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Classic TalesActivity Pages

PRESCHOOL

CoreKnow

ledgeLanguageArts

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PRESCHOOL

Core Knowledge Language Arts

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Creative Commons LicensingThis work is licensed under a Creative Commons Attribution-

NonCommercial-ShareAlike 3.0 Unported License.

You are free:

to Share to copy, distribute and transmit the work

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Under the following conditions:

Attribution You must attribute the work in the

following manner:

This work is based on an original work of the Core

Knowledge Foundation made available through

licensing under a Creative Commons Attribution-

NonCommercial-ShareAlike 3.0 Unported License. This

does not in any way imply that the Core Knowledge

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Copyright 2013 Core Knowledge Foundation

www.coreknowledge.org

All Rights Reserved.

Core Knowledge Language Arts, Listening & Learning,

and Tell It Again! are trademarks of the Core Knowledge

Foundation.

Trademarks and trade names are shown in this book strictly

for illustrative and educational purposes and are the property

of their respective owners. References herein should notbe regarded as affecting the validity of said trademarks and

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Core Knowledge Language Arts New York Edition PRESCHOOL1A-1

POSSIBLE WORDS: Lion: large, great, sleepy, grumpy, angry, grateful.

Mouse: little, tiny, scared, grateful, brave.

Directions:Slide your finger under the words on this page as you read them.Remind students of the title of the story and the characters. Have students colorthe pictures of each character. Then, help students think of a sentence about oneof the characters and write the sentence beside the character.

The Lionand the Mouse

lion mouse

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Core Knowledge Language Arts New York Edition PRESCHOOLDAY 3-A Core Knowledge Language Arts New York Edition PRESCHOOL1A-2

FamilyLetter

DearFamilyMember,

Doyoufondlyrememberthestoriesyouaskedtohearoverandoveragain

whenyouwereachild?StorieslikeG

oldilocksandtheThre

eBearsandThe

GingerbreadM

an?Yourchildwillbe

enjoyingsomeofthes

esamestoriesat

preschoolthroughoutthecomingsch

oolyear.

Afteryourchildhasheardthesestoriesatschool,you

willhavetheopportun

ity

tosharethetellingandretellingofthe

storywithyourchild.Yourchildwillbringthe

storyhomeso

thatyoucanreaditaloudtogetherperhapsatbedtime.Yourchild

willalsobringh

omevariousactivitieslikerecipes,games,and

mini-booksforyouto

dotogether.Be

lowaresomesuggestionsforactivitiesthatyoumightdoathometo

continueenjoy

ingthestoriesandhelpyourchildremember

them:

1.TalkwithYourChildEachDay

Helpyourchild

learnnewwordsbyta

lkingwithhimeverydayaboutthethingshe

didatschoolorathome.Havefunpr

acticingthewordsfrom

thestoriesyourchild

is

hearingatschoolbyretellingthemat

home.

2.ReadAloud

EachDay

Youmayalreadyhaveversionsofsom

eofthestoriesmentionedaboveinbooksyou

ownathome.Youcouldreadtheseto

yourchildbeforeand

aftertheyhearthese

samestoriesatschool.Itmightalsobefuntovisitthepublic

librarywithyourchild

andfindother

classicstories.

3.TalkAboutStoryCharactersandEvents

Talkwithyourc

hildaboutthecharactersandeventsinthestories.Askquestions

usingthevocabularyofthestorysuchas,Whohuffedand

puffedandblewthe

housedown?

4.DrawStory

CharactersandEvents

Haveyourchilddraworpaintapictureofoneofthestoriesandthentellyouabout

it.Askquestionstohelpyourchildtalk

aboutthestory.Forexample,youmightsay,

Whathappenedfirstinthisstory?Usewordsliketitle,setting,andcharacterasyou

talkwithyourc

hild.

5.RepeatedRefrainsinClassicStorie

s

Manyclassicstorieshavelinesthataresaidagainandagain

.Yourchildcanhavefun

helpingyoutellthestorybychimingin

andsayingtheselinesoverandoveragain.

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DearFamilyMember,

TodayyourchildlistenedtothefableTheL

ionandtheMouse.Readth

eabridged

storybelowto

yourchildandthenhelpyou

rchilddotheaccompanyingactivitypage.

Encourageyou

rchildtoretellthestorytoy

oulaterthisweek.

Onedayalittlemou

sewasscampering

about.Themouseaccidentlyranacrossthe

pawofasleepinglio

n.

Theangrylionawok

eandcapturedthe

mouseinhisgreat,big,furrypaws.

Thelionwasjustabouttoeatthemouse

whenthetinycreaturecriedout,Pleaseset

mefree.OnedayIw

illreturnyourkindness.

Sothelionreleased

themouse.

