treasures oral vocabulary cards grade 1

Grade 1
Oral Vocabulary Cards
Macmillan/McGraw-Hill
A
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza,
New York, New York 10121.
Copyright © by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced or distributed in
any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill
Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.
Printed in China
1 2 3 4 5 6 7 8 9 10 DSS 12 11 10 9 8
ISBN 10: 0-02-202028-4
ISBN 13: 978-0-02-202028-6
The Princess and the Pea
The Great Rope Tug
Lions Cubs Grow Up
Pig Goes to the Party
Roberto Clemente
Wild Animal Families
Estela and the Fox
Around Town, Then and Now
The Squeaky Floor
The Singing Turtle
The Monkeys and the Hats
Now Things Are Worse!
Making Art and Music
A Bottle Village
School Around the World
Drakestail
A Taste of Salt
The Bundle of Sticks

Pecos Bill and Slue-Foot Sue
The Alligator and the Eagle
How the Milky Way Came to Be
What Scientists Do
Brer Rabbit and the Hurricane
What Makes Day and Night?
From Caterpillar to Butterfly
Half-Chick
Timimoto
All Kinds of Vets
How the Beetle Got Her Coat
The Goat in the Garden
Table of Contents
O
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a
l
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a
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2/12
/07
10:43:
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How to Use the Oral Vocabulary Cards
Key Features of the
Oral Vocabulary Cards
• The Oral Vocabulary Cards feature folk tales from
around the world and high-interest nonfiction. There
is one set of four cards for each selection/per week.
• Every card has a full-color illustration or photo on

the front. The images can be shown while reading
the text aloud. They can be used to reinforce the
Wonderful Words and additional words. These words
build children’s oral vocabularies beyond their reading
vocabularies. A minimum of ten words are included in
each selection.
• A Wonderful Words section provides a routine for
introducing new vocabulary. Introduce highlighted
words using the following routine:
Define: offers a student-friendly definition
Example: uses the word in a context children will
relate to

Ask: offers a question that requires children to apply
the word in their own sentences as they reply
• Additional Vocabulary Words are provided for more
vocabulary opportunities. Introduce the underlined
vocabulary using the Define/Example/Ask routine.
• English Learner (EL) strategies help unlock the
meanings of words through engaging activities for all
children.
• A Retelling feature helps children use the illustrations
and photographs to retell the events and facts.
Using the Oral Vocabulary Cards
While You Read
• Use the focus questions before the selection to start
a discussion with children before reading. Evaluate
children’s prior knowledge of the concepts introduced
in the story and use the discussion to build children’s
background.

• Read the selection aloud, engaging children by
pointing out key elements of the illustrations or
photos that help make the text comprehensible. As
you encounter a highlighted word, stop and use the
Define/Example/Ask routine to teach the word and
provide time for discussion.
• As an alternative, first read the selection straight
through and then go back to use the Define/Example/
Ask routine to teach the Wonderful Words.
Using the Oral Vocabulary Cards
Guided Rereading
On a subsequent reading, use the same Define/Example/
Ask routine to teach the underlined additional vocabulary
words. Use the EL strategies if you have not already done
so. Use language frames and sentence starters so children
have a context in which to supply vocabulary words.
Encourage them to echo the sentences when the frames
are complete.
Retelling
Do a Modeled Retelling of the selection by holding up
each card and talking about what you see as you ask
children questions found in the Retell box.
For example, for “Estela and the Fox,” a Cuban tale, retell
the story as follows:
Card 1: A girl named Estela was planting wheat to make
bread. She asked Fox to be her partner, and he agreed.
But Fox did not help her plant the wheat.
Card 2: Soon it was time to pull up the grass around the
wheat. Estela was doing the job when Fox walked by. She
asked Fox to help her, but he said that he was too busy. So

