Over the Bridge and Through the Woods; Goldilocks and the Three Bears, The Billy Goats Gruff, The Little Red Hen and Little Red Riding Hood Grade Level: Kindergarten Written by: Adana Hilliker, Charity Lee and Monica Perser, Tatum Elementary Length of Unit: One Month – Four Stories

I.

ABSTRACT The Kindergarten students will be introduced to a variety of Language Arts concepts as they explore favorite stories; Goldilocks and the Three Bears, Three Billy Goats Gruff, The Little Red Hen, and Little Red Riding Hood. This activity is designed to be used for one month with whole group teaching, thematic centers and will culminate with homework bag activities. Each child takes home a different homework bag each night that is part of our New Mexico and local curriculum. All bags are related to Core Knowledge stories and early literacy and readiness skills.

A.

II.

OVERVIEW Concept Objectives 1. Students will use literature and media to develop an understanding of people, societies, and the self. (NM Standard LAK-1, 2,3) 2. Students will develop an appreciation for reading and an understanding of a variety of materials. 3. Students will develop an awareness of writing and speaking for a variety of purposes. 4. To develop parental involvement and awareness of early literacy skills to enable parents to provide support for their child at home. B. Content 1. Fiction Stories pg. 9 Core Knowledge Sequence a. Goldilocks and the Three Bears b. The Billy Goats Gruff c. The Little Red Hen d. Little Red Riding Hood

A.

2.

Reading and Writing pg.7-8 Core Knowledge Sequence a. Know parts of a story (for example, title, beginning, end) and their functions. b. Know that print goes from left to right across the page and from top to bottom down the page, and that words are separated by spaces. c. Follow print, pointing to each word from left to right, when listening to familiar stories or other texts read aloud. d. Decoding and Encoding e. Reading and Language Comprehension

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

1

C.

III.

BACKGROUND KNOWLEDGE A. For Teachers 1. Armbruster, B., Lehr, F., Osborn, J. Put Reading First: The Research Building Blocks for Teaching Children to Read. Jessup: National Institute for Literacy, 2001 2. Core Knowledge Foundation. Core Knowledge Sequence: Content Guidelines for Grades K-8. Core Knowledge Foundation. Charlottesville, VA. 1999. 1-890517 – 20-8. pp. 7-10. 3. Hirsh, Jr. E.D. and Holdren, John. What Your Kindergartner Needs to Know. New York: Dell Publishing, 1996. 0-385-31841-3.

B.

IV.

Skill Objectives (List specific skills to be taught in each lesson – and use the same ones from your lessons.) 1. Students will be able to name title of story and identify front and back of book. 2. Students will understand the role of the illustrator and author. 3. Students will go on a picture walk and predict what will happen. 4. Students will track text and identify key words. 5. Students will point out picture clues and context clues. 6. Students will discuss characters, setting, and plot of the story. 7. Students will answer questions about sequence of events, identify problems and solutions, and draw conclusions. 8. Students will be able to retell story with appropriate props. 9. Develop parental involvement and awareness in early literacy skills to provide support for their child at home.

For Students 1. An understanding of the Language Arts concepts as outlined in the Core Knowledge Preschool: Content and Skill Guidelines for Preschool. Core Knowledge Foundation. Charlottesville, VA. 1997. 1-8905/7-216.

RESOURCES (Provide a list of key resources-literature selections, activity books, AV materials, etc.-that are critical in teaching this unit.) See bibliography for complete list of resources used in this unit. OTHER RESOURCES AVAILABLE A. Childcraft storytelling sets. B. Lakeshore Learning Materials Take-Home Tote Bags and Take-Home Backpack

V.

LESSONS Lesson One: Goldilocks and the Three Bears A. Daily Objectives 1. Concept Objective(s) a. Students will develop an appreciation for reading and an understanding of a variety of materials.

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

2

b. 2.

3.

