The Three Little Pigs Read Aloud

49 Pages·2014·1.05 MB·English

The Three Little Pigs Read Aloud
ELA/Literacy Standards Addressed: Subjects: ELA, Social Studies
RL.1, 2, 3, 9
Content Standards Addressed:
W. 1, 3
SS.5
SL. 1, 5
Week 1
Enduring Understanding:
People’s perspectives depend on culture, history, location, age, and personal views or ideas. All perspectives
have validity. Stories help us experience different perspectives.
Essential Question:
What is the perspective of the author or character? Why do you think she or he has this perspective?
Content Objectives:
Children will identify the main events of the story and retell the story using picture cards.
Children will write/draw dictate a fictional narrative inspired by the story.
Academic Language Objectives:
Children will use extended instruction vocabulary and sequence words (first, next, then, finally) when asking/
answering questions about story content in complete sentences and when retelling the story.
Materials:
• The Three Little Pigs by Paul Galdone
• vocabulary cards with images
• samples or images of straw and sticks
• photocopied pages of story for sequencing
• sticky notes
• whiteboard, poster paper, or sentence strips
Assessments:
observation checklist
written responses and/or artifacts from Writer’s Workshop or during Centers
BUILDING ACADEMIC VOCABULARY
EMBEDDED INSTRUCTION (Tier 3 & Tier 2) EXTENDED INSTRUCTION (Tier 2)
Identify vocabulary words that require some attention in order Identify vocabulary words that build academic language
for children to comprehend the text. Define these words quickly and are essential to comprehending the text. These
in context, using a student friendly definition. words may be defined quickly in context, but will be
• sow – mother pig revisited for children to integrate into their vocabulary.
• huff – take a deep breath • bundle – a group of items held together
• turnip(s) – a kind of vegetable; a root that can be eaten • load – a lot of items (noun); to put things in
• (butter) churn – a barrel used to make butter (verb)
• blazing (blaze) – big, hot, bright • straw – long, hard, dried pieces of grass
• stick – a part of a tree that has fallen down
• brick – a rectangular shaped kind of material
for building, made of clay and sand
IMPLEMENTATION PROCESS
First Read
Children will:
• activate prior knowledge
• listen to the text for enjoyment
• learn new vocabulary
• discuss reactions to the story
“This week, we will read this story, The Three Little Pigs by Show the book.
Paul Galdone. There are many versions of this story. Have
you ever heard this story or a story like this before?” Make text-to-self connections. Discuss other
versions of The Three Pigs. Validate stories that
might be from different places around the world.
If applicable, reference any other Three Pigs
“Authors have many different ideas, and sometimes there stories you may know or have.
can be many versions, or many different ways to tell, the
same story. Let’s see what happens in Paul Galdone’s
version of The Three Little Pigs.“ Frame the read.
Read the story fluidly. Pause briefly to define
embedded instruction vocabulary to aid in
comprehension.
“A bundle is a group of things, all tied together. Here are
some pencils in a bundle. What else could you have in a Pause at the word bundle. Teach the word. Hold
bundle?” up a bundle of pencils (or another small object)
to demonstrate. Show the vocabulary card with
image of a bundle. Provide time for 1-2 children
to share their examples.
“A load is also a lot of things. But a load is different than a
bundle, because the things aren’t tied together. They could Pause at the word load. Teach the word. Show
be in a basket, or a cart, or a truck.” vocabulary card with image of a load.
While reading the story, encourage all students
“Straw is long, hard, dried pieces of grass. Here is a picture to “huff” and “puff.”
of some straw. Have you ever touched straw before?”
Pause at the word straw. Teach the word.
“Sticks are small parts of a tree that have fallen down. Turn
and tell a friend what you like to do when you find a stick.”
“A brick is a rectangular-shaped kind of material for Pause at the word sticks. Teach the word. Show
building. A brick is usually made of clay that has been mixed image of a stick, or an actual stick if possible.
with sand or little rocks and hardened. Here is a picture of a
structure made out of bricks.”
Pause at the word brick. Teach the word. Show
image of a brick and a brick structure. If there is
“People have feelings about stories and these feelings are any exposed brick in your classroom walls, point
called opinions. My opinion could be the same as yours or that out.
my opinion could be very different. Different opinions are
fine! Successful readers gather details from the story to Discuss the story. After the story is complete,
support their opinions. For example, after reading a story, I explain that readers can have differing opinions
can ask myself questions like, ‘Which parts of the story did about a text and that everyone’s opinion is
I like?’ ‘Which parts of the story made me sad?’ or, ‘Which important. Engage the students in a turn and
parts surprised me?’ Then I can ask, ‘What part of the story talk about their reactions and feelings about the
made me feel that way?’” story.
“Here are some sentence starters you can use to talk about your Provide the following prompts on
opinions. For example, ‘After reading the story, I feel… upset, because the board, on a poster paper, or on
the wolf ate two of the pigs and then the wolf got eaten in the end.’ sentence strips.