Estela pulled up the grass by herself.
Card 3: When it was time to cut the wheat, Estela looked
for Fox to help her. She found him sleeping. Fox said that
he was too tired to help. Estela was very upset that Fox
wouldn’t help her! She found her wise friend Greyhound
and told him what happened.
Card 4: Greyhound had a plan. Estela cut the wheat and
put it in the barn, and Greyhound hid. Then Fox came
and started to steal the wheat, but Greyhound stopped
him, and chased him away! Estela made bread out of the
wheat and gave some to Greyhound to thank him.
Developing Conversations
The Oral Vocabulary Cards are linked to the weekly and
unit themes. They are designed to develop children’s
listening and speaking skills. As you share the stories with
children, use the following strategies to engage children
in independent and group responses.
• Motivate discussion by asking children about their
experiences. Use the focus questions at the beginning
of each selection. Discuss unfamiliar concepts by
relating to children’s personal experiences. Use
examples from your own life to make concepts clear.
• Pause long enough to allow children to think and
respond.
• Ask children, one by one, to retell the events of the
story in a group situation. Encourage each child to tell
one event or fact in chronological order.
• Practice fluency with the patterned parts and repetitive
stanzas.
• Have children role-play parts of the story by becoming

characters. Have a narrator tell the story while children
use the characters’ words at the appropriate time.
Allow groups of children to become one character
so that children at a beginning language level can
participate.
• Provide a simple synopsis of the story and invite
children to add the details they remember.
Intensive Vocabulary Instruction
For children needing additional vocabulary
development, follow the Intensive Vocabulary
5-Day Plan below. Spend 15-20 minutes a day providing
targeted vocabulary instruction and practice using
the Oral Vocabulary Cards.
Intensive Vocabulary 5-Day Plan
Day 1: Review the previous week’s words. Then
administer the Oral Vocabulary Pretest in the
Tea cher’s Resource Book. If time allows, read the
selection aloud for enjoyment and prompt children to
offer personal responses.
Day 2: Read the selection and teach the highlighted
words using the Define/Example/Ask routines
provided.
Day 3: Reread the selection and teach the underlined
words using the Define/Example/Ask routine.
Day 4: Revisit the selection, review the vocabulary
words, and guide children in a retelling.
Day 5: Administer the Oral Vocabulary Posttest in the
Tea cher’s Resource Book. Allow time for children to
independently retell the selection. Prompt them to
use the new vocabulary taught by providing sentence

frames or sentence starters.
Periodic Review
Once a set of words has been taught, continue to
review the words throughout the upcoming weeks.
Children will need several weeks of continuous review
to master many of these words. To provide ample
review:
• Review the previous week’s words at the beginning of
each new week.
• Incorporate the new words into classroom
discussions. Rephrase children’s responses, when
appropriate, to use new words. Ask children to repeat.
• Use the new words in transition activities. For
example, ask children to name a time they were
exhausted as they line up for recess, one by one.
• At the end of the each unit, revisit all the Oral
Vocabulary Card stories for that unit. State a targeted
vocabulary word, and ask children to use it in a
sentence that tells about a story or something they
learned in that unit.
• Send home the list of vocabulary words taught and
sentence starters for families to engage their children
in discussions using the words.
Academic Language
Many children struggle in school due to their limited
knowledge and use of academic language. Academic
words include those harder Tier 2 words that appear
in much of children’s reading materials as well as the
language of instruction.
Tier 1 Words: Everyday words (cat, apple, table)

Tier 2 Words: Academic words (exhausted, analyze,
majority)
Tier 3 Words: Content specific words (lava,
Louisiana Purchase, viceroy)
The words chosen for instruction on the Oral
Vocabulary Cards were carefully sequenced and
selected by consulting three sources: (1) the Living Word
Vocabulary list, (2) Avril Coxhead’s list of High-Incidence
Academic Words, and (3) Andrew Biemiller’s Words
Worth Teaching list.
What is a princess? What makes a princess special?
Once upon a time, there was a prince who wanted to fi nd a princess
to marry, but she would have to be a real princess. So he went out into
the world to fi nd one.
Now the prince met many, many princesses in his travels. But he
found something wrong with each and every one of them. Somehow,
he never felt sure that they were genuine princesses.
Finally, the unhappy prince returned to the castle alone. The king
and queen tried to comfort their son. But the prince said sadly, “If
I cannot fi nd a genuine princess, then I prefer never to marry at all!”
The Princess and the Pea
Based on a Tale by Hans Christian Andersen
©Macmillan/McGraw-Hill
illustration by Bridget Starr Taylor
Oral
Vocabulary
genuine
Defi ne: Genuine means real or
true.

