Saar S
up
ple
menta
ry Read
ers
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
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