Students will develop an awareness of writing and speaking for a variety of purposes. Lesson Content a. Book and Print Awareness b. Decoding and Encoding c. Reading and Language Comprehension d. Phonemic Awareness e. Writing and Spelling Skill Objective(s) a. Understand directionality of print. b. Follow written text when the text is read aloud c. Recognize the difference between capital and lower case letters. d. Create a message by drawing, telling, and/or emergent writing. e. Understand and follow directions. f. Listen to and understand text.

B.

Materials 1. Several different stories of Goldilocks and the Three Bears 2. Three Bears and Goldilocks plush characters 3. Ingredients to make instant oatmeal 4. Paper bowls and plastic spoons for each student 5. Porridge survey form—See Appendix B 6. 6” x 8” construction paper for each student 7. 1 lunch-size brown grocery bag for each student 8. Assorted colors 9” x12” construction paper

C.

Key Vocabulary 1. Porridge 2. Furry 3. Large/small 4. Hard/soft 5. Hot/cold 6. Lumpy/smooth Procedures/Activities Day 1--Large Group Activities 1. Read story, Goldilocks and the Three Bears aloud to students. 2. Students retell story and act-out with plush characters. 3. Prepare porridge for class snack. 4. Students complete porridge survey form, cut it out and glue it onto construction paper. See Appendix B

D.

Day 1--Thematic Center Activities 1. Students crumple lunch bag, draw bear with markers and add details, cut out bear. 2. Students retell story to the teacher or an older peer with lunch bag bear. Day 2—Large Group Activity a. Read story, Goldilocks and the Three Bears, aloud to the children. 2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

3

b. c. d.

Let students repeat the repetitive parts of the story with the teacher as she reads the story. Review the concept of opposites. Use the vocabulary words to show how opposites are used in the story. Have students find things in the classroom that could illustrate the vocabulary words (ie. A desk is hard and a stuffed animal is soft.

Day 2—Thematic Center a. Students will retell the story, Goldilocks and the Three Bears, with the puppets that were made the day before. Students will work with a partner for this activity. Day 3—Large Group Activity a. Students will listen to another version of Goldilocks and the Three Bears. b. Students will review the concept of smallest to largest and different terms that mean the same thing. c. Working in groups of three, students will order pairs from smallest to largest, and largest to smallest using bears of different sizes. Day 3—Thematic Center a. Students will review the concept taught in the large group during the thematic center time. b. Students will have a mat with picture cues from smallest to largest. c. Students will have many different items to order from smallest to largest. d. Students will draw pictures of the items they have to order on the mat to be turned in. Day 4—Large Group Activity a. Students will listen to a teacher selected version of Goldilocks and the Three Bears. b. After listening to the story, selected children will act out the parts of the story. Seven children at a time will be selected to play the parts of Goldilocks, the three bears, and the dad, mom, and child. c. Repeat this process until all students have had a chance to participate in the role-playing. Day 4—Thematic Center d. Students will work in partners using Childcraft Storytelling Kit to act out the story of Goldilocks and the Three Bears. e. The teacher will use this information to determine whether or not the students can tell the story in the correct sequence. Assessment will be reported on the Summative Assessment Form in Appendix A. Homework Bag Activity 1. Listen to Goldilocks and the Three Bears story on cassette and follow along in book. 2. Color and cut out Goldilocks and Three Bears characters and glue on empty toilet paper roll to make finger puppets. Use finger puppets to retell the story. Use Appendix C. 2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

4

E.

Assessment/Evaluation 1. Initial Assessment - Student can answer questions about story. 2. Teacher Observation – Monitoring progress throughout lesson. 3. Summative Assessment Checklist – See Appendix B

Lesson Two: The Three Billy Goats Gruff A. Daily Objectives 1. Concept Objective(s) a. Students will develop an appreciation for reading and an understanding of a variety of materials. b. Students will develop an awareness of writing and speaking for a variety of purposes.

B.

2.

Lesson Content a. Book and Print Awareness b. Decoding and Encoding c. Reading and Language Comprehension d. Phonemic Awareness e. Writing and Spelling

3.

