Little Red Riding Hood

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1 GUIDED READING FAIRY TALE Little Red Riding Hood Written by Robert Vitro and illustrated by Jeff Mack KEY IDEA A little girl in a red cape sets out to visit her grandmother, but meets up with a pesky wolf on the way. LITERACY STANDARDS ADDRESSED IN THIS PLAN RL.1.2 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.4 Craft & Structure Sessions 1, 2, 3 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.5 MAIN FOCUS Craft & Structure Sessions 2, 3 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 1, 2, 3 Use illustrations and details in a story to describe its characters, setting, or events. L.1.5 Vocabulary Acquisition & Use Additional Instruction With guidance and support from adults, demonstrate understanding of figurative language, word relationships, and nuances in word meanings. RF.1.3b Phonics & Word Recognition Session 2, Additional Instruction Decode regularly spelled one-syllable words. RF.1.4a Fluency Session 2 Read grade-level text with purpose and understanding. W.1.3 Text Types & Purposes Writing Connection Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. ISBN RL.1.10 Range of Reading & Level of Text Complexity With prompting and support, read prose and poetry of appropriate complexity for grade 1. SL.1.1 Comprehension & Collaboration Sessions 1, 2, 3 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.4c Vocabulary Acquisition & Use Additional Instruction Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). W.1.8 Research to Build & Present Knowledge Sessions 2, 3 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. MONDO BOOKSHOP GRADE 1 1

2 Session 1 Text Selection: pp LEARNING FOCUSES RL.1.2, RL.1.7 Students read closely and use illustrations and text evidence to retell the key events in a story and demonstrate understanding of the story s central message or lesson. PREVIEWING THE TEXT 5 minutes Read aloud the title and the author and illustrator credits. Discuss the cover illustration with students. Then read the back cover together. Let s read the title of the story together: Little Red Riding Hood. Who has heard this story before? It looks like a lot of you have heard it. Who can share a little about the story from what we read on the back cover? A girl in a red cape goes to visit her grandmother. She has an exciting adventure. This is an old and well-known story. Many grown-ups heard the story when they were children. Let s read and find out what happens. RL.1.4 Point out the pattern of questions and answers used throughout the book. Discuss how this pattern creates a rhythm in the story. COMPREHENSION SHARE Fairy tales usually have a message to share. Think about what happens in the story. Think about what the author wants you to learn. Corrective Feedback Have students closely reread the title and first sentences to identify how key events are shown in the illustrations. Encourage them to silently or softly reread line by line and look at the pictures, stopping to think and talk together about their understandings. SL.1.1 DISCUSSION Collaborative READING THE TEXT CLOSELY 10 minutes Explain the learning focuses to students and read pages 2 7. Provide support as necessary as you circulate while students read. When they are finished reading, check students application of the learning focuses. Provide support if needed. Today we are going to read closely and find out what happens to Little Red Riding Hood. We ll think about the characters, the setting, and the key events to come up with a central message or lesson. The illustrations will also give us information. Let s begin by reading pages 2 7. Can anyone describe the setting? Where does the story take place? in the woods What do you learn about the woods from the illustration? At the beginning, the woods are sunny and green. But by page 6, it looks like the woods are getting dark and black. That s a great observation. What do you think this means? Maybe they re getting darker because something scary is going to happen. We ll have to read and find out, but first, who can retell the beginning of the story? Use your own words. Little Red Riding Hood is going to see her granny. As she walks through the woods, she stops to talk to the Big Bad Wolf. If you are satisfied that students can apply the learning focuses, read the rest of the book with them. If needed, prompt students to reread pages 2 7 and have them describe the characters, setting, and events. Today our work as readers is to retell the story and the key details. Later, we ll determine the author s central message or lesson. Let s use the illustrations to help us. DISCUSSING THE TEXT 5 minutes Guide students to use the text and illustrations to retell the story. Our purpose for reading today is to retell the story, including key details. Before we read, we talked about the back-cover text. The author said that Little Red Riding Hood is going on an exciting adventure. Talk about what happened in the story that supports his statement. 2 LITTLE RED RIDING HOOD

