuring and recording the 

height of the plant. Cook some of the seeds before planting to see if they grow. 

Counting on Children 

Show partners a story page that has many Chinese children pictured. Ask them to estimate 

how many children are shown on the page. Each student records his or her estimate 

on a separate slip of paper. Then they can count to find the total number of children on 

the page. (You may wish to use counters to place on each child in the picture so that students 

can keep track of those they have counted.) Then have students compare the actual 

number with their estimates. Repeat with a similar page in the book. 

Home Sweet Home 

Show illustrations from the story that include Ping’s house and the Emperor’s house. 

Discuss the houses, and ask how they are similar and different from houses in the United 

States. Talk about how weather and climate conditions influence the types of houses that 

people live in. Invite students to find pictures of different types of houses in magazines and 

newspapers and make a collage. Talk about how the houses are similar and different. 


GRANDDADDY’S STREET SONGS 

by Monalisa DeGross 

illustrated by Floyd Cooper 





illustrator. Ask students when they think the story takes place. Have them explain their 

answers. 

Take a picture walk through several spreads. Draw attention to the soft, muted colors in 

the illustrations. Ask: What do you think this book will be about? What do you want to find out 

about the boy in the story? Who do you think the man with him might be? 


What is in the wagon? What is the man, or arabber, doing? (The man is trying to sell fruits 

and vegetables.) 

What is a “gimmick”? (something special that will attract a customer’s attention) 

What is Granddaddy’s gimmick? (He repeats the types of fruits and vegetables in his songs.) 

Why does Roddy enjoy looking at the photo album with Granddaddy? (Possible answers: He 

enjoys hearing stories. It makes him feel close to Granddaddy; it is a special time.) 


Why do you think men like Granddaddy stopped arabbin’? (People started shopping at more 

stores.) 

How did Granddaddy make his stories special? (He acted them out, he sang, and he let 

Roddy help.) 

Do you think the story is realistic or a fantasy? (realistic) 


Extension 8

Extension 8 

Phonics 1 • Granddaddy’s Street Songs 


Trace the Route 

Read the Historical Note at the end of the book to the students. Use a globe or a world 

map to locate London, England. Then find the United States, and locate Baltimore, 

Maryland. Discuss why traditions, such as being arabbers, may have traveled from London 

to Baltimore. 

Class Album 

Talk about why people take photos and why photo albums can be special. Begin a class 

photo album, taking photos that depict moments in your classroom. As you put the album 

together during the year, have students write captions and labels for the photos. Toward 

the end of the year, you may wish to have students take turns taking the album home and 

sharing it with their families. 

Making Change 

Reread Granddaddy’s call that talks about quarters, dimes, and dollars. Cut out pictures of 

fruits and vegetables and label them with prices. Have students role-play buying items and 

making change, using model coins and bills. 


ZIN! ZIN! ZIN!—A VIOLIN 

by Lloyd Moss 

illustrated by Marjorie Priceman 





illustrator. Ask where the man on the cover might be and what he is doing. 


Where does it take place? What would you like to find out as you read this book? 


Look at the first spread.What does a trombone look like? (Possible answers: It is long. 

It has a place to put your lips and blow.) 

Which instruments in the book have strings that are played to make music? 

(violin, harp, cello) 

Why are all of the musicians getting together? (They are going to put on a concert.) 

What happens when everyone cheers at the end of the concert? (The musicians come out 

and play another song.) 


What pattern do the words in the story follow? (Some of the words rhyme; the story 

follows a counting pattern.) 

What instrument in the book would you like to play? Why? (Answers will vary.) 

Is there anything else you would like to find out that this book didn’t tell you? 



Extension 9

Extension 9 

Phonics 1 • Zin! Zin! Zin!—A Violin 


How Many? 

Write on mural paper the words from the story that tell how many in each group: solo, 

duo, trio, octet, quintet, and so on. Invite students to work together to draw the number of 

instruments for each word. Explain that students can choose the instruments they would 

like to draw. Provide books that show pictures of various types of instruments. 

Making Music 

Provide box covers and rubber bands, and invite students to make their own stringed 

instruments. Help students make wedge cuts and place the rubber bands in the cuts. They 

can experiment with different sounds, different ways of strumming, and so on. 

Listen for Sounds 

Obtain a copy of Peter and the Wolf, and have students listen to the recording. Stop as 

appropriate and identify the different instruments. After students listen, talk about how the 

music helped them to understand the story.You may wish to have students use classroom 

instruments to tell a familiar story. 


THE MITTEN 

by Jan Brett 



Display the cover of the book, read the title, and name the author/illustrator. Invite students 

to name the animals they see on the cover and talk about the season of the year. 

Explain that Jan Brett retold this Ukrainian folk tale about a boy named Nicki. 

Take a picture walk through several spreads. Ask: What kind of area does the boy live in? 