Skill Objective(s) a. Understand directionality of print. b. Follow written text when the text is read aloud. c. Recognize the difference between capital and lower case letters. d. Create a message by drawing, telling, and/or emergent writing. e. Understand and follow directions. f. Listen to and understand text.

Materials 1. Several copies of The Three Billy Goats Gruff. 2. Our school uses Childcraft Story telling characters. You can find figurines or other plush type characters. 3. Tongue depressors used to make stick puppet 4. Glue used to make stick puppet 5. Multicolored construction paper 6. Different sizes toy manipulatives 7. Markers or colors 8. Butcher paper 9. Poster chart paper or tablet 10. Colored index cards used to make vocabulary flash cards 11. Lego blocks, Lincoln Logs, popsicle sticks, or playdough to build bridges. 12. Enough small plates for each child in your classroom 13. Enough plastic knives for each child in your classroom 14. 1 jar of chunky peanut butter 15. 1 bag a coconut colored green

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

5

16. 17. 18. 19.

C.

D.

1 bag of large size or scoop Fritos Two bunches of purple grapes other purple edible substitutes are great 1 box of blue fruit roll-ups Tote bags to make homework bags we order many pre-made homework bags from Lakeshore Learning Materials Key Vocabulary 1. hill 2. bridge 3. river 4. big, bigger, biggest 5. little, littler, littlest 6. large, larger, largest 7. small, smaller, smallest 8. tall, taller, tallest

Procedures/Activities 1. Day One—Whole Group Activity a. Write “The Three_________” for students to see and ask students to guess the title of this week’s story. Our school uses a smart board. You may use a chart paper presentation, overhead, or chalkboard. b. Once students have discovered the title, show them the cover of the book, bring students attention to the capital and lower case letters in the title. c. Next introduce the author and illustrator. Repetition with young children is always important. Again bring their attention to the capital and lower case letters. d. Teacher will introduce story vocabulary. This too can be done with smartboard, flash-cards, overhead, etc. e. Teacher will explain that in this story goats can be real, however there is a character in this story who is not real – a troll. f. Have students discuss in this story what the troll looks like and listen for things that happen three times. (being stopped on the bridge, the sound of the goats crossing the bridge, etc.) g. Read the Three Billy Goats Gruff aloud to the children. As you read use your finger or pointer to follow the direction of the text. h. Have a class discussion and model retelling the story with the plush characters. Encourage students to join in on the repetitive phrases. 2. Day One—Thematic Center Activity a. A center focusing on the story of the Three Billy Goat Gruff has the following activities; Using construction paper, glue and a tongue depressor students will draw or trace then color the characters of the story. You can produce computer generated color sheets, let them trace from the book or encourage students to draw their own characters. They will cut out the character and glue them on the tongue depressor. See Appendix E b. Students will then practice retelling the story with their stick puppets. 3.. Day 2—Large Group Activity

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

6

a. Today the teacher will introduce a different story about the Three Billy Goats Gruff. b. Teacher will re-introduce vocabulary and focus on the sounds of /b/ and /l/. c. Teacher will again show the cover of the book, having students come and touch the capital letters in the title. d. The teacher will have previously taught the job of the author and illustrator. Next the teacher will bring their attention to the illustrations. e. This will open the discussion for how the stories are alike and different. Comparison. f. The teacher will continue pointing to the words as she reads the second story and students will again repeat repetitive phrases. 4. Day 2—Thematic Center Activity a. Learning center activity for day two will be constructing a bridge from Lego blocks, popsicle sticks, Lincoln logs, playdough, etc. 5. Day 3—Large Group Activity a.. Today the teacher will read both books to students. Again she/he will go through identifying the capital and lower case letters in the title and author-illustrators names. She will follow along with her finger or pointer to reinforce directionality of print and to have students follow written text when the text is read aloud. b. The teacher will give a detailed set of directions to students having them use icons on the smartboard to write and retell the story as a group sharing. This can also be done if you have access to a computer with a projector or overhead with transparent manipulatives, or even with a large piece of butcher paper with stickers or cut out characters. The teacher writes parts of the story and students fill in parts with the manipulatives or icons. 6. Day 3—Thematic Center Activity a. During center time, the students will use their stick puppets and bridges created during center time on previous days. b. Students will work in partners and retell the story of The Three Billy Goats Gruff. 7. Day 4—Large Group Activity 1. Reread one of the versions of The Three Billy Goats Gruff. As you read the story have the students listen along and create an edible diorama. 2. Make an edible retelling diorama with the following directions. a. Each child will need: 1 small plate 1 plastic knife 1 spoonful of chunky peanut butter (dirt) 1 spoonful of green colored coconut (grass) 1 large Frito (Bridge) 1 purple grape (troll) ½ of a blue fruit roll-up (water/Stream) 8. Homework Bag Activity 2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