Example: The plastic fruit
looked so genuine that I tried
to eat it.
Ask: Where might you go to see
genuine dinosaur bones?
prefer
Defi ne: Prefer means to like
better or choose one thing
instead of another.
Example: Anna prefers playing
soccer to playing baseball.
Ask: Do you prefer warm
weather or cool weather? Why?
Intensive Vocabulary Support Reread the selection. Introduce the underlined words
using the vocabulary routine on How to Use the Oral Vocabulary Cards.
UNIVERSAL ACCESS
English Learners
Use Illustrations Say: Look
at the picture. The prince is
wearing a golden crown and
a fl owing robe. He is riding a
fi ne horse. Do you think the
story takes place today or
happened long ago? Why?
1
Oral
Vocabulary
That night, there was a terrible storm. It was pouring rain, with
thunder crashing and lightning fl ashing. Suddenly, there was a knock

at the castle door. “Who can be out on such a night?” the king
wondered.
The king opened the castle door and much to his surprise, he saw a
young woman standing outside. She was soaked from her crown to her
golden slippers. Water dripped from her hair and her gown. The king
felt there was something unique about her.
“Your highness, may I please come in?” she said. “I am a princess,
and I’ve lost my way in the storm.”
“Come in, my dear,” said the king with a welcoming smile. “You
must dry off and spend the night with us. Come, sit by the fi re and
warm yourself.”
unique
Defi ne: Unique means one-of-
a-kind or unusual.
Example: Jaime’s unique dog
has one brown eye and one
blue eye.
Ask: Describe a unique person
or animal that you know. What
makes them unique?
The Princess and the Pea
©Macmillan/McGraw-Hill
illustration by Bridget Starr Taylor
UNIVERSAL ACCESS
English Learners
Use Context Clues Say: The
story says the princess was
soaked from her crown to her
slippers. What do you think
soaked means? Point out that

there is a clue when the story
says that it is raining and that
water dripped from her hair
and her gown.
2
The queen had been listening to everything. She immediately
wondered if this young woman was, in fact, a true princess. The queen
asked the girl about her family, her talents, and her interests .
“She seems lovely,” thought the queen. “But how can we tell if she
is a genuine princess?” Then the queen had an idea. Without saying
a word, the queen went into the guest bedroom where the princess
would sleep that night. She took off all the bedding from the bed and
placed a pea on the bed frame.
The queen called the servants and had them pile twenty mattresses
on top of the pea. Next, as if that weren’t enough, she asked them
to pile twenty quilts on top of the twenty mattresses! “By tomorrow
morning, we will know if this young woman is indeed a genuine
princess,” said the queen.
The queen showed the princess to the guest bedroom and said
goodnight.
©Macmillan/McGraw-Hill
illustration by Bridget Starr Taylor
©Macmillan/McGraw-Hill
illustration by Bridget Starr Taylor
The Princess and the Pea
Oral
Vocabulary
interest
Defi ne: An interest is something

a person likes or is curious
about.
Example: Marta’s interests
include cooking and reading.
Ask: What are some of your
interests?
UNIVERSAL ACCESS
English Learners
Ask Questions Say: The
queen put a pea under lots of
mattresses. Do you think the
queen will fi nd out that the
girl is a genuine princess? How
do you think the pea will help
her do that? Have children
complete this sentence: I
think the queen will discover
_______.
33
Oral
Vocabulary
The next morning, the queen asked the young woman, “How did
you sleep, my dear?”
“I hardly slept at all,” said the princess. “There was something very
hard in the bed, and no matter which way I turned, I could not get
comfortable.”
Hearing this, the king, the queen, and the prince smiled because
they knew she was a real princess. No one but a genuine princess could
feel a pea through twenty mattresses and twenty quilts!