What pictures do you see on the sides of the pages? What might these pictures tell you? 


Why are Nicki’s mittens difficult to find in the snow? (They are white, the same color as 

snow.) 

Who is the first animal to find the mitten? (mole) 

Why do the animals let the groundhog in the mitten? (because of his prickles) 

What happens when the bear sneezes? (All of the animals fall out of the mitten.) 


What did the border illustrations show us? (what Nicki was doing and what would happen 

next) 

Look at the last picture in the story.Why does Baba look confused? (One mitten is so 

much bigger.) 


How do you think Nicki felt when he found his mitten? (Possible answers: happy, relieved) 


Extension 10

Extension 10 

Phonics 1 • The Mitten 


Alike and Different 

Make a picture/word list of all of the animals in the story.Write headings on chart paper to 

describe the animals: Fur, Four Legs,Two Legs, Feathers, and so on. Have students write the 

names of animals in the story in the appropriate categories. Talk about how the animals 

are alike and different. 

What Fits? 

Bring in an old mitten. Use crayons, connecting cubes, or another classroom item and ask 

students how many of the items might fit in the mitten. Record students’ estimates. Then 

begin to fill the mitten with the items, counting as you put in the items. After the mitten is 

full, record the total and check against the estimates. 

Act It Out 

Help students make paper-plate masks to represent the animals in the story. Then have 

small groups of students act out the story, using simple classroom props.You may wish to 

have one student narrate the story, and use a list to help students remember the order of 

the animals in the story. 


ANGEL CAT 

by Michael Garland 




Display the front and back covers of the book. Read the title and the author’s name. Ask 

why the book lists only one name. 

Take a picture walk through several spreads. Ask: Where does the family live? What do you 

think happened to one of the cats? What do you want to find out from this story? 


What happens to Yin? (He is hit by a car because he didn’t look both ways.) 

What strange things does Yang do? (His head flits from side to side; his eyes dart; his tail 

twitches; his whiskers stand straight up.) 

How does the fire start? (A spark lands on the rug.) 

What does Matthew see? (an angel cat) 


What did Dad do after the fire? (He replaced the battery in the smoke alarm.) 

How did Yin try to wake Matthew up? (She jumped, leapt, pounced; finally, her whiskers 

touched Matthew’s cheek.) 

Did you find out what you wanted to know about the family and their cats? 



Extension 11

Extension 11 

Phonics 1 • Angel Cat 


Safety Posters 

Talk about fire drills you have conducted in the classroom. Discuss exits and safety rules 

that the students need to follow. Invite partners to make a poster that shows fire safety 

rules in your classroom and school. Begin by brainstorming ideas. 

Sequence the Story 

Ask students to think of the main ideas of the story. Then write sentences that reflect the 

main ideas on sentence strips. Reread the sentences together. Then mix them up and 

invite partners to arrange the sentences in the correct sequence. 

All Kinds of Cats 

Talk about different cats that the students are familiar with. Then explain that cats we keep 

as pets are domestic cats. Provide reference books and picture books, and have students 

find other members of the cat family, such as lions, tigers, leopards, and cheetahs. Have 

them make a mural, showing each animal and where it lives. 


ONE FINE DAY 

by Nonny Hogrogian 





Ask why the book lists only one name. Point to the picture of the medal on the cover 

and explain what it means. 


Where does the story take place? Explain that the story is an Armenian folk tale. 


Why does the woman chop off the fox’s tail? (He drank her milk.) 

What does the cow want from the fox? (grain) 

Why do you think the field wants water? (so the grass and flowers can grow) 

Look at the picture of the peddler. What do you think a peddler does? 

(travels and sells things) 


What did everyone do when the fox asked for help? (They said they would help, but everyone 

had a price for the fox to pay.) 

Why was it so important for the fox to have his tail back? (He didn’t want his friends to laugh 

at him.) 

What pattern does this book follow? (Characters “add on” to continue the story.) 

What was your favorite part of the story? (Answers will vary.) 


Extension 12

Extension 12 

Phonics 1 • One Fine Day 


Add to the Story 

Talk about the pattern of the story, discussing how the characters “add on” to the tale. 

Invite pairs of students to think of another animal that could be added to the story before 

the fox gets his tail back. Help students write the new section as necessary, and have them 

illustrate it. Read the new versions to the rest of the class. 

Make a Mural 

Ask students where the story takes place. Discuss the types of trees, plants, and 

animals that are found in a forest. Provide reference books and have students work 

together to make a mural that depicts life in a forest. Encourage them to include as many 

details as possible. 

Act Out the Story 

Have students make simple puppets from craft sticks or small paper bags. Then have 

small groups act out the story. Have them use the book as necessary to remember the 

order of events. 