3 She goes to Grandmother s house and meets the Big Bad Wolf in the woods. The Big Bad Wolf pretends to be her grandmother, and then the woodsman scares him away. It was an exciting story! You described the details to retell the events. How did the illustrations help you understand the story? On page 9, I saw the Big Bad Wolf running to Grandmother s house, and he looked hungry. It made me think that Grandmother was in danger. And she was. The Big Bad Wolf locked her in a closet. You explained how the text and the illustration work together to help you understand more about the story. Focus on the word woodsman on page 15. The word woodsman appears in our reading today. Let s reread the sentence on the page where the word appears. Share what we understand about this character so far. He s holding an ax; he s a good person; he gets the wolf to leave. Great. How did you come up with those ideas? I looked at the picture and read the words. Who can tell us what kind of job the woodsman does? He cuts down trees. Right, a woodsman works in the woods cutting down trees. You can use the words and text whenever you come to an unfamiliar word in a story. Confirm students good use of the learning focuses and encourage them to keep the focuses in mind whenever they read stories. You used the text and illustrations to retell the story, including the key details. Remember to do this whenever you read a story to help you understand what you read. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focuses. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focuses. ELL SUPPORT RL.1.7 Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: B: This picture shows. I/A: This illustration helped me understand. RL.1.4 Word Meaning TEACHER S CHOICE COMPREHENSION: RETELL E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to retell what happened at the beginning, middle, and end of Little Red Riding Hood. Review students answers as you evaluate their mastery of the learning focus. RL.1.2 COMPREHENSION Retell MONDO BOOKSHOP GRADE 1 3

4 Session 2 Text Selection: pp LEARNING FOCUSES RL.1.2, RL.1.5, RL.1.7 Students read closely to explain differences between books that tell a story and books that give information. They continue to use text and illustrations to retell the key events in a story and demonstrate understanding of the story s lesson. TEACHER TIP Gather a bin of 6 8 books. Have students sort the books into two piles: stories and informational books. Talk about what is the same and different in the two types of books. RETURNING TO THE TEXT 5 minutes Ask students to reflect on their reading in Session 1. Prompt them to recall how they applied the learning focuses. Let s review what we talked about in the last session. We read about Little Red Riding Hood and the Big Bad Wolf. The woodsman saved her and her grandmother. We used the words and pictures to retell the story. READING THE TEXT CLOSELY 10 minutes Explain the new learning focus. Invite students to read pages 2 7 once more. Check in to see how well they have understood the new focus. If you are satisfied that students can apply it, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan. Today as we reread, we ll continue to use text and illustrations to retell the story events. We ll also discuss differences between types of books. This may help us understand how the events are described. Let s begin by thinking about why the author wrote this book. What do you think? Maybe he wanted to retell the story in a fun way; it was exciting.) An author can write to entertain and share a message, or an author can write to give information about a topic. Thinking about why the author wrote the text can help you understand and enjoy what you read. Now, let s reread pages 2 7 together to help us retell the beginning of the story. Can you tell us what is happening? Little Red Riding Hood goes into the woods with a basket of food for her Grandmother. Formative Assessment: Phonics and Fluency Listen to each student read a portion of the text. Observe how they decode regularly spelled one-syllable words such as red (p. 2) and Mom (p. 3). Pay close attention to fluency as well. If students need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading. SL.1.1 DISCUSSION Collaborative COMPREHENSION SHARE You can use illustrations to help you retell a story in your own words. Tell how the story begins. Then tell what happens in the middle. Finally, tell how it ends. 4 LITTLE RED RIDING HOOD DISCUSSING THE TEXT 5 minutes Facilitate a discussion in which students retell the story by using key details from the text and illustrations. Guide them to use the structure of the text to explain the differences between fiction and nonfiction. We talked about why the author wrote this story. Let s think about the format. What do you notice about the words and sentences? A sentence asks a question, and then the next sentence answers the question. Why do you think the author used this style of writing? It makes the book fun to read because we wonder what happens next. The author builds suspense with the questions to keep our attention. What else do you notice? The author says things to the characters, like on page 7 when he writes, No, no, Little Red Riding Hood!