The cheerful prince took the princess by the hand, and said, “I have
fi nally found you, a true princess. Will you marry me?”
The princess said yes and the wedding took place the following
week. The king and queen were delighted, and the prince and princess
lived happily ever after.
cheerful
Defi ne: Cheerful means happy
or glad.
Example: Our cheerful mail
carrier always smiles and waves
at us.
Ask: What makes you feel
cheerful?
Help children use the
pictures to retell the story.
Card 1: Why has the prince
left the castle? What is he
looking for?
Card 2: Who is at the castle
door? What does the king
say to her?
Card 3: What does the
queen want to know about
the visitor? What is the
queen’s plan?
Card 4: How does the
princess feel the next
morning? Why are the king,
queen, and prince smiling?
How does the story end?

Retell
The Princess and the Pea
©Macmillan/McGraw-Hill
illustration by Bridget Starr Taylor
4
What is a tug-of-war? How do you move when you play
tug-of-war?
One morning, Rabbit woke up early. She sat up, stretched , and
thought, “I’m thirsty! I’ll go to the river for a drink.” Hop, hop, hippity
hop! She hopped in and out of the jungle bushes, all the way to the
river.
Just as Rabbit was about to take a sip of cool water, she saw
the trees shake and heard STOMP! STOMP! STOMP! Elephant’s
thunderous movements caused the ground to rumble. Rabbit lost her
balance and fell into the river!
“Elephant!” shouted Rabbit. “Can’t you move more gently?”
“I am the biggest, greatest, strongest animal in the jungle,” said
Elephant. “I can do anything I want.”
The Great Rope Tug
A Tale from Africa
©Macmillan/McGraw-Hill
illustration by Valeria Petrone
Oral
Vocabulary
stretch
Defi ne: To stretch is to spread
out your arms, legs, or body.
Example: We always stretch
on the mats before we play

basketball.
Ask: When do you like to
stretch?
movements
Defi ne: Movements are
actions, or the way someone or
something moves.
Example: The cat’s movements
frightened the bird away.
Ask: How are a rabbit’s
movements different from an
elephant’s movements?
Intensive Vocabulary Support Reread the selection. Introduce the underlined words
using the vocabulary routine on How to Use the Oral Vocabulary Cards.
UNIVERSAL ACCESS
English Learners
Act Out Synonyms Stomp
around the classroom to
demonstrate a thunderous
gait. Say: My footsteps
are thunderous today. Say
thunderous three times with
me. What is another word for
thunderous?
1
Oral
Vocabulary
Rabbit was thinking of a way to express how upset Elephant had
made her feel, but then she thought of a better idea.

“I may be little, but I am great too,” Rabbit said to Elephant.
“Let’s have a tug-of-war and I’ll show you just how great I am!”
Elephant fell over laughing. “All right, but you’ll never win!” he
said.
Rabbit found a very long rope and brought one end to Elephant.
“This end is yours,” explained Rabbit. “I’ll take my end into the
trees. When I yell ‘Pull!’, start tugging, and do not stop until one pulls
the other over or the rope breaks.”
“Okay,” laughed Elephant again. “Whoever wins the tug-of-war is
the greatest of all. Let me know when you are ready.”
express
Defi ne: Express means to say or
show what you are feeling or
thinking.
Example: I express my
happiness when I smile.
Ask: What can you say to your
friends to express how much
you like them?
The Great Rope Tug
©Macmillan/McGraw-Hill
illustration by Valeria Petrone
UNIVERSAL ACCESS
English Learners
Use Illustrations Have
children look at the elephant
and the rabbit in the picture.
Identify the animals’ features
and have children repeat. Ask:
Which animal do you think will