THE ART LESSON 

by Tomie DePaola 




Display the cover of the book and read the title. Identify the author/illustrator and ask students 

if they remember other books by Tomie DePaola. Explain that this story is an autobiography 

because it is based on something that happened in the author’s life. 

Take a picture walk through several spreads. Ask: What does the boy in the story like to do? 

Where does the story take place? What do you think might happen in the story? 


Why do Tommy’s cousins tell him to practice? (If you practice something, you will get better 

at doing it.) 

Why can Tommy draw on the walls? (The walls aren’t finished or painted.) 

How many colors do the school crayons have? (eight) 

What does Mrs. Bowers tell Tommy he can do? (After he draws the Pilgrim picture, he can 

draw something with his own crayons.) 


Why didn’t Tommy like to paint in kindergarten? (The paper was wrinkly, and the paint 

was awful.) 

What do you think Tommy meant when he said “...real artists don’t copy”? (Possible 

answer: Artists use their imaginations and draw their own pictures.) 

Look at the final illustration in the book.What does it tell you about Tommy? (He draws 

pictures for books.) Do you recognize any of the characters? (Answers will vary.) 

What do you know about Tommy from this story? (Possible answers: He loves to draw; he 

practices; he tries to solve his problems.) 


Extension 13

Extension 13 

Phonics 1 • The Art Lesson 


Art Festival 

Create an art center that uses different types of art mediums: paint, chalk, crayons, markers, 

clay, and so on. Invite students to choose a medium and create a picture or sculpture. 

Display the completed projects and invite another class—or parents—to view the students’ 

work. 

64 Crayons 

Remind students that Tommy’s new box of crayons had 64 crayons. Put 64 crayons in a box 

and ask students to make the following groups: groups of 4, 5, 6, 7, 8. After they show one 

grouping, they return the crayons and begin again. Have them record how many groups of 

crayons they make. Encourage them to look for patterns. 

___ groups of 4 ___ groups of 6 ___ groups of 8 

___ groups of 5 ___ groups of 7 

Special Talents 

Discuss how Tommy loved to draw. Invite students to think of things they especially like to 

do. Ask them to draw pictures of themselves doing the activity and have them write sentences 

explaining what they like to do and why. Have students share their work. 


THE RAINBOW GOBLINS 

by Ul De Rico 



Display the cover of the book and read the title. Identify the author/illustrator. Talk about 

what students see in the illustration. Ask them what goblins are. Ask if goblins are real or 

fantasy creatures. 

Take a picture walk through several spreads. Ask: Where does the story take place? 

When do you see a rainbow? What do you want to find out about the rainbow goblins? 

During Reading 

Why do the Goblins want the Rainbow? (They eat the different colors.) 

What is their plan? (They will go to the Valley and eat the Rainbow.) 

How do the Rainbow Goblins catch rainbows? (They use rope lassoes, and the rainbows 

disappear.) 

How does the Earth spoil their plan? (The roots hear the plan, and the flowers take the colors 

of the Rainbow.) 


Why do you think the Earth helped the Rainbow? (Possible answer: The Rainbow is beautiful; 

the Earth didn’t want the goblins to eat all of the rainbows.) 

Where did the birds, butterflies, and dragonflies come from? (The Rainbow rewarded the 

flowers for their help by turning them into birds, butterflies, and dragonflies.) 

What do you think the author meant when he wrote the last sentence in the story? 

(Possible answer: Because of the goblins, the Rainbow needs to be more careful.) 



Extension 14

Extension 14 

Phonics 1 • The Rainbow Goblins 


Detailed Illustrations 

Show the photograph of Ul De Rico in the back of the book, and share some of the biographical 

information. Discuss how he painted on oak panels. Revisit several illustrations, 

discussing the detail and use of color. Distribute large sheets of white paper and have each 

student paint a nature picture. Talk about using detail and light and dark colors. Display 

the pictures. 

Primary Colors 

Use clear plastic bottles, water, and food coloring to demonstrate primary colors. In three 

bottles of water, add a few drops of red, yellow, or blue to mix a shade to your liking. In 

three separate water bottles, again mix primary colors. This time, add a few drops of 

another color. Have students experiment in the same way. Watch the colors mix, gently 

shaking to mix completely. Keep the bottles in a window and enjoy. 

Make a Rainbow 

Explain that when the sun comes out during a shower, you may see a rainbow. The sunlight 

shines on droplets of rain and gets separated into colors. You can see these colors by 

making your own rainbow. On a sunny day, fill a pan with water and place a mirror at an 

angle inside it. Place the pan in front of a window so the sunlight falls onto the mirror. Hold 

a piece of white cardboard in front of the mirror and move it around. You will see a rainbow 

appear on it. The mirror and the water separate white light into the colors of the 

rainbow.

Saxon Phonics 1 Literature Extensions Product ... - Saxon Publishers

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