5 This type of comment also makes the story more fun to read. Authors usually choose a style of writing, like these comments and questions, that matches the type of book they are writing. How is this book different from books that give information? This one is fun to read; the things that happen in the book aren t real; there are characters in the story. This book was written to entertain us, not to give us information. Now let s think about the illustrations. What are they for? They give more information, like what the characters look like. Anything else? I can tell more about what s happening in the story. Like on page 11, the words say Red Riding Hood is picking flowers. But the picture shows that the Big Bad Wolf is chasing grandmother into the house. The words don t tell about that. Excellent point. These illustrations give key details about the story. The illustrations also add to the fun of the story. Focus on the word basket on page 5. Let s reread page 5. Look at the word basket. What clues helped you figure out the meaning of this word? We have baskets at home to put things in, and I looked at the picture. A basket is a woven container, but there are all kinds of baskets. Who can describe some different types of baskets? We have a big picnic basket, and a little basket in our bathroom for soap; we have a really big basket for our dirty clothes; we have baskets for letter cards in our classroom. Confirm students good use of the learning focuses and encourage them to keep the focuses in mind whenever they read stories. You joined in the conversation and retold key details by using the text and the illustrations. You also explained how this story is different than a book that gives information about a topic. We discussed how elements of this story make it fun to read. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note the session s learning focuses. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focuses. DISCUSSION TIP Help students make sure that everyone has an opportunity to participate during small group discussions. RL.1.4 Word Meaning TEACHER S CHOICE PHONICS AND FLUENCY FOLLOW-UP Phonics Practice Write Mom and red and on a whiteboard or chart paper. Underline the o of Mom and the e of red. Guide students to use the Sound and Say routine to read these words. Let s practice reading regularly spelled one-syllable words using our Sound and Say strategy. We ll try it together (point to the underlined letters of the word). Sound it (students say the underlined sound). Now say the word. (Repeat for the next word.) Let s go back to pages 2 and 3 and read those words in our books. Fluency Practice Remind students that one of the author s purposes for writing this story was to entertain. Discuss how to change your voice as you read exciting parts of the story. Then reread pages with students. Remind students to make their voices sound like yours as you read. Talk about how you change your voice at different points by reading a little more quickly, a little more slowly, or by emphasizing key words. RF.1.3b PHONICS & WORD RECOGNITION One-Syllable Words RF.1.4a FLUENCY Purpose and Understanding MONDO BOOKSHOP GRADE 1 5

6 RL.1.2 COMPREHENSION Central Message TEACHER S CHOICE COMPREHENSION: CENTRAL MESSAGE E-RESOURCE Formative Assessment Have students use the blackline master on page 11 to tell about the central message of Little Red Riding Hood. Review students responses as you evaluate their mastery of the learning focus. W.1.8, RL.1.3 WRITING Gather Information TEACHER S CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Use the blackline master on page 12 to introduce the constructed response question: How is Little Red Riding Hood like other children you know? How is she different? Use details and examples from the text to help you answer the question. Have students use self-stick notes to mark places in the book that help them answer the question. Point out that the details can come from the illustrations as well as the main text. Review students self-stick notes as you evaluate their mastery of the learning focus. 6 LITTLE RED RIDING HOOD

7 Session 3 Text Selection: pp RETURNING TO THE TEXT 5 minutes Explain that students will now reread Little Red Riding Hood on their own. Encourage them to read independently with as little interruption as possible. Provide support when needed. Observe students fluency and make a judgment as to whether or not they need additional fluency practice. You re going to reread Little Red Riding Hood. Do you remember the problem in the story? The Big Bad Wolf wants to trick Little Red Riding Hood. As you read, think about the characters, the setting, and the events. These details will help you retell the story. We ll use those details to determine the author s central message or lesson later on. LEARNING FOCUSES RL.1.2, RL.1.5, RL.1.7 Students continue to use text and illustrations to retell the key events in a story and demonstrate understanding of the story s lesson. They explain differences between books that tell a story and books that give information. READING THE TEXT CLOSELY 10 minutes Review the learning focuses and have students read pages 2 5 independently. Check their application of the focuses as you have done previously. Then have students independently read the rest of the book. Today we re going to think about everything we learned during the past two sessions. We ll retell the story by using the text and the illustrations. We ll also think about the message that the author wants to share. Reread pages 2 5 on your own.... Where does this part of the story take place? in the woods Can anyone tell about something they learned about Little Red Riding Hood from this part of the story? She wants to do something nice for her grandmother, like bring her the basket of food. She doesn t seem nervous about going in the woods alone. RL.1.4 Help students recognize how alliteration makes the characters names fun to read. Read the names together, stressing the initial consonants. DISCUSSING THE TEXT 10 minutes Prompt a discussion that continues to link the three learning focuses. Encourage students to discuss the central message of the story. Often the author has a message from the story that we need to figure out. Let s retell the important parts of the story and figure out what that message might be. Who can begin? Little Red Riding Hood goes to bring Grandmother a basket of food. Then she meets the Big Bad Wolf in the woods. The Big Bad Wolf pretends to be Little Red Riding Hood s grandmother, but the woodsman chases him away. Is there a lesson that Little Red Riding Hood can learn from this experience? Don t stop in the woods and talk to the Big Bad Wolf. Just do what you re supposed to do. So what do you think the author s message is for all of us? Don t talk to strangers, even if they seem nice. Follow your parents instructions. This story is fun to read, but that s an important message. SL.1.1 DISCUSSION Collaborative COMPREHENSION SHARE Think about the most important things that happen during the story. Did the character learn something new by the end? The answer to this question might be the author s message to the readers. MONDO BOOKSHOP GRADE 1 7

