Kindergarden - Stories

Stories: Supplemental Guide 1A | Chicken Little 21

the word met when you tell about it. For example, you could say, “I

met my uncle at the baseball game.” Each person gets three turns.

Repeating Refrains

• In advance of Presenting the Read-Aloud, designate one student in
  each partner pair to say, “The sky is falling!”


• Model saying, “The sky is falling!” using a fearful voice and ask
  students to do the same.


• Show these students the prompt that will indicate it is their turn to
  speak, e.g., “When I touch my nose, say, ‘The sky is falling!’”


• Designate the other student in each partner pair to say, “Then let us
  go and tell the king!”


• Model saying, “Then let us go and tell the king!” with expression and
  ask students to do the same.


• Show these students the prompt that will indicate it is their turn to
  speak, e.g., “When I pat my head, say, ‘Then let us go and tell the king!’”


• Practice with students to be sure they recognize their prompt and
  know what to say.

Purpose for Listening

Remind students that the title of this story is “Chicken Little.” Tell
students that the main character—Chicken Little—becomes very scared,
or frightened. Ask them to listen carefully to the story to find out what
Chicken Little is afraid of.

By the end of this lesson, students should be able to:

 Demonstrate familiarity with the story “Chicken Little”

 Identify the characters in “Chicken Little”

 Identify the beginning, middle, and end in the story “Chicken Little”

 Distinguish between the elements of “Chicken Little” that are real and
elements that are fantasy

 Identify “Chicken Little” as fiction