Old Favorites: Reread charts/poems from previous stories.
Prior Knowledge: Tell students that they will be reading about Goldilocks and the Three Bears this week. If most students seem to be familiar with this story, ask what they think they know about the characters and what happens in the story. If the majority of your students do not seem familiar with the story, delve into a picture walk with them.
New Story: Introduce the title and author.; Show the cover and discuss what the story might be about and whether it is real or fictional.; Explain that there are many versions of this story.; Take a picture walk making sure to discuss the sizes of the bears, bowls, chairs, and beds.; Read aloud for enjoyment.
Companion Rhyme: Introduce companion nursery rhyme 'Peas, Porridge, Hot' -Introduce words such as 'porridge' by referring to The Three Bears story and/or by letting them taste real porridge.; Read the poem aloud for enjoyment.
Story: Reread- Shared Reading; Comprehension-Discuss who the main characters are and where the story takes place. Also ask students to think about whether it was safe/ right for Goldilocks to enter the Bear's house. How would they feel if someone came into their house and did what Goldilocks did? What do they think happened to Goldilocks after she left the Bear's house? What will the Bear family do next?
Companion Story: Introduce the companion story The Three Bears Songbook.: Introduce the title and author, Show the cover.; Take a picture walk. Use the pictures on each page, but also let students figure out the new size-related words by looking at the text.; Read aloud, letting students enjoy the new ending
Companion Rhyme: Reread companion nursery rhyme 'Peas, Porridge, Hot' – Echo read., Ask about why the porridge is now cold.; Find the two words that are opposites and introduce this term.
Story: Reread The Three Bears and ask students to tell you when they hear some opposites. (little-wee/great big, hot/cold, hard/soft, head/foot); Have students match pictures that show opposites. (Opposite pictures are in Teaching Language Arts through Nursery Rhymes by A. DeCastro and J. Kern, p. 54-55.)
Companion Story: Shared Reading -The Three Bears Songbook -
Companion Rhyme: Reread companion nursery rhyme 'Peas, Porridge, Hot'. Tell students that you are going to change the rhyme so that only the first letter is different. Exp.- 'Beas, Borridge, Bot' Have students say the entire rhyme with the new sound. Then ask the students if they know what letter you switched it to. (Continue 2-3 times with letters/sounds you wish students to focus on.)
Story: Ask students what the three bears ate their porridge in (bowls). Ask students what letter 'bowl' begins with. Draw a picture of a bowl and write the letter 'Bb' underneath the picture. Have students brainstorm other words that begin like 'bowl'. Write/draw small pictures of each suggested 'Bb' item until the bowl is full. (A variation would be to have pictures already made and to have a Bb/not Bb picture sort. Have students place the pictures that start like 'bowl' into the bowl and to place the ones that do not start with the same sound outside of the bowl.)
Companion Story: Reread The Three Bears Songbook (choral reading ½ class each section); Use the pocket chart sentence strips to retell the story.
Companion Rhyme: Reread companion nursery rhyme 'Peas, Porridge, Hot' (in small groups allowing students to track the print).
Story: Divide the class into four small groups- one group for each of the main characters. Reread the story with the groups of students reading/saying what the bears and Goldilocks say.
Companion Story: Give each student a character/object picture sheet in order to retell the story in class and at home!
Focus Story: The Three Bears by Paul Galdone
1) Make Big Bears
2) Make three bear stick puppets
1) Have students sort items by size/color
1) Sequence pictures from the story
Music/Movement: Sing and move to 'Teddy Bear, Teddy Bear'