8 Encourage students to share their understandings with the group. Talk about how this story is different than a book that gives facts about wolves. Think about the text and the text features. A book that tells a story has characters and a beginning, middle, and end. An information book might have photos with labels and chapters and a Table of Contents. It would only give facts about wolves. W.1.8, RL.1.3 WRITING Respond to Question TEACHER S CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 12 to write a response to the question: How is Little Red Riding Hood like other children you know? How is she different? Use details and examples from the text to help you answer the question. Tell students that they can use their self-stick notes to help them write their answer. TEACHER S CHOICE Writing Connection W.1.3 WRITING Narrative WRITING A NARRATIVE E-RESOURCE Summative Assessment Reinforce ideas in the book by having students write a new ending to the story. Many of us have heard or read the story about Little Red Riding Hood before. Think about how this story ends. How could the story end differently? Write a new ending to this fairy tale. Remember to tell the events in order. Draw a picture to illustrate your ending. 8 LITTLE RED RIDING HOOD

9 TEACHER S CHOICE Additional Instruction WORD STUDY Inflectional Forms Focus on the inflectional forms used in the text. Several words in this book end in the letters -ing. Who can find some of these words? walking, waving, going, talking, running, picking The root words for these words are verbs, or action words. Many sentences use these words to describe something that the character is doing. Let s say the root word for each of these words: walking, waving, going, talking, running, picking. walk, wave, go, talk, run, pick Now, can you think of other verbs that end in -ing? I ll make a list of your ideas. laughing, playing, sleeping, jumping Now turn to a partner. Take turns using the words in sentences. L.1.4c Inflectional Forms TEACHER TIP If students have difficulty retelling the entire story, ask them to retell one part of the story, such as what happens in the beginning. Encourage them to use the illustrations to help. Word Relationships and Meanings Enrich students understanding of the story by discussing the meaning of the words riding hood. Why do you think the main character is named Little Red Riding Hood? She s a little girl; she is wearing a red cape. What do you think the words riding hood mean? A hood covers your head; it s the red cape and hood that she is wearing. Right. Sometimes we have hoods on our jackets or sweatshirts to cover our heads. Long ago, people wore these types of hoods when they rode horses. That s why it s called a riding hood. L.1.5 Word Relationships and Meanings PHONICS Short Vowels Use the Sound and Say routine for more practice with regularly spelled one-syllable words. Guide students to identify the letters and sounds that differ in a list of words drawn from the text or that you have created in advance. Depending on the ability of your group, you can work with word pairs (bad, bat) or a word bank containing several pairs of words for students to locate. Let s practice finding some letter sounds that change one word into another word. Here is the word bad. We read this word in the book we just finished. Let s say each sound in bad. (Say the sounds.) Now, here is a word that looks almost like bad. (Point to the word bat.) What letter is different? (Students name t.) Let s say the sounds together. What word? (Students say bat.) Which sound was different from bad? (Students name /t/.) RF.1.3b PHONICS & WORD RECOGNITION Short Vowels MONDO BOOKSHOP GRADE 1 9

10 Name Date Comprehension: Retell Use the chart to retell what happened in the story. You can draw and write. Beginning Middle End Mondo Publishing Score: 10 LITTLE RED RIDING HOOD

11 Name Date Comprehension: Central Message What lesson is the author trying to teach in Little Red Riding Hood? The lesson was... I know because... Mondo Publishing Score: MONDO BOOKSHOP GRADE 1 11

12 Name Date Constructed Response How is Little Red Riding Hood like other children you know? How is she different? Little Red Riding Hood is like other children I know because Little Red Riding Hood is different from other children I know because Mondo Publishing Score: IDING 12 HOODLITTLE RED RIDING HOOD

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