Story: “Goldilocks and the Three Bears”Grade Level: Prekindergarten

Common Core Standards Addressed:

RL2 With modeling and support, retell familiar stories/poems

RL3 With modeling and support, identify characters, settings and major events in a story.

SL2 Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details with modeling and support.

Lesson Overview

“Goldilocks and the Three Bears” is a read aloud story in the Open Court Reading program currently used in prekindergarten. There are 4 lessons related to this story which focus on developing the concept of characters as well as speaking/listening abilities. In Lesson 1, the children are introduced to the concept of character and asked to identify the characters after listening to the story. In Lesson 2, visuals of the characters are introduced, and the children must practice story retelling by identifying one thing each character did/said and what happened at the end of the story. In lesson 3, the visuals are used to aid in telling the story(teacher directed). Specific questions are asked to further children’s ability to retell the story. In lesson 4, the children must use the visuals to retell the story. UDL activities were used during the reading lessons, during center activities, and for the summative assessment.

UDL Integration

UDL Activity / UDL Checkpoint / Rationale for Use
Viewing of “Goldilocks and the Three Bears” on Safari Montage / 3.3 Provide students with explicit prompts, options for organizing information, and models to guide new learning / Viewing the video gives children another way to represent the story in their mind. It supports vocabulary development by pairing a visual with words which also increases comprehension.
Story telling sticks for each character given to children with IEP’s who struggle with attention and beginning English Language Learners(as determined by screening instrument) / 3.3 Provide students with explicit prompts, options for organizing information, and models to guide new learning / Increases listening abilities and attention because students have to hold up the appropriate stick when they hear a character’s name. It also helps the students make a connection between the visuals and the vocabulary word “character.”
Puppets of each character in centers / 8.3 Provide opportunities for learners to be able to communicate and collaborate effectively with everyone in the learning environment, set clear goals, roles, and responsibilities / Puppets allow children to practice story retelling. Since there are 4 puppets (characters), the children must work together to decide who gets to play each role. They also work together if a child is struggling to remember story details.
Flannel board cut outs of each characterduring lessons 2-4 and in centers / 1.2 Provide text along with spoken language, include visual symbols, images, or photographs for emphasis, add sound alerts in place of visual reminders / Support vocabulary development by pairing a visual with auditory words which is crucial for English Language Learners as well as children with weak vocabularies.
CD/book in the listening center / 7.3 Remove distractions, make content less intimidating, simplify directions and activities, and provide supports that minimize distractions. Work to create safe environment where students can take risks. / The use of headphones in listening center gives children a better chance to gain meaning from the story because of reduced distraction. Also, pairing the book with CD gives children the chance to develop an understanding of the story.
Assessment Activity 1: Sort puppets character in story/not in story.
Final Project Example.docx / 5.1 Allow students to compose using text, speech, drawings and illustrations. Encourage the use of physical manipulatives and emerging technologies to demonstrate knowledge. / This option was used for the same children who used the story sticks during lessons. Interacting with physical manipulatives often increases success.
Assessment Activity 2: Sorting characters in story/not is story in a flipchart. There are 2 versions of the flipchart depending on the needs of the child.
..\Reading\Goldilocks Character Flipchart.flipchart / 5.2 Provide access spell-checkers, grammar checkers, word prediction software, text-to-speech software, calculators, sentence strips, story webs, computer-aided design, and visual and concrete manipulatives. Teach learners to find tools that work best with their learning style.
9.1 Provide checklists, rubrics, reminders, and prompts for students, provide opportunities for self –reflection. / This option was available for children whose fine motor development makes cutting and coloring more difficult and/or time consuming. Using a flipchart allowed the children to focus on the task of sorting characters/not characters. A variation of the flip chart was created to make sure children sorted the correct number of characters/not characters.
This task was also used as a behavior incentive for a child who prefers to use computers. If he earned 3 smiley faces on his chart, he would be able to complete the computer task instead of the paper task..
Assessment Activity 3: Cut/color/glue sorting of characters in story/not in story.
..\Reading\Stories and Poems\Character T Chart.docx / 5.2 Provide access spell-checkers, grammar checkers, word prediction software, text-to-speech software, calculators, sentence strips, story webs, computer-aided design, and visual and concrete manipulatives. Teach learners to find tools that work best with their learning style. / Children who are competent at cutting/coloring completed the task in the traditional way. These students are less likely to get frustrated by the demands of cutting, coloring, and gluing which might interfere with demonstrating their knowledge.