7

1. Students will use manipulatives to compare sizes and reinforce meanings of the new vocabulary words. 2. Students will use the plush characters and the bridge to retell the story to an adult. 3. A parent letter (Appendix D) is also included in the homework bag explaining what parents can do with the two different versions of The Three Billy Goats Gruff.

E.

Assessment/Evaluation 1. Initial Assessment - Student can answer questions about story. 2. Teacher observation – Monitoring progress throughout lesson. 3. Performance—Child can retell the story using the correct sequence, the child completes activities in the thematic centers.

Lesson Three: The Little Red Hen A. Daily Objectives 1. Concept Objective(s) a. Students will develop an appreciation for reading and an understanding of a variety of materials. b. Students will develop an awareness of writing and speaking for a variety of purposes.

B.

2.

Lesson Content a. Book and Print Awareness b. Decoding and Encoding c. Reading and Language Comprehension d. Phonemic Awareness e. Writing and Spelling

3.

Skill Objective(s) a. Students will understand directionality of print. b. Students will follow written text when the text is read aloud. c. Students will recognize the difference between capital and lower case letters. d. Students will create a message by drawing, telling, and/or emergent writing. e. Students will understand and follow directions. f. Students will listen to and understand text.

Materials 1. Three different versions of the story, The Little Red Hen. 2. Ingredients for making bread, bread knife, butter and napkins or paper plates for each student. 3. Grains of wheat and stalks of wheat 4. Teacher-created chart for compare 3 different versions of The Little Red Hen. 5. Template or transparency to graph feelings on the smartboard or overhead.

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

8

6. 7. 8. 9. 10. 11. 12.

Dry erase markers, watercolor markers, crayons Blank white paper to put in center for drawing Puppets of a hen, cat, dog, goose Sign language signs for characters in story, Little Red Hen. Plush animal puppets to represent the animals in the story. (Red Hen, Pig, Horse, Cow, Duck, Sheep and Rooster) Paper plates, yellow tempera paint, strips of cardboard, pencils with new erasers, brown construction paper for each child. Large chart paper.

C.

Key Vocabulary 1. Wheat 2. Dough 3. Bake 4. Knead 5. Grind 6. Thresh 7. Plant

D.

Procedures/Activities Day 1—Large Group Activity 1. Introduce the title, author and illustrator of the book “The Little Red Hen”. Show the cover of the book and introduce the students to the characters in the story. Take a picture walk and introduce key vocabulary words to the students during the picture walk. Allow the children to take in the pictures and get a good grasp of what the story is about. 2. Activate prior knowledge by presenting students with some grains of wheat and products made from wheat. Discuss with the students what each item is. Then let students share ways they think the grains of wheat will eventually become some of the products that they saw earlier. Explain that is takes a lot of time and hard work to get from grain to bread and that this week they will learn all about the process. 3. Ask students to predict what will happen next. 4. Read the story aloud to the children. 5. A teacher-created chart will be used during the entire week to compare different versions of “The Little Red Hen.” After reading the story, fill in the blanks on the chart. Students will need to know the characters in the story, the materials needed to make the final product in the story, what the final product is, and if the characters in the story shared responsibility for the final product. Day 1—Thematic Center Activity 1. Painting fields of wheat; Put small amount of yellow tempera paint in paper plate. Teacher will demonstrate how to press-print a stalk of wheat by using the edge of the cardboard to make the stem and using the eraser tip to make the wheat seeds. 2. Each student will paint a field of wheat on brown construction paper with yellow tempera paint using cardboard and an eraser tip. Display around the classroom.