Or, ‘I liked the book because the third pig finally tricks the wolf, and ● After reading the story, I feel …
it was funny.’ Or, ‘I enjoyed the book when the third pig goes to Mr. because …
Smith’s farm early to buy turnips before the wolf gets there.’” ● I liked the book because …
● I did not like the story because …
● I enjoyed the book when…
● I did not enjoy the book when …
● If I could change the story, I
would suggest …
Listen to the children as they turn and
talk, and support children to listen to
each other’s opinions during the turn
and talk, even if their partners have
different opinions than they do.
Close the read by highlighting some
strong reactions to the story during
the whole group. These interesting
ideas could turn into their own
versions of this familiar story (link to
Dramatization).
Second Read
Children will:
• make text-to-self connections
• identify the main events of the story
• deepen their understanding
“Today when we read the story, we are going to pick out the main Review the discussion from the
events. A main event is something that happens in the story that previous read.
is really important. When we retell stories, we talk about the main
events.” Frame the reading.
“As we read and find the main events, let’s stick a post-it on the page
to remind us of the main events. That way, when we are all finished,
we can look back at the main events.”
“This page shows the first little pig building a house of sticks. This Read the story fluidly. Pause briefly
event is really important for readers to understand the story, so I am to define extended instruction
going to put a sticky note here.” vocabulary to aid in comprehension.
Mark the main events while reading
the story to the children. Model
labeling a main event.
After reading, provide time for
children synthesize their learning.
Discuss and examine the story
events. If appropriate, check for
story comprehension through guided
questioning. Choose 1-2 of the
following prompts:
• Why do you think the first pig’s
and the second pig’s house fell?
• What could the first and second
pig have done to prevent the wolf
from blowing their house in?
• Why did the wolf invite the third
pig to Mr. Smith’s farm?
• Why did the third pig go to Mr.
Smith’s farm at 5 o’clock instead
of at 6 o’clock, when the wolf
invited him?
Third Read
Children will:
• recall the main events of the story
• use sequencing language to summarize and retell the story
In preparation for this read, copy the
“Successful readers and writers can retell the familiar stories they have pages that were tagged from the
read. Today, we are going to retell Paul Galdone’s story using our own second read. Use these pages for the
words. When retelling a story, we have to think hard about the main third read aloud.
events in the story. Remember we tagged the main events last time
we read the book? I used the copy machine to make copies of the Frame the read.
main events we found. We can use these pictures to retell the story As a class, sequence the events.
together. “ Provide the following transition words
on the board, on a poster paper, or on
sentence strips:
● In the beginning or Once upon
a time or First
“Our retell was great because we remembered the major events of the ● Next
story. In Writer’s Workshop, you will have a chance to write your own ● Then
versions of The Three Little Pigs. We will talk more about including ● After
a beginning, middle, and end in your own versions, just like Paul ● In the middle
Galdone’s book.” ● After that
● Later in the story
● In the end or Last or Finally
Close the read.
After the read, put the transition word
cards into the Writing and Drawing
or Dramatization areas to support
children in their center work.
Center Activities:
Exploration in Centers allows children to independently and collaboratively practice strategies and apply
concepts from the text. In order for children to engage in higher order thinking, they need to recall,
understand, apply, analyze, evaluate, and create with these concepts.
In all Center work, continue to use the extended instruction vocabulary regularly. Provide word cards with
images in a variety of Centers so children can reference and integrate the vocabulary.
Dramatization: We’re the Three Little Pigs. Children make props and costumes to act out Paul
Galdone’s story and other variations of The Three Little Pigs story.
Art Studio: Provide straw, sticks, and brick for students to use with Beautiful Stuff.
Library and Listening: Stocking the Library Gather books like The Three Little Pigs from the library and
from home. Be sure to include child made books.
Culminating Writing Project (introduced during Writer’s Workshop, continued during Centers):
How can you use the information learned about the characters and story to create your own version of The
Three Little Pigs? What do you want to change about the content or the ending?
Vocabulary cards for The Three Little Pigs
Cut out cards and laminate, or print on card stock. Put on a metal ring to create a “word ring” that children can
reference for their dramatic play, construction, or writing activities in Centers.
bundle load
straw blazing

sticks
brick
The True Story of the Three Little Pigs Read Aloud
ELA/Literacy Standards Addressed: Subjects: ELA, Social Studies
RL.1, 2, 3, 9
Content Standards Addressed:
W. 1, 3
SS.5
L. 1, 5
Week 2
Enduring Understanding:
Through using materials and interacting with them, people learn important concepts and gain skills relating to
physical science, engineering and technology, and the arts.
Essential Question:
What do you feel inspired to build, create or compose, and what materials and tools do you need to complete
this project?
Content Objectives:
Children will compare and contrast two versions of the same story, using oral discussion and a graphic
organizer to consider the similarities and differences in plot, characters, and perspective between the two
texts.