Alittlewhilelater,themouseheardwhatsou

ndedlike

an

gryroars.Themousefollowedthesoundsand

discoveredtheliontrappe

dinanetmadeofropes.

Th

oughfrightened,them

ousewasdetermined

to

keephispromise.

Usinghissharpteeth,

th

emousemadeaholein

th

enet.Andsothegreat

lio

nwassetfreebythe

littlemouse.

Th

emoralofthisstoryis:

Friendswhoarelittle

in

sizecanstillbe

gr

eatfriends.

TheLio

nandtheMouse

AFableby

Aesop

IllustratedbyGailMcIntosh

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Tell Me About theLion and the Mouse


Directions:Read the story of The Lion and the Mouse to your child. Tell yourchild you are going to ask some questions about the story. Have your child pointto and circle the picture that shows the correct answer.

1.Who woke the lion by running across his paw?

3.What did the lion decide to do when the mouse

said he would be his friend?

2.How did the lion feel about being awakened?

4.How did the mouse later help the lion?

ANSWERS: 1) Mouse 2) Angry 3) Set the mouse free

4) Chewed through the net to free the lion

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Core Knowledge Language Arts New York Edition PRESCHOOL1B-1

SUGGESTIONS: Provide a placemat for each student. Pl ace a green dot on the l eft

side to signal where to start and a red dot on the right to signal where to end.

Directions:Help students cut out pictures or cut out pictures for students prior to startingactivity. Students should put the pictures in the same order as they happened in the story.Then, model a simple retelling of the story based on each picture. Prompt students to trytheir own retelling by saying, Tell me about what is happening in the pictures.

Tell the Story of TheLion and the Mouse

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DearFamilyMe

mber,

TodayyourchildlistenedtothefableTheCityMouseandtheCountryM

ouse.Readthe

abridgedstorybelowtoyourchildandthen

helpyourchilddotheaccom

panyingactivity

page.Encourag

eyourchildtoretellthestorytoyoulaterthisweek.

TheCityMouseandth

eCountryMou

se

AFableby

Aesop

IllustratedbyGailMcIntoshO

nebeautifulsummersday,

theCit

yMousewenttovisithis

cousin

theCountryMouse.

TheCo

untryMousehada

humblehome.Heate

plainfoodlikecornand

peas.T

heCityMouse

wasno

timpressed.

No,Sir!

Ohmy!sa

idtheCountryMousewhenhe

sawhiscou

sinsgrandhome.

Afeastaw

aitsus!saidtheCityMouse

proudly.Th

ecousinssecretlybega

ntoeat

wonderful,deliciousfoodslikehamand

chocolatecake.

Cousin,com

ewithmetothe

wonderfulcity,saidtheCityMouse.

TheCountry

Mouseagreed,andthe

y

setofftogether.

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Suddenly,the

yheard

noises.Acatwithsharp

clawsappeared.

Justintime,themice

escapedinsid

easmallhole

inthewall.

TheCountryMoused

ecidedthat

thecitywasnotforhim.Hemade

hiswaybacktohissimplehome

wherehewassafean

dhappy.

Themoralofthesto

ryis:

Theresnoplacelike

home.

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Students circle whetherthey like the things thecity mouse likes (left side)or the things the countrymouse likes (right side). Atthe bottom of the page,students circle whether

they are a city mouse ora country mouse. Studentswho are like both micecan circle both.

Are You aCity Mouseor a Country

Mouse?

country house

fancy food

fancy clothes plain clothes

simple food

CountryMouse

CityMouse

city house

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Dinner with theCity Mouse

Directions:Help your child cut out the figures provided on the next page. Use thefigures and this backdrop to retell The City Mouse and the Country Mouse. Letyour child tell as much of the story as possible. Be sure to tell the story through to itsending.

Cutouts providedon a separate page

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for Dinner with the City MouseCutouts

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Core Knowledge Language Arts New York Edition PRESCHOOL3A-1SUGGESTIONS: Use instant oatmeal with water heated in the microwave or in a kettle.

Directions:Tell students they are going to follow a recipe, which is a set ofdirections that tells you how to cook something. Point to the drawings and explaineach step in the recipe. As you enjoy your oatmeal, ask students if the porridgeis too hot, too cold, or just right.

Three Bears Porridge

1.Heat water on the stove or in

the microwave.

2.Add oatmeal to hot water

in a pan or bowl.

3.Stir for 5 minutes or until

thickened.

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Core Knowledge Language Arts New York Edition PRESCHOOLDAY 3-A

DearFamilyMember,

Todayyourchild

listenedtothestoryGoldilocksandtheThreeBears.Readtheabridged

storybelowtoy

ourchildandthenhelpyour

childdotheaccompanying

activitypage.

Encourageyour

childtoretellthestorytoyo

ulaterthisweek.

GoldilocksandtheThreeBears

RetoldbyRosieMcCormick

Illustratedb

yGailMcIntosh

Onemorning,PapaBearmadesome

steaming-hotporrid

geforhisfamily.

Hepouredhisporrid

geintoabigbowl.

HepouredMamaBearsporridgeintoa

middle-sizedbowl.

Finally,hepouredBabyBearsporridge

intoatinybowl.Whiletheporridge

cooled,theThreeBe

arswentforawalkin

theforest.

Thatverysamemorning,alittleg

irlnamed

Goldilockshadalsogoneforawa

lkinthe

forest.However,Goldilockslostherway

andcame

upontheBearscozycottage.

Goldilockswashungry.Shestepp

ed

insidethe

cozycottage.There,she

foundthe

threebowlsofporridge.

Goldilockstastedtheporridgein

thebigbowl

toohot!Shetastedtheporridgeinthemiddle-sized

bowltoocold!Thenshetastedtheporridgeinthetiny

bowl.Itwasjustright,soshegobbleditallup.


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Goldilocksbeganto

feeltired.S

helookedaroundandsawthreech

airs.S

he

triedsittinginthebigchair.Itwastoohard.Ouch!

Shetriedsittinginthemiddle-sizedchair.It

wastoosoft.P

lop!

Shesatdowninthe

tinychair.Itwasjustrig

ht.But,suddenlythech

airbroke

andGoldilocksfelltothefloor!Crash!

Goldilockswentupstairsandfoundthreebeds.

Shewasstilltired,so

shetriedthebigbed.Itwastoosmooth.S

hetriedthe

middle-sizedbed.It

wastoolumpy.Shetrie

dthetinybed.Itwasju

stright.

Goldilocksfellfastasleep.

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WhileGoldilockswassleeping,

theBearsreturnedhome.They

sawthatsom

eonehadbeen

eatingtheirporridge.Theysaw

thatsomeon

ehadbeensittingin

theirchairs.

BabyBearsa

id,Someonehas

beensitting

inmychairand

hasbrokenitalltopieces!

TheBearswentupstairsanddiscoveredthat

someonehadbeensleep

ingintheirbeds.Baby

Bearsaid,Someonehas

beensleepinginmy

bedandheresheis!

G

oldilockswasstartledw

henshewokeupand

sawtheBears.

Goldilocksranoutof

thecozyco

ttageasfast

asshecould.TheThree

Bearsneversawor

heardfrom

heragain.

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Directions:Read the story,Goldilocks and the Three

Bears to your child. Then,ask your child to imaginewhat Baby Bear might sayto Goldilocks.

Ask your child, How wouldyou feel, if you were BabyBear? What did Baby Bearfind had happened to hisporridge? To his chair?

What would Baby Bearwant to tell Goldilocks?

Have your child dictate aletter to Goldilocks fromBaby Bear. Write downwhat your child says andsay each word as youwrite it.

When finished, read itagain to your child. Slideyour finger under eachword as you read.

DearGoldilocks

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SUGGESTIONS: Provide a placemat for each student. Place a green dot on the l eft

side to signal where to start and a red dot on the right to signal where to end.

Directions:Help students cut out pictures or cut out pictures for students priorto starting activity. Students should put the pictures in the same order as theyhappened in the story. Encourage students to use words such as first, next, andfinally. Then, have students paste the images in order on a piece of paper.

Lets Tell a Story

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Directions:Use the accompanying cutouts to help your child learn to put things inorder according to size. First, point to Papa Bears box and explain that the biggestthings go here; middle-sized things go in Mama Bears box; small things go in BabyBears box. Then, have your child place the bowls, chairs, and beds in the correctboxes from biggest to smallest. Try the activity again, but start with the smallest box.

Biggest to Smallest


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Cutouts


for Biggest to SmallestDirections:Help your child cut out the pictures intoseparate squares.

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Directions:With this picture as a backdrop, have your child use the accompanyingcutouts to re-enact the story of Golidlocks. Start the story by having Goldilockstaste the porridge, then change scenes as you tell the rest of the story.

Goldilocks Visits

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for Goldilocks VisitsCutoutsDirections:Help your child cut out these pictures to usein retelling the story.

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DTsETRIOdgTTfG

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DearFamilyMem

ber,

TodayyourchildlistenedtothestoryTheGin

gerbreadMan.Readtheabridged

torybelowtoyo

urchildandthenhelpyourchilddotheaccompanyinga

ctivitypage.

Encourageyourchildtoretellthestorytoyou

laterthisweek.

TheGingerbreadMan

RetoldbyRosieMcCormick

Illustratedby

GailMcIntosh

Oneday,alitt

leoldwoman

decidedtomakeadelicious

gingerbreadmancookie.

Sheputthecookiedoughonacookiesheetandbakeditin

theoven.Toh

ersurprise,whensheo

penedtheoven,the

GingerbreadManjumpedout!

TheGingerbreadManranoutofthehouse.

Thelittleoldwomanandherhusban

dranas

fastastheyco

uld,buttheycouldnotcatchthe

GingerbreadMan.

Acowgrazinginafieldsniffedtheair.Thesmellof

gingermadeth

ecowwanttoeattheg

ingerbread

man.Thecowc

ouldnotcatchtheGingerbread

Maneither.

or

ecat

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Thecleverfoxsaidthat

hewouldbehappytohelpthe

gingerbreadmancrosstheriver.

Astheywerecrossin

gtheriver,thefoxsaid,

Thewateris

gettingdeeper.You

shouldrideonmyhead

.

Momentslaterthefoxsaid,

Nowyoushouldrideonmy

nose.

BeforetheGingerbreadMancouldevensay,Thankyoufo

yourkindness,thefoxatehimeverylastbite.

Chomp!Smack!The

cleverfoxlickedhislips

ashecrossed

totheothersideoftheriver.

Acatsleepinginth

ewarmsunshinethoug

htthatthe

GingerbreadManw

ouldmakeatastytreat.Noteventhe

couldcatchtheGin

gerbreadMan.

ThentheGingerbreadManmetacleverfo

x.

Thefoxpretendedthathewasnothungry

andthereforedidn

otwanttocatchthe

gingerbreadman.

Directions: Make gingerbread man cookies with your child following the recipeB k th

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Directions:Make gingerbread man cookies with your child following the recipe.Use a cookie cutter or knife to shape a simple body. Once baked, share and enjoycookies together and ask the following questions to prompt your child to retell thestory: Who made the Gingerbread Man in the story your teacher read at school?What happens to the Gingerbread Man in the story?

Bake theGingerbread Man

1.In medium pan, heat

molasses just to a boil.

5.Make dough into ball.

Refrigerate 30 minutes.

2.Stir in sugar, butter,

milk. Turn off heat.

6.Roll out on floured

counter. Cut into shapes.

3.In bowl, combine

dry ingredients.

7.Bake on greased pan,

5-7 minutes at 375.

4.Pour molasses mixture

into bowl and stir well.

8.Decorate with raisins,

frosting, or candies.

Ingredients:

1/2 c. dark molasses

1/4 c. sugar

3 T. butter

1 T. milk

2 c. flour

1/2 t. baking soda

1/2 t. salt1/2 t. cinnamon

1/2 t. ginger

1/2 t. ground cloves

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Directions:Help students cut out the Gingerbread Man puppetor cut it out for students prior to starting the activity Model forRun Run Again!

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or cut it out for students prior to starting the activity. Model forstudents how to retell the story by moving the Gingerbread Manthrough different story settings. Then, lead a group retellingof the story by going around the table and allowingeach student to tell one of the events in the story.

Run, Run Again!

Cutout providedon a separate page

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for Run Run Again!Cutout

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for Run, Run Again!Cutout

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Dea

Tod

stor

Enc

Th

Re

IlluOn

Wpahis

Wh

sho

his

He

ha

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arFamilyMem

ber,

dayyourchildlistenedtothestoryTheSho

emakerandtheElves.Read

theabridged

rybelowtoyourchildandthenhelpyourc

hilddotheaccompanyinga

ctivitypage.

courageyourc

hildtoretellthestorytoyou

laterthisweek.

heShoemakerandthe

Elves

etoldbyRosieMcCormick

ustratedby

BarbaraL.Gibson

ncetherewasapoorshoemakeran

dhiswife.

Weonlyhaveenoughleatherleftto

makeone

irofshoes,

saidtheworriedshoem

akerto

swife.

henthesho

emakerwokeup,hewas

ockedtofin

dabeautifulpairofshoeson

sworkbench.

epuzzledan

dpuzzledoverwhocould

vemadesu

chbeautifulshoes.

Laterthatday,acustomercameintothe

workshopandadmiredtheshoes.Theyfit

hisfeetsoperfectlythathepaiddouble

themoneyforthem!

Thatnight,theshoemakerlefttheleatheron

hisworkbenchandwe

nttobed.

Hedecidedhewouldmakehislastpairof

shoesinthemorning.

y

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Wenowhaveenoughmoneytobuy

dinnerandtobuyleatherfortwo

morepairsofshoes,the

shoemaker

saidhappily.

Thateveninghecutleatherfor

twopairsofshoesandleftitonhis

workbench.

Amazingly,t

henextmorning,t

here

werefourpairsofnew,fancyshoes.

Theshoemakerandhiswifesoldall

fourandmademore

money.

Imustdiscoverwho

ismakingthese

shoes,saidtheshoemakertohiswife.

So,t

heydecidedtos

tayawakeand

watchtheworkbenc

hallnight.

Thatevening,two

tinyelvesin

tattered

clothestip-toedintothe

workshop.Theybegan

tosewtheleatherinto

beautifulshoes.

Wh

and

dan

Frohap

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Tho

sepoorelvesmust

befreezingintheirragged

clothes,saidthewifetothe

shoe

maker.

So,theydecidedtosew

new

clothesandshoesfor

thepoorlittleelves.That

even

ing,theyleftthegiftso

n

theworkbenchfortheelves

tofind.

hentheelvesreturned,theydiscov

eredthebeautifulcloth

es

dshoes.Theyweresohappywiththeirnewclothesthatthey

ncedoutoftheworkshopandwer

eneverseenagain.

omthatday

forward,theshoemakerandhiswifeliveda

ppylifewithplentytoeat.

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Directions: Help students cut out pictures or cut out pictures for students prior tostarting activity Students should sequence the pictures into the same order theTell the Story of the

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Core Knowledge Language Arts New York Edition PRESCHOOL5B-1SUGGESTIONS: Provide a placemat for each student. Place a green dot on the left sideto signal where to start and a read dot on the right to signal where to end actvity page.

starting activity. Students should sequence the pictures into the same order theevents happened in the story. Then, model a simple retelling of each story based onthe pictures. Use the words morning, evening, first, next, then, and lastto help studentsretell the story.

yShoemaker and the Elves

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for Little Red HenCutoutsDirections:Help students cut out pictures or cut out picturesfor students prior to starting activity. Have students glue them

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and FriendsCutouts p g y g

to craft sticks. Ask students to name the characters and talkabout what each character did in the story.

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Dear

Today

toyou

yourc

The

Reto

Illust

There

with

lazyh

theo

TheL

grain

herf

TheL

Asus

work

herse

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FamilyMember,

yyourchildlistenedtothestoryTheLittle

RedHen.Readtheabridgedstorybelow

urchildandthenhelpyourchilddothea

ccompanyingactivitypage.Encourage

childtoretellthestorytoyoulaterthiswe

ek.

eLittle

RedHen

oldbyRosieMcCormick

tratedby

GailMcIntosh

eoncewa

salittleredhenwholived

herfriend

sonafarm.Shewasno

ta

hen.Shew

orkedharderthanallo

f

otheranim

als.

LittleRedHenwantedtoplantso

me

nsofwhea

t.Sheaskedforhelp,but

friendsrefused.

Sosheplant

edthegrains

herself.

Inthesumm

ertime,the

wonderfulg

oldenwheat

wasreadyto

beharvested.

Onceagain,

withnoone

tohelpher,theLittleRed

Hendidallthework.

LittleRedHenhadtogrindthewheatintoflour.

sual,herfriendsdidnotwanttod

oanyhard

k.SotheLittleRedHengroundth

eflour

elf.

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TheLittleRedHenusedtheflourtomakebread

dough.W

ithnoonetohelpher,s

hekneaded

the

doughallbyherself.

Whenthesmelloffreshlybaked

breadroseupintothe

air,the

LittleRedHensfriendsappeared.

Theywerewillingtoh

elpeatthe

bread,buttheLittleRedHenateit

allbyherself.Shehad

doneall

thework!

TheLittleRed

Hensfriends

hadcompletely

abandonedher.So

shebakedthebread

allbyherself.

Little Red Hen and Friends

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Directions:Using this page as a backdrop, retellthe story of The Little Red Hen and let yourchild say the familiar refrains from the story:Who will help me? Not I and

Then Ill do it myself!


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Help the Little Red HenDirections:Help students cut out pictures or cut out pictures for students priorto starting activity. Students should sequence pictures into the same order theevents happened in the story. Then, using the refrains, Who will help me...? Not

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SUGGESTIONS: Provide a placemat for each student. Place a green dot on the left

side to signal where to start and a read dot on the right to signal where to end.

events happened in the story. Then, using the refrains, Who will help me...? NotI... and Then I will do it myself! model a simple retelling of the story based oneach picture. Have each student retell the story to you.

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Directions: Create a new version of The Little Red Hen with your

The Strawberry Jam Story

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Directions:Create a new version of The Little Red Hen with yourchild. This time, the hen will plant strawberries to make strawberry jaminstead of grains of wheat for bread. Look at each picture together,then ask your child to tell this story.

1

2

3

4

5

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Directions:After creating a newversion of The Little Red Hen, followthe recipe to make strawberry jam

Ingredients:1 qt. strawberries, fresh or frozen2 T. lemon juice

Yum YumStrawberry Jam

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p y jwith your child.

j1 oz. dry pectin [canning section of supermarket]1/2 c. light corn syrup2-1/4 c. sugar (use less for frozen, sweetened berries)

Strawberry Jam

1.Mash strawberries with a fork.

