Old Favorites: Reread charts/poems from previous stories
Prior Knowledge: Present students with some grains of wheat, real wheat stalks, and a few products made from wheat. Discuss with students what each item is. Then ask students to share ways they think the the grains of wheat eventually became bread, etc. Explain that it 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!
New Story: Introduce title, author and illustrator; Show the cover and talk about what the hen, cat, goose, and dog are doing; Take a picture walk being sure to discuss what is happening in each of the pictures and introduce the terms 'sprout', 'thresh', 'ground', and 'knead'. Make sure to stop the picture walk right after the hen places the dough into the oven . Ask students to predict what they think will happen next; Read aloud for enjoyment and to see what happens when the bread comes out of the oven.
Story: Reread The Little Red Hen and generate a discussion about the events in the story, possibly by asking a few of the following questions..
Predictable Chart: Brainstorm with students small ways that they could help others and show that they care-whether it be helping at home, in the classroom, or in the community. (Some examples may be hold the door, find a missing glove, show how to write a hard letter, make my bed, set the table, etc.) Then write "I will help ____." sentences. Start by writing "I will help bake bread." (the cat) Write each sentence on chart paper, writing their name at the end of the sentence. Reread each sentence tracking the print.
Companion Rhyme: Introduce the companion nursery rhyme 'One, Two, Buckle My Shoe'; Read together and act out it out with motions.
Story: Introduce the retelling pocket chart repetitive words that the characters used in the story; Reread-Shared Reading (letting students join in on the repetitive wording, pointing to the retelling chart.) Review the story, having students work together to sequence pictures from the story to show what happened first, second, third, next, etc. As each picture is added to the sequence, sing the appropriate verse of 'The Little Red Hen's Song' (See words below.)
The Little Red Hen's Song
Repeat using the following verses in the above blanks...
(Later, students can cut apart, color, sequence, and glue a similar set of pictures into a small booklet so that they will have the story to take home and retell.) ; Choose students to find and mask the letters (n, I, s, w, h) or the sight words ('will', 'me', 'not', 'I', 'the') on the retelling chart .
Companion Rhyme: Read the story Big Fat Hen (which is really the nursery rhyme 'One Two, Buckle My Shoe) for enjoyment; Read the companion rhyme from the chart 'One Two, Buckle My Shoe' (echo reading); Then, reread the poem, asking students to go on a rhyme hunt by listening for rhyming words; Have students work together to sort rhyming picture cards into five piles - those that rhyme with the number words two, four, six, eight, ten. (See chart below for samples.)
Companion Rhyme: Reread the companion nursery rhyme 'One, Two, Buckle My Shoe' (choral read); Have students sequence/rebuild the phrases and words from the poem by placing them in the pocket chart in the correct order- referring to the original rhyme on the chart.
Story: Shared Reading (letting students join in on the repetitive wording, pointing to the retelling chart.; Have students act out the story. Divide the students into four groups so that there is one group saying the lines/acting out their part for each character in the story.
Begin work on a class retelling mural. As students discuss the characters and the setting, make a list of all of the things they say (hen, cat, goose, dog, wheat, bread, oven, bowl, etc.) Then assign either individual students or pairs of students to work together to draw or tear from construction paper each element listed. Glue the students' drawings onto a large sheet of rolled chart paper.
Story: Reread- Shared Reading (with students joining in on the repetitive phrases); Complete the class retelling mural by using interactive writing to label the characters and objects and to write what each character said repeatedly. Reread the mural together and then keep it displayed in the classroom for use during ABC Center activities such as 'Read the Room' and 'Write the Room';
one form the AM class and one from the PM class.)
Discuss and compare various versions of The Little Red Hen that was read throughout the week. Which was students favorite? Why?
Characters Materials What did the main character make? Did the main character share? The Little Red Hen hen, cat, dog, mouse wheat cake no The Little Red Hen hen, goose, cat, dog wheat bread no The Little Red Hen hen, cat, dog, pig wheat bread no The Little Red Hen hen, pig, duck, cat, 3 chicks wheat bread with her chicks only The Little Red Hen Makes a Pizza hen, dog, duck, cat pizza yes Who Will Help mouse, duck, rabbit, cow apples applesauce no
What did the main character make?
Did the main character share?
The Little Red Hen
hen, cat, dog, mouse
The Little Red Hen
hen, goose, cat, dog
The Little Red Hen
hen, cat, dog, pig
The Little Red Hen
hen, pig, duck, cat, 3 chicks
with her chicks only
The Little Red Hen Makes a Pizza
hen, dog, duck, cat
Who Will Help
mouse, duck, rabbit, cow
Companion Story: Read and discuss the story How Bread is Made; make yeast bread together as a class and sequence pictures to show how bread is made. (See Making Bread Sequence sheet below in the Resource Section.)
Related Read Aloud Stories/Poems
Focus Story: The Little Red Hen by Lucinda McQueen
The Little Red Hen by Byron Barton
1) Make stick puppets
1) Learn about the concept of time by sorting pictures that show both events from the story and common activities - sort by duration or amount of time to complete (long/short)
1) Listen to the story at the listening center and use flannel characters to retell
1) Plant grains of wheat and chart the growth
1) Sing/clap 'Who Took the Bread From the Big Bread Box?' to the tune of 'Who Took the Cookies From the Cookie Jar?'
1) Discuss family, classroom, and community responsibilities/ ways to help and contribute positively