Stories: Supplemental Guide 9B | Goldilocks and the Three Bears 165- A child growing five inches
- That doesn’t happen suddenly.
- Learning how to spell
- That doesn’t happen suddenly.
- An acorn falling from a tree
- That happens suddenly.
- A snail travelling across the field
- That doesn’t happen suddenly.
End-of-Lesson Check-In
Goldilocks and the Three Bears
Choose four students to focus on and record their scores on the Tens
Recording Chart. For this type of informal observation, you should
give a score of zero, five, or ten based on your evaluation of students’
understanding and language use.
0 Emergent understanding and language use
5 Developing understanding and language use
10 Proficient understanding and language use- Have students place Response Cards 1 through 8 on their lap. (You
may wish to focus on a few stories at a time.) Say a few key words
from any of the stories and ask students to hold up the Response
Card that relates to the words you say. - Have students focus on one story and explain to their partner which
parts of the story could happen in real life and which parts of the
story are fantasy. - Give students the Character, Setting, Plot Map and Story Image Sheet
(Instructional Master 9B-1). Have them identify the characters of the
story. Students can draw or cut and paste images of the characters
onto the first circle. Next, have them identify the settings of the story.
Students can draw or cut and paste images of the settings onto the
second circle. Finally in the third circle, have students draw a picture
of an event from the story. - Have students talk to their partner or with home language peers about
the characters, setting, and plot of the story, using the Character,
Setting, Plot Map.