4.Add corn syrup and sugar.

2.Put mashed berries, lemonjuice, and pectin into a pan.

5.Spoon into bowl.

3.Stir it as it heats up.

6.Spread on toast.

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Directions:Provide students with the supplies to make Thumbelina in her walnutshell bed. Read each step out loud to students as you point to the pictures. Then,have students make Thumbelina by following the instructions themselves.

Good Night,Thumbelina

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MATERIALS NEEDED: Empty walnut shells, cotton balls, glue, large wooden

beads, fine-tipped markers, bits of fabric, artificial flower petals or leaves

Thumbelina

3.Glue wooden bead tocotton at end of shell.

1.Glue cotton ball inside shell.

4.Glue fabric, petals, or leaves

as blanket over cotton ball.

2.Draw face on wooden bead.

5.Goodnight, Thumbelina!

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DearFam

Todayyou

childand

toretellth

Thum

byHan

Retoldb

Illustrat

Atthatm

Insideth

Atnight

sleptin

shell.

Onenig

toadcam

Thumbe

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milyMemb

er,

urchildlistenedtothestoryThumbelina.Readtheabridgedstory

belowtoyour

thenhelp

yourchilddotheaccompa

nyingactivitypages.Encourageyourchild

hestoryto

youlaterthisweek.

mbelina

nsChristianAndersen

byRosieMcCormick

tedbyGailMcIntosh

Onceuponatime,therewasawomanwhowas

very

sadbecauseshedidno

thaveanychildren.

One

day,sheplantedamag

icalseed.Thatnight,

thes

eedgrewintoafloweringplant.

Whatabeautiful

flower,said

thew

oman

assh

e

kisse

dthe

petals.

momen

t,thefloweropened.

heflowersatatinygirl.

Thegirlwasnobigger

thanathum

b.Thewoman

namedher

Thumbelina.

t,Thum

belina

apolishedwalnut

ght,am

other

meand

took

elinaaw

ay.

stem

mbelina

umbelina

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Thumbelinaspent

therestofthe

winterinthe

mousessnug

burrow.T

hey

becamegood

friends.

Themothertoadwa

ntedThumbelinato

marryherson.

Themothertoadandherson

placedThumbelinaonawaterlily

leafintheriver.Then

theysetoffto

planthewedding.

Thumbelinawasverysad.S

he

begantocry.

Afishheard

Thumbelinassobs.Itnibbledonth

e

ofthelilypaduntiltheleafbrokefree.Thum

floateddow

ntheriver.

Summerdisappeared,andwintercame.Thu

wascold.

Afieldmou

setookpity

onher.

My

dear,you

mustcome

homewith

me,thefieldmouse

said.

Thumbe

himfood

Oneday

caredfo

Togethe

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InaburrownearbylivedMr.Mo

le.Helikedtovisit

intheeveningandhearThumb

elinasing.

Oneeve

ning,while

visitingMr.Mole,

Thumbelinafound

aswallo

w.Thebird

wascoldandhurt.

elinaca

redfortheswallowand

brought

devery

day.

Mr.Molehadfallen

inlovewithThumbelina.

Hewantedtomarryher.

Thumbelinadidnotwa

nttomarryMr.

Mole.Onceagain,shew

asveryunhappy.

y,thesw

allowthatThumbelina

had

rcame

tohelpherescape.

er,theyflewsouthtowarmerla

nds.

Inanewland,filled

with

flowers,Thumbelina

metaking.Hewas

tiny,too!

Thumbelinabecame

thequeen.Sheand

thekinglivedhappily

everafter.

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Directions:Read the story of Thumbelina to your child. Tell your child you aregoing to ask some questions about the story. Have your child point to and circlethe picture that shows the correct answer.

Remember Thumbelina

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Core Knowledge Language Arts New York Edition PRESCHOOL7A-3ANSWER KEY:

1) Walnut shell 2) Mother toad 3) Swallow 4) Fairy king

1.Where did Thumbelina like to sleep?

3.What animal did Thumbelina

care for all winter long?

2.Who carried Thumbelina away fromher home with the old woman?

4.Who did Thumbelina marry?

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ThumbelinaGame

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Directions:Play a simplegame using differentcoins as game pieces.

Take turns rolling a dieand moving the gamepieces from the flower tothe prince. Remind yourchild of each characterand his/her role in thestory.

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Directions:After reading the story of Thumbelina with your child, ask what mighthappen next. Use the cutouts to dramatize the story your child tells you. Next,write the new story down. Read it to your child, pointing to each word as youread it aloud. As you read, let your child dramatize the retelling using the cutouts.