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

9

Day 2—Large Group Activity 1. Reread “The Little Red Hen” and generate a discussion about how the characters in the story are feeling at different times throughout the story. Let children draw faces (happy, sad) on the smart board to indicate how they believe the characters are feeling. 2. Using the smart board (an overhead projector will work also), begin a discussion about ways that the children can help show that they care about people around them. Draw pictures of situations and places that the children can make a difference in how people feel. Print out the pages from the discussion and put them in the center that will be used for individual or paired work. Day 2—Thematic Center Activity 1. Using the pictures from the large group discussion about situations and places where the children can make a difference in how people feel, children will indicate on a chart where they would like to make a difference. 2. Children will draw and color a picture of a specific situation where they can make people happy. The teacher or classroom aide will write a sentence dictated to them about the picture and how they plan to make a difference. Day 3—Large Group Activity 1. Read a different author’s version of “The Little Red Hen” to the class. See Appendix J. Use puppets to read different characters part of the story. Students can say repetitive phrases with the teacher during that part of the story. 2. The teacher will teach the students the sign language sign for each animal represented in the story. The teacher will reread the story and when each animals name is said, the students will show the sign for that animal. See Appendix H 3. The students will add the information to the chart comparing versions of the story that was started on Day 1. 4. Discuss in-depth the process of making bread. Students will complete a sequence activity showing the process of making bread. See Appendix I. Day 3—Thematic Center Activity 1. Students will order characters and other objects in the story by size. A graph will be at the center showing big, bigger, and biggest. 2. Students will have pictures and other objects, such as stalks of wheat, slices of bread, etc., to order in size from smallest to biggest. Day 4—Large Group Activity 1. The teacher will read another version of “The Little Red Hen” to the class. The class will discuss the similarities and differences in the story as compared to the two previous stories they have heard. 2. The teacher will draw a large outline of a piece of bread on a piece of butcher paper. 3. As a group, the children will decide the sequence of the story. The teacher will write the sequence on sentence strips and glue to the piece of bread. The teacher will use pictures as guide words to help the children be able to independently read the sentences for the center activity. Day 4—Thematic Center Activity 1. Each student will read the sentences that were written during large group time and glued to the piece of bread. 2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

10

2.

Each child will draw a picture to illustrate each part of the story that has been included in the story sequence. The pictures will be glued to the piece of bread underneath the sentence that they illustrate. 3. The “Piece of Bread” story sequence and illustrations will be displayed in the classroom as a part of our favorite classics unit. Day 5—Large Group Activity 1. As a summative activity for our week of reading “The Little Red Hen”, the students will make their own loaf of bread. 2. Follow the direction for making the bread dough. See Appendix G. 3. After kneading the bread dough, each child will place their dough into a paper cupcake holder with their initials on the bottom. The dough will be placed in cupcake pans and baked in the high school home economics room. 4. Students will eat their bread during snack time for that day. Day 5—Thematic Center Activity 1. Using the smart board or overhead projector the teacher will demonstrate how to put together a simple hen using step-by-step directions. This example will be completed and put into the center. See Appendix J. 2. The children will draw their own hen using the example. It will be colored and cut out and added to the field of wheat that the students completed during center time on Day 1. Homework Bag Culminating Activity for Book 1. Students will sequence the events in the story “The Little Red Hen” with sequence cards. See Appendix L. 2. Students will draw a picture of their favorite character in the story and take it to school to put on the class mural about the story. 3. Parents will help their children plant a wheat seed in a peat pot and watch the wheat seed grow at home.

E.

Assessment/Evaluation a. Increased use of vocabulary words and their meanings 2. Teacher observation 3. Recall sequence of events. See Appendix L.

Lesson Four: Little Red Riding Hood A. Daily Objectives 1. Concept Objective(s) a. Students will develop an appreciation for reading and an understanding of a variety of materials. b. Students will develop an awareness of writing and speaking for a variety of purposes.

2.

Lesson Content a. Book and Print Awareness b. Decoding and Encoding c. Reading and Language Comprehension d. Phonemic Awareness e. Writing and Spelling

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

11

3.

Skill Objective(s) a. Understand directionality of print. b. Follow written text when the text is read aloud. c. Recognize the difference between capital and lower case letters. d. Create a message by drawing, telling, and/or emergent writing. e. Understand and follow directions. f. Listen to and understand text. g. Understand the difference between fact and fiction.

B.

Materials 1. Different versions of story Little Red Riding Hood. 2. Wolf puppet 3. Red riding hood cape 4. Granny cap 5. Hunter cap (triangle cap made of felt with feather) 6. Small straw basket with handle 7. Crayons, scissors, glue, craft sticks, and sentence strips 8. Special “treat” for student snack (teacher choice)

C.

Key Vocabulary 1. woods 2. Cape/hood 3. Strangers 4. Path 5. Basket 6. Hunter

D.

Procedures/Activities Large Group Activities 1. Teacher will preview the characters in the story with students. 2. Teacher will read the story aloud as students follow along. Students will track the print while reading. Teacher will point out picture clues and context clues that help explain parts of the story. 3. Teacher and students will echo read the story together. 4. Discuss the characters, setting and plot of the story. 5. Discuss the difference between real and fantasy. Talk about elements in the story that are real and compare to elements that are fantasy. 6. Using story props, students will take turns acting out the story. 7. Teacher will complete lesson with a surprise “treat” served in a straw basket. Thematic Center Activities 1. Students will draw and cut out what they would take to Granny and place picture in the straw basket. Homework Bag Activities 1. Copies of character from the story Little Red Riding Hood are included in the homework bag. Student will color, cut out, and glue these story

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

12

E.

VI.

characters to craft sticks to make stick puppets. Students will retell the story to their family with the stick puppets. 2. Sentence strips will be included in the homework bag. Student and parent will read the story. Student will write a message to a character in the story on the sentence strip. Student will retell message at school with props from the story. Assessment/Evaluation 1. Teacher observation 2. Complete list of story questions. See Appendix M

CULMINATING ACTIVITY At the end of the unit, students will choose their favorite story from the four that have been introduced during the past 4 weeks. Groups will be formed based on which story is chosen. B. Groups will illustrate the story using the sequence of the story. Each group will have at least five pictures that show the sequence of the story.

A.

VII.

HANDOUTS/WORKSHEETS Appendix A: Goldilocks and the Three Bears Summative Assessment Form Appendix B: Porridge Survey Form Appendix C: Goldilocks and the Three Bears Puppet Cut-outs Appendix D: Parent Letter for The Three Billy Goats Gruff Appendix E: Cut-outs for Billy Goats Gruff Stick Puppets Appendix F: The Three Billy Goats Gruff Assessment Form Appendix G: Bread Recipe for The Little Red Hen Appendix H: Sign Language for animal words Appendix I: Sequence pictures for bread making Appendix J: Simple Hen Cut-Out Template Appendix K: The Little Red Hen Story Appendix L: Sequence Sentences for The Little Red Hen Appendix M: Assessment Questions for the Little Red Hen Appendix N: Assessment Questions for Little Red Riding Hood Appendix O: Homework Bag Materials List