win the tug-of-war? Why?
2
Rabbit was full of energy . She hopped down the river bank and
was soon far away from Elephant. There she saw Hippo resting in the
water.
“Hippo! Who is the greatest one in the jungle?” asked Rabbit.
“That’s easy. I am the greatest one of all,” said Hippo.
“Well, Hippo, I think I am great too,” answered Rabbit. “Let’s have
a tug-of-war. You’ll see that I am just as great as you.”
“Okay,” said Hippo. “But surely I will win. How could you possibly
have the strength to beat me in a tug-of-war?”
“Just wait and see,” said Rabbit. She gave Hippo one end of the
rope and hopped away to hide behind a bush.
“PULL!” Rabbit yelled.
Elephant and Hippo pulled. Rabbit giggled as she watched the rope
move back and forth through the trees.
Elephant and Hippo both thought Rabbit was tugging on the other
end. They were surprised at her strength. After a very long time, Rabbit
jumped out and cut the rope. SNAP! It split in two.
©Macmillan/McGraw-Hill
illustration by Valeria Petrone
The Great Rope Tug
Oral
Vocabulary
energy
Defi ne: Energy is the strength
to do active things without
getting tired.
Example: It takes a lot of

energy to play soccer.
Ask: How do you feel when
you run out of energy?
UNIVERSAL ACCESS
English Learners
Paraphrase Say: Elephant
thinks he is playing tug-of-war
with Rabbit. Hippo also thinks
she is playing with Rabbit.
Who are they really playing
with? How does Rabbit fool
them? Have children use the
illustration to identify each
character and action.
33
Oral
Vocabulary
“Oops!” yelled Elephant as he fell into the trees with a CRASH!
“Oh, no!” yelled Hippo, as she fell backwards into the river
with a SPLASH!
Both animals were exhausted . They could barely move.
Rabbit hopped over to see Hippo. Hop, hop, hippity hop!
“You are much stronger than I thought,” said Hippo in a tired voice.
“You are just as great as I am.”
Then Rabbit hopped over to Elephant. Hop, hop, hippity hop!
“Rabbit, you are very strong,” groaned Elephant. “And you don’t
look a bit exhausted. You are indeed great!”
“See, I told you!” said Rabbit. “I may be small, but I am just as great
as you are!”

From that day on, both Elephant and Hippo believed little Rabbit to
be very great indeed.
exhausted
Defi ne: A person who is
exhausted is very, very tired.
Example: We felt exhausted
after taking a long hike.
Ask: What would make you
feel exhausted—playing a long
game of soccer or watching a
movie?
Help children use the
pictures to retell the story.
Card 1: What happens when
Rabbit and Elephant meet
at the river?
Card 2: How does Rabbit
plan to prove that she is
just as great as Elephant?
Why does Elephant think
this is funny?
Card 3: What does Rabbit
want Hippo to do? What
happens when Rabbit cuts
the rope?
Card 4: How does Rabbit
fool both Elephant and
Hippo? What do the
animals think of Rabbit
now?

Retell
The Great Rope Tug
©Macmillan/McGraw-Hill
illustration by Valeria Petrone
4
UNIVERSAL ACCESS
English Learners
Use Photographs Point to
the lion cubs’ features, such
as eyes and nose. Name them
and have children repeat.
Ask children to tell how the
mother lion is different from
the cubs.
Have you ever seen a baby lion? What was it like? What do you think
baby lions need to learn as they grow up?
When a mother lion is ready to have her babies, she fi nds a safe,
hidden place called a den. There she will give birth to one to four cubs.
The newborn cubs are very tiny. They weigh only about three
pounds! Their eyes are closed tight, and their fur is covered with spots.
The babies drink their mother’s milk and spend a lot of time sleeping.
Soon the cubs begin to change . After about a week, they can open
their eyes. When they are three weeks old, they get their fi rst teeth.
During this time, they stay hidden in the den. Their mother stays there
to protect them, except when she must go off to hunt. When the cubs
are ready to go outside, the mother carries them in her mouth.
Lion Cubs Grow Up
©Macmillan/McGraw-Hill
photo © Joe Mc Donald / Animals Animals

Oral
Vocabulary
change
Defi ne: To change means to
become different.
Example: I had blue eyes when
I was a baby, but they changed
to brown when I got older.
Ask: How have you changed
since you were a baby?
Intensive Vocabulary Support Reread the selection. Introduce the underlined words us-
ing the vocabulary routine on
How to Use the Oral Vocabulary Cards.
1