What Happens Next?

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Cutouts provided

on a separate page

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for What Happens Next?CutoutsDirections:Cut out and use these figurines to tell a newstory about Thumbelina and the fairy queen.

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DearFamilyM

Todayyourch

storybelowto

Encourageyo

HowTu

byJoseph

RetoldbyR

Illustrated

BarbaraG

Oneautum

withthebi

coming.So

coldhere.W

southwher

Useyourm

holdontig

stick,theb

Turtledidj

Thenthetw

grabbedth

stick.Soon

inthesky

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Membe

r,

hildliste

nedtothestoryHowTurtle

CrackedHisShell.Readthe

abridged

oyourchildandthenhelpyourchilddotheaccompanyingactivitypage.

ourchildtoretellthestorytoyoulaterthisweek.

rtleCrackedHisS

hell

hBruchac

Rosie

McCormick

byG

ailMcIntoshand

Gibson

mnda

y,Turtlewastalking

rds.T

heysaid,Winteris

oonitsgoingtobevery

Were

gettingreadytofly

reitiswarm.

mout

hto

ghtlytothis

birdsexplained.

ustthat.

wobigbirds

heen

dsofthe

they

wereallhigh

includingTurtle.

CanIcomewithyo

u?askedTurtle.

Atfirst,thebirdssaid,No!Turtle

pleaded,Theremu

stbesomeway

Icangowithyou!F

inally,thebirds

agreed.

dbefore.

ything

adcome,

ed otice

over.

swam

ud

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Turtlehadneverbeensohighofftheground

Hecouldlookdownandseehowsma

llevery

looked.Hewonderedabouthowfartheyha

andhowfartheyhadtogo.

Turtletriedtogetthebirdsattention.Heroll

hiseyesatthem,buttheydidnot

notice.Hewavedhislegstoo.

Frustrated,Turtleopened

hismouthtospeak.Atthat

momentheletgoofthe

stickandbegantofall!He

felldownfrom

theskyand

hittheground

hard.

Turtlesbodyached.He

achedsomuchhedid

notno

thathisshellhadcrack

edallo

Hecrawledintoapondands

downtothebottom.

Therehedugaholein

them

andsleptallwinterlon

g.

Inthespring,Turtlewoke

up.Hewasveryprou

dofthe

cracksonhisshell.

Eversincethen,everyturtles

shelllookslikeithas

cracks

alloverit.

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Directions:Students will make their own book using four pictures from the story.Help students cut out pictures or cut out pictures for students prior to startingactivity. Have students sequence the images and glue or tape them into thepages of a book. Finally, have each student retell/read the story using his/herpretend book.

Make Your Own Book

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Directions:Tell students to listen to each question and circle the picture thatshows the correct answer. Slide your finger under each word as you read thequestions. Use the word because to prompt the answer. For example, for the firstquestion, ask, Did the man and woman go into the jungle because they wantedto gather fruit or because they wanted to meet a friend?

RememberWhy Flies Buzz

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ANSWERS: 1) To gather food (first image: man is pointing to coconuts in the tree) 2) A mango fell

on his head. (first image) 3) The hippo broke her eggs. (second image) 4) The fly (second image)

1.Why did the man and woman go into the jungle?

3. What happened to the bushfowls nest?

2.What made the hippopotamus angry?

4.The lion decided that all the problems occurred

because of one animal. Which animal?

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DearFamilyMe

Todayyourchild

yourchild.Enco

WhyFlies

RetoldbyRo

Illustratedb

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ember,

dliste

nedtothestoryWhyFliesB

uzz.Readtheabridgedstorybelowto

ourag

eyourchildtoretellthestor

ytoyoulaterthisweek.

sBuzz

osie

McCormick

byG

ailMcIntoshO

nebright,sunny

day,ama

nandhis

wifewentintothe

jungleto

gatherfood.

Whenthe

yreacheda

coconuttree,theman

tookouthisknife.The

manclimbedupthetreetocutd

ownsome

delicious

coconuts.

Asthemanreachedforacoconu

t,ablackfly

flittedaro

undhisface.Hetriedtoswatthe

fly,anddroppedhisknife.Watchout,Wife!

hecried.

Thewifejumpedoutoftheway.

Asshe

jumped,shekickedacrocodilethatwas

sleepingbeneaththetree.

Theangrycrocodilestailwentswack!

swack!swack!

slookingfor

hecrocodiles

thebird

scree!scree!

edtoabranch

ndedrightnext

monkeywas

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Nearby,ajunglebirdwas

bugstoeat.Asth

tailcamedo

wn,

squawked

scree!

Thebirdsoare

inatreeandlan

toamonkey.T

hem

peelingajuicymango.

