Saar S

up

ple

menta

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1

Aesop’s Fables

Level 1

9 789382 866473

99ISBN 978-93-82866-47-3

( Head Office )

4940/1B, Dhobiwadi, Dr. Jaykar

Marg, Opp. Datta Mandir,

Thakurdwar, Mumbai - 400002

INDIA

www.saarbooks.com

SAAR Supplementary

Readers bring well-

loved tales from all

over the world to the

modern young reader.

Graded to take parents,

teachers, and children

from reading together

to reading on one’s

own, the series draws

the child into the world

of reading, encourages

cognitive, deductive

and creative skills,

while inculcating

humanistic values for a

changing world.

About

Series

Saar ReadersSupplementary

Aesop's Fables. . . presents 10 hand-picked

tales about cats, foxes,

wolves, cranes and many

more animals. Children can

imbibe these timeless stories

of human character and

experience through easy-to-

read modern text and fun-to-

do activities. Read on.

LEVELS

1 2 3 4 5 6

Padmamalini G RaoMadhu Jha Pathak

Adapted by

Aesop's FablesLevel 1

Dear parent/teacher,

Happy reading !

This series of books is designed to reinforce reading

skills of young readers and inculcate and an

affiliation for books. We have handpicked popular

best-selling fairy tales and folk tales from all around

the world and graded them to suit the various

age/grade levels of our young readers.

The first few pages in each of these books are aimed

to give a fair understanding about how to make the

best out of each book. The synthetic phonics page

gives a brief outline of the latest way of teaching

reading, writing, and spelling.

Each book has a few pre-reading as well as post-

reading activities which will help the reader to

enhance and to assess their reading experience.

We hope you have fun reading and learning

through these books.

Preface

©2013

Mumbai ( Head Office ) 4940/1B, Dhobiwadi, Dr. Jaykar Marg,

Opp. Datta Mandir, Thakurdwar, Mumbai - 400002 INDIA

www.saarbooks.com

All rights reserved. No part of this publication may be reproduced in

any form or means, electronic or mechanical, including photocopy,

recording or any other information storage and retrieval system,

without prior permission in writing from the publisher.

ISBN No. :-

Series edited by :- Padmamalini G Rao

Illustration by :- Shariq Hussian, Pencil Mouse Studio

Books Design By:- Kr. Hemant Bhagirathi, WeDomedia

Typesetting By : Gitanjali Manral, WeDomedia

Printed in India by:- IBH, Website:- www.ibhprint.com

Saar Books Publication Pvt. Ltd.

978-93-82866-47-3

Contents

Story Titles

Belling the Cat

The Bear and the Bees

The Dog and His reflection

The Donkey and His Driver

The Fox and the Grapes

The Hare and the Tortoise

The Lion and the Mouse

The Monkey and the Camel

The Travellers and the Purse

The Wolf and the Crane

S.No.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Pg. No.

13-18

19-24

25-30

31-36

37-42

43-48

49-54

55-60

61-66

67-72

6 7

The Warm Up is a starting point that...

l incites the child to think about the basicplot and to anticipate key events of thestory.

l highlights the value-based elements of the story and attempts to draw a parallel context in line with the child's own understanding of the story.

l asks questions that the child will continue to think about while reading the story.

l discuss the title, pictures, basic idea and favourite characters/scenes of the story.

l revisit familiar, recognisable, frequentlyoccurring words like etc.,randomly.

is, and, are, to,

l encourage (but do not force) the child to read on theirown when they are ready.

l encourage them to pronounce the unfamiliar words in aexaggerated phonetic way first and then naturally.

l act out the words/scenes from the story to make readingfun. This will develop correct pronunciation and betteroral expression in the child.

During the reading experience..

Before you or your child begins to read...

enough

8 9

After reading activites...

l helps the child to think forward from the familiar given facts ofthe story to inferential aspects.

l helps the child understand fiction vs. reality.

l asks value-based questions that can be correlated to the child’severyday life.

Read and Answer

l provides activities that enable the child to think out of the box.

l enables the child to search information from external sources.

l builds up the child’s writing skills.

Do It Yourself

l develops the child’s understanding for the sound of English.

l highlights related aspects of vocabulary, syntax, grammar andlinguistics in a child-friendly way.

Glossary

Ways to help your child pronounce words

10 11

English is all about pronunciation. Saar Supplementary Readers uses linguistic associations to help the child concretise correct sounds. Through these repeated patterns, he/she will find reading and speaking easy to grasp.

The Alphabet consists of 26 different letters presented in a specific alphabetical order. The smallest units of identifiable sounds in a word are called phonemes. A grapheme is the fundamental unit in written language. A letter or a letter group can be referred to as a grapheme.

1. One sound can be represented by one, two, three or fourletters (phoneme): e.g. , , , , , ,

2. One sound can be represented by multiple spellingalternatives (graphemes): e.g. , , , , , ,

3. One grapheme can represent multiple sounds: e.g., , , ,

Synthetic phonics : Introduction and key terminology

The complexity of the English Alphabetic Code

In the English Alphabetic Code, over 150 main graphemes are used to represent the 44+ phonemes

/a/ /o/ /ar/ /ai/ /air/ /ear/ /igh/

o oa ow oe o-e eau ough

'ough': /oa/ though /or/ thought /oo/through /ou/ ploughschwa/u/ thorough

* wh w

( is sometimes pronounced as / /)

The 44 phonemes in the English Language:

Syllables

Sight Words

graphemes phonemes

A syllable is a unit of spoken language consisting of a single

uninterrupted sound formed by a vowel, diphthong, or syllabic

consonant alone, or by any of these sounds preceded, followed,

or surrounded by one or more consonants.

A sight word is a word whose spelling is not straightforward

and, therefore, does not enable a learning reader to determine

what spoken word it represents just by sounding it out

according to the rules. Sight words are words that generally

cannot be taught by phonetic methods. They have to be

remembered by SIGHT. For example, In more linguistic terms a

sight word lacks a complete one-to-one correspondence

between its and and must be decoded on

a level.

There are

approximately 100 common words in English which fit this

description.

E.g. , , , , , , , , ,

discourse

the and or are were been said asked why what

Sight words also refer to the words that are most frequently

used and repeated in books, which is why sight words are also

sometimes referred to as ‘high-frequency’ words.

12 13

Belling the Cat

Warm Up

Are there bullies in your class or school? Do they trouble you? Can you be brave enough to go and talk to your teacher about them?

nce, all the mice met to talk

about their , the cat. OThe cat was quiet and .

The mice never knew when she was

coming, so they never had time to

run away.

enemy

sneaky

enough