Academic Language Objectives:
Children will learn build academic vocabulary (see list below) and use these words in oral discussion about the
text.
Materials:
• The True Story of the Three Little Pigs by John Scieska
• chart paper
• markers
• vocabulary cards with images
Assessments:
observation checklist
written responses and/or artifacts from Writer’s Workshop or during Centers
BUILDING ACADEMIC VOCABULARY
EMBEDDED INSTRUCTION (Tier 3 & Tier 2) EXTENDED INSTRUCTION (Tier 2)
Identify vocabulary words that require some attention in order Identify vocabulary words that build academic
for children to comprehend the text. Define these words quickly language and are essential to comprehending the
in context, using a student friendly definition. text. These words may be defined quickly in context,
• granny – another word for grandmother but will be revisited for children to integrate into their
• terrible – very bad vocabulary.
• neighbor – someone who lives close by • neighbor – someone who lives near you
• shame – waste • secret– something you don’t tell or show
• sackful – one full bag other people
• scene – loud noises and activity, commotion • fair - when everyone gets what they need
• jazzed – added some details that may not be true • true– If someone says that something is
• framed – set up by others true, that means that they believe it is real.
Different people might disagree about what
is true.
• character – a person or animal in a story; For
example, in the story of The Three Little Pigs,
the pigs and the wolf are the characters.
• author –a person who writes a story, book,
or text; You are all authors when you write
stories or books during Writer’s Workshop.
• perspective – A perspective is a way to see
or think about things. Different people have
different perspectives.
IMPLEMENTATION PROCESS
First Read
Children will:
• listen to the story for enjoyment
• learn new vocabulary
• attend to the perspective of the narrator
“We just finished reading The Three Little Pigs by Paul Hold up the two books. The Three Little Pigs.
Galdone. We talked about many versions of this story,
and we are authoring our own versions. Here is another
version, called The True Story of the Three Little Pigs! by Jon Hold up the book The True Story of the Three
Scieszka. This version has many of the same characters, or Little Pigs.
people and animals in the story, that the other version of
The Three Little Pigs has. For example, one of the characters Revisit the word character and provide examples.
is the wolf. Who are some of the other characters in that
story?” Activate background knowledge about the text
by connecting to a prior read aloud.
“This book is interesting because it tells a story that
is similar to The Three Little Pigs, but from a different
perspective. A perspective is a way of thinking about things, Frame the read.
and different people have different perspectives. When we
read this book, think about, ask yourself, ‘Who is telling Introduce the concept of perspective. Teach the
this story?’ We also think about perspective when we tell word.
stories during Storytelling/Story Acting time.’”
Read the story fluidly. Pause briefly to define
embedded and extended instruction vocabulary
to aid in comprehension.
“A secret is something that you don’t share or you only tell
one or two other people. When people tell secrets, they Pause at the word secret. Teach the word. Show
usually talk quietly, or even whisper. Pretend you are telling the vocabulary card with image. Have children
a secret to someone next to you.” act out the word.
“This is interesting! It sounds like one of the characters in
the book is the narrator, or the person telling the story. The
wolf is telling this version of the story! That is different from Stop on the page that reads, “This is the real
Paul Galdone’s version of The Three Little Pigs. story”and conduct a think aloud to focus
attention on who is telling the story.
“A neighbor is someone who lives near you. Turn and tell a
friend about one of your neighbors. Pause at the word neighbor. Teach the word.
Show the vocabulary card with image. Have
children turn and talk about one of their
neighbors.
“If someone says that something is true, that means that Invite children to “huff and puff” and “sneeze a
they believe it is real. Different people might have different great sneeze” as this action occurs in the story.
ideas about what is true. Do you think the story the wolf is
telling is true?” Discuss the word true from the title. Teach the
word.
Think aloud about the wolf’s perspective on the
story, to frame the discussion.
It may be necessary to stop naturally to clarify
the following idioms in the text:
● my side of the story – the way I tell the
story
● in his right mind – someone thinking in a
clear or smart way
● dead as a doornail – dead for sure
[doornail refers to nails on medieval or
castle doors]
“So this story was told from the wolf’s perspective—it tells ● chinny chin chin – chin
the story the way the wolf thinks things happened. Why do ● wolf’s honor – “I promise” [derived from
you think this version was so different from version of The “Boy Scout’s honor”]
Three Little Pigs that we read last week?” ● The rest, as they say, is history – everyone
knows the story
“We also learned some new words during the story,
and one of those words was true. If someone says that Close the read by posing questions to reflect on
something is true, that means that they believe it is real. the perspective and tone of the storytelling.
Different people might have different ideas about what is Children turn and talk.
true. Do you think that the wolf was telling a true story?
What makes you think that?”
Sweep around the room to listen for children’s
responses. Name a few examples aloud for the
whole group and point out specific details from
the text.
Second Read
Children will:
• revisit vocabulary
• create a character web to describe character traits
Note: Before the read, create a web on chart
paper. For example: