After reading page 3, ask the students what they think will happen next?

On page 4, confirm and adjust predictions and make a new prediction about what the hens will do now?

After reading page 10, ask the students what they think will happen next?

On page 11, confirm and adjust predictions. Read page 12 and ask the students why they think the hens hear a tap-tap-tap? What will the hens do now?

On page 13, confirm and adjust predictions. What will the hens do with their chick now?

This book contains many similes (smooth as silk, shimmer like pearls), and rich vocabulary, (Zinnia strutted in the sunlight. Dot fluttered across the hay.) Stop after each page and model Check for Understanding by asking the students “What has happened so far? What do we now know about the hens?”

Ask students, “What was the author’s purpose for writing this story? Was it to inform, entertain, or persuade us as readers?” What text from the story supports their conclusions? 

Although the main purpose of this story is to entertain, is there an underlying message that the author is trying to convey? If so, what is the lesson?

This text provides many opportunities to use expression when reading. Tell your students to notice the ups and downs of your voice. Explain to them why your tone changes when you read something with an exclamation point versus a period or question mark. Some examples would be:

• "This is all your fault!” (Page 5)
• You were the one who started it all!” Dot shouted. (Page 5)
• “SHARE? Never!” (Page 6)
• “Ha!” cried Zinnia. “The only story I’ll tell is about me and my baby chick leaving this coop!” (Page 8)
• “Stop humming!” “Stop wiggling!” “Move over!” (Page 13)

This story has a lot of humor, however if it is read too fast or too slow, the humor and the meaning will be lost. Read the text too fast. Then ask your students what they noticed about that rate. They should respond with “You read it too fast and it was hard to follow and understand.” Next read it too slow, and ask what they noticed. They should realize the humor is lost when it is read too slowly. Then model well and reiterate that whenever we read, it is important that our reading rate match the text.

Possible choices include: shimmer, strutted, admiring, bragging, pandemonium, shrieked, quarreling, giddy, and cackled.