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Teacher Resourcesfor

How Chipmunk Got His Stripes

Comprehension (ELA. 2.1) Vocabulary (ELA. 2.41) » At the beginning of the story, how does Bear

feel? (Page 1) » What challenge does little Brown Squirrel

give to Bear? (Page 6) » Is Bear happy when the sun comes up? Why

or why not? (Page 14) » Why does Bear want to eat little Brown

Squirrel? (Page 18)

» Autumn » Brag » Height » Tease » •Apologize » Tunnel » Direction

Fluency (ELA. 2.1) Writing Prompt (ELA. 2.20) » Choral read with your students. Begin with

reading the story aloud to model fluent reading for them. Then reread the book and invite students to join in as they recognize the words you are reading. Continue rereading the book, encouraging students to read along as they are able.

» Have your students engage in paired reading. Either group students into pairs or let them choose their partner. Students will take turns reading the story aloud by reading alternating sentences.

» Write a note to Chipmunk. Explain what you learned from him about teasing. Include reasons that support your opinion, using linking words to connect opinion and reasons, and provide a concluding statement.

Language (ELA 2.36) Companion Texts » Past Tense Verbs

Mentor Sentences » “As he walked he began to brag.” (Page 1)

Rabbit’s Snow Danceby James and Joseph BruchacHow Raven Got His Crooked Nose: An Alaskan Dena’ina Fableby Barbara J. Atwater and Ethan J. Atwater Head, Body, Legs: A Story From Liberiaby Won-Ldy Pan and Margaret H. LippertWhy the Sky is Far Away: A Nigerian Folktaleby Mary Joan Gerson