![]() ![]() When the small group has agreed upon what the correct card is, have them hold it up for the teacher to see. Allow them to use the book and the cards for assistance if needed. Ask the students what was the first event that took place in the story. Tell the children they will have to decide the order that the story should be in as a group.Ĩ. Then lay the cards face up and not in order on the table.ħ. Read each card so that the students will be aware of what is written on each card.Ħ. Show the students the pre-made cards with pictures and words from the story on them.ĥ. After the story is completed, describe to the children the activity they will be participating in.Ĥ. While reading the story, stop periodically to reinforce the whole group discussion about the setting, the characters, and the plot.ģ. Have each student take turns reading aloud.Ģ. Read the book, “The Three Bears” by Byron Barton in smalgroups. Followed by an activity rearranging given story cards according to how the story unfolded.ġ. Tell the students that they will be reading “The Three Bears” in their small reading groups today. This hint should spark the children’s minds into acknowledging that the story could also be entitled “Goldilocks and the Three Bears.” Generate a brief discussion about the story-including the setting, the different characters, and the plot. For example, that there is a little girl named Goldilocks who visits a house belonging to three bears. If the children reply no, probe deeper into their thinking by adding some clues to what the story is about. Double-sided velcro to attach the cards to the poster boardīegin the whole group lesson by asking the students if they have ever heard or read the story, “The Three Bears.” If children reply yes, proceed to ask them if they can recall what happened in the story. ![]()
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