VIII. BIBLIOGRAPHY Appleby, Ellen. The Three Billy Goats Gruff. New York: Scholastic, Inc., 1984. 0-590-41121-7. Brett, Jan. Goldilocks and the Three Bears. New Jersey: Putnam, 19, 0-399-22033-X. Brothers Grimm. Red Riding Hood. New York: Penguin Books, 1991, 014054893-6 Core Knowledge Foundation. Core Knowledge Sequence: Content Guidelines for Grades K-8. Core Knowledge Foundation. Charlottesville, VA. 1999, 1-890517-20-8 Galdone, Paul, The Little Red Hen, New York: Clarion Books, 1973. 0-395-28803-7. 2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

13

Hirsh, Jr. E.D. and Holdren, John. What Your Kindergartner Needs to Know. New York: Dell Publishing, 1996, ISBN: 0-385-31841-3 Marshall, James. Goldilocks and the Three Bears. New York: Puffin Books, 1988. Moore, Jo Ellen and Jill Norris. Literature Pockets Folktales and Fairy Tales K1. Evan-Moor Educational Publishers. ISBN 1-55799-871-X Otto, Svend. The Three Billy Goats Gruff. Massachusetts: D.C. Heath & Company, 1989. 0-669-13273X. Parnell, Donna R. The Little Red Hen. England: Lady Bird Books Inc., 1954. 0-7214-5028-8. Parnell, Donna R. The Three Billy Goats Gruff. England: Lady Bird Books Inc., 1954. 0-7214-5031-8. Randall, Ronnie. Red Riding Hood. England: Lady Bird Books, Inc., 1954. 0-7214-5103-9. Smolkin, Laura B. “Webbing Into Literacy: A-Book-A-Week Instruction. The Little Red Hen,” [email protected], 2000. Smolkin, Laura B. “Webbing Into Literacy: A-Book-A-Week Instruction. The Three Billy Goats Gruff,” [email protected], 2000. Smolkin, Laura B. “Webbing into Literacy: The Little Red Hen Activity Card,” [email protected], 1996. Southgate, Vera. Goldilocks and The Three Bears. England: Lady Bird Books, Inc., 1954. 0-7214-5009-1.

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

14

Appendix A

Checklist Goldilocks and the Three Bears Name:____________________________________ Yes Check List Items

No

Retells story in correct sequence.

Names all characters in story. Tracks print left to right.

Worked cooperatively with group members. Tasted porridge.

Completed paper bag bear.

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

15

Appendix B

Porridge Survey Form

I __________ porridge. ☺ like

don’t like

-------------------------------------------------

Porridge Survey Form

I __________ porridge. ☺ like

don’t like

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

16

Appendix C Goldilocks and The Three Bears Puppet Master

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

17

Appendix D Parent Letter for The Three Billy Goats Gruff

Dear Parents, We have read two versions of “The Three Billy Goats Gruff”. In the homework bag, you will find the two books and the story characters. Have your child choose the version he/she liked the best. Then ask him/her to retell the story using the characters. After your child retells the story, ask the attached assessment questions. Question your child about how the other story was different using the questions. Then have fun reading the preferred story to your child. Thanks for your participation.

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

18

Appendix E Puppet Cut-Outs for The Three Billy Goats Gruff

Appendix F 2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

19

The Three Billy Goats Gruff Assessment Questions 1. What did the three billy goats need to cross?

2. What was stopping them from crossing the bridge?

3. Why did the three billy goats want to cross the bridge?

4. Is a troll a real person or a pretend person?

5. Which billy goat crossed the bridge first?

6. Why did the troll let the first and second billy goat cross the bridge?

NAME_______________________________________________

Appendix G 2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

20

Bread Recipe to go with “The Little Red Hen” Whole Grain Wheat Bread 1/3 cup plus 1 tablespoon brown sugar 2 cups warm water 1 package yeast 5-6 cups whole wheat flour ¾ cup powdered milk 2 teaspoons salt 1/3 cup vegetable oil Dissolve 1 tablespoon brown sugar in water and add yeast. Let mixture stand. In a large bowl, put 4 cups flour, powdered milk, and remaining brown sugar and salt. Mix well. Add yeast mixture and oil to flour. Mix and knead (the children can do this with a small amount of the mixture). Knead in rest of flour until dough is nice, smooth, and elastic. Place dough into individual cupcake papers (remember to put the children’s initials on the bottom of the cupcake paper). Let dough rest for 30 minutes. After 30 minutes, the dough needs to be kneaded down and put back into the cupcake papers. Let the dough rise until doubled in size. Bake at 375º for 20 minutes. Remove from oven and brush the top of each little loaf with butter.

Appendix H 2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

21

Sign Language for “The Little Red Hen”

cat goose

pig dog

bread chicken

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

22

Appendix I

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

23

Appendix J

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

24

Appendix K

The Little Red Hen Sara Cone Bryant (Retold from Joseph Jacobs)

One day as the Little Red Hen was scratching in a field, she found a grain of wheat. "This wheat should be planted," she said. "Who will plant this grain of wheat?" "Not I," said the Duck. "Not I," said the Cat. "Not I," said the Dog. "Then I will," said the Little Red Hen. And she did. Soon the wheat grew to be tall and yellow. 2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

25

"The wheat is ripe," said the Little Red Hen. "Who will cut the wheat?" "Not I," said the Duck. "Not I," said the Cat. "Not I," said the Dog. "Then I will," said the Little Red Hen. And she did. When the wheat was cut, the Little Red Hen said, "Who will thresh the wheat?" "Not I," said the Duck. "Not I," said the Cat. "Not I," said the Dog. "Then I will," said the Little Red Hen. And she did. When the wheat was threshed, the Little Red Hen said, "Who will take this wheat to the mill?" 2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

26

"Not I," said the Duck. "Not I," said the Cat. "Not I," said the Dog. "Then I will," said the Little Red Hen. And she did. She took the wheat to the mill and had it ground into flour. Then she said, "Who will make this flour into bread?" "Not I," said the Duck. "Not I," said the Cat. "Not I," said the Dog. "Then I will," said the Little Red Hen. And she did. She made and baked the bread. Then she said, "Who will eat this bread?" "Oh! I will," said the Duck. "And I will," said the Cat. 2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

27

"And I will," said the Dog. "No, No!" said the Little Red Hen. "I will do that." And she did. From The Gingerbread Guide: Using Folktales with Young Children. Copyright 1987 Scott, Foresman and Company.

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

28

Appendix L

Little Red Hen Sequence the story

Bake the bread. Make the dough. Plant the wheat. Thresh the wheat. Cut the wheat. Grind the wheat.

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

29

Appendix M

The Little Red Hen Ask the following questions to help students recall the sequence of events, draw conclusions, and share opinions.

1. Why did the little red hen grow and gather wheat?

2. Who did she ask for help? What did they all say?

3. How do you know the little red hen was a hard worker?

4. Why did the little red hen eat all the bread herself?

5. What lesson did you learn from the story?

6. What would you do if someone asked you for help? Name:_______________________________________________

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

30

Appendix N

Little Red Riding Hood 1. Why was Little Red Riding Hood going to Granny’s house?

2. Who did Little Red Riding Hood meet on her way through the woods?

3. What did the wolf plan to do?

4. How did the hunter know that Little Red Riding Hood needed help?

5. What did Little Red Riding Hood do that got her into trouble?

6. What did Little Red Riding Hood learn?

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

31

Appendix O Homework Bag Activities Materials List

The Little Red Hen Drawing Paper Crayons Markers Scissors Little Red Hen Story Sequence Cards Wheat Seed Peat Pot

Goldilocks and The Three Bears Story and cassette tape of story Cassette Player w/headphones Copy of Goldilocks and the Three Bears characters for puppets Crayons Glue Scissors 4 toilet paper rolls The Three Billy Goats Gruff The Three Billy Goats Gruff Storybook—2 different versions Childcraft plush storytelling characters Cassette tape of story Cassette player w/headphones Parent Letter Little Red Riding Hood Sentence Strips Little Red Riding Hood Story Marker

2005 Core Knowledge® National Conference, Over the Bridge and Through the Woods, Kindergarten

32