Themonkey,startle

dbythebird,dropped

hismango.It

fellontheheadofa

hipposplat!splat!splat!

Thehippothought

hewasbeingattackedbyhunters.

Hetriedtoescape

stomp

!stomp!stomp!

Ashe

did,he

tramp

ledona

bushfowlsnest.The

nestw

asfullofeggs.

Myeggsareallbro

ken!wailed

thebushfowl.Sheb

egantocrysob!

sob!sob!Andthereshe

stayed,besidehern

est,formany

daysandnights.

Shedidnotawaken

thesunwithher

familiarcallkark!kark!kark!Sothe

skyremaineddarkforseveraldays.

Thejungleanimalswereworried.

Theywenttotalkto

thewiselion.

Thebushfowl

causedallthe

Andsosheag

tobeginthed

Theliongathe

tofindoutwh

Everyoneblam

Thelasttospe

WiseLion,Id

blackflywasa

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wassatisfied.Theflythathad

etroublehadbeenpunished.

greedtoonceagaincallthesun

day.

ere

dalltheanimalstogeth

er

hat

hadhappened.

me

deachother.

eakwastheman.Hesaid,

droppedmyknifebecause

a

annoyingme.

Aha!saidth

elion.Thenitis

theblackflysfault!saidthe

lion.Buttheblackfly

answeredba

ck.

Buzz!Buzz!Bu

zz!

saidthefly.

Haveyounothing

elsetosay?askedthe

lion.Theflyignoredthelionand

continuedsaying,Buzz!Buzz!Buzz!

Thelionwasangrywiththeflyanddecided

to

punishhim.BlackFly!hebellowed.Since

yourefusetoanswer,Ish

alltakeawayyour

powertotalk.

Theflytriedtospeak,butallhecouldsaywas,

Buzz!Buzz!Buzz!Tothis

day,fliesallaround

th

eworldcanonlysay,Buzz!Buzz!Buzz!

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Directions:Have students glue the cutouts of the three pigs to craft sticks. Askstudents to retell the story using the activity sheet as a backdrop. Ask questionsabout the type of house each pig built.

Follow the Pigs

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for Follow the PigsCutoutsDirections:Help students cut out pictures or cut outpictures for students prior to starting activity. Then, glueor tape the figurines to craft sticks and use as puppets.

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DearFamilyMemb

Todayyourchildlis

belowtoyourchild

Encourageyourch

TheThree

RetoldbyRosi

Illustratedby

Onceuponatim

withtheirmoth

grownnow.Itis

andliveonyou

housemadeou

hestillhadtime

TheThirdLittle

madeoutofbr

tastybitetoeat

theBigBadWo

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Core Knowledge Language Arts New York Edition PRESCHOOLDAY 3-A


ber,

stenedtothestoryTheThreeLittlePigs.Readtheabridgedstory

da

ndthenhelpyourchilddotheaccompanyingactivitypa

ge.

hild

toretellthestorytoyoulaterthisweek.

e

LittlePigs

ie

McCormick

G

ailMcIntosh

m

e,therewerethreelittlepigs.Theylived

he

r.Oneday,MamaPigsaid,Youareall

stimeforyoutogooutintotheworld

ur

own.

T

hepigssaidgoodbye

andwentontheirway.

T

heFirstLittlePigdecide

dtobuildahouse

m

adeoutofstraw.Befor

elong,hewas

fi

nished.Hehadtimetorelaxintheshade.

TheSecond

LittlePig

b

uilta

ut

ofsticks.Heworkedha

rd,but

etorelaxintheshade.

P

igdecidedtobuildaho

use

ic

ks.Heworkedvery,veryhard.

Ittookh

imalongtimetofinish

buildinghis

house.H

edidnothavetimetorestintheshade.

Soonaft

er,abig,badwolfcame

along.Hesawthe

FirstLittlePignappingin

theshad

e.

Thatlittlepig

wouldm

akea

t,

thought

olf

tohimself.

!Asthestraw

y. brickhouse.

againthe

hairofmy

ePig.

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Thelittlepigsawth

ewolfcomingandran

insidehis

strawhouse.T

hew

olfsaid,

Littlepig,l

ittle

pig,

letmecomein.Th

elittlepigreplied,

Notby

thehairofmychinny-chin-chin.

ThenIllhuff,andIll

puff,andIllblow

yourhousedown,

saidtheBigBadWolf.Andthatiswhathedid

bleweverywhere,theFirstLittlePigranaw

ay

TheBigBadWolfsooncame

acrosstheSecondLittlePigs

homemadeofsticks.T

heBig

BadWolfknockedonthedoor

andaskedtocome

in.

Notbythehairofmychinny-chin-chin,saidthe

SecondLittlePig.ThenIllhuff,andIllpuff

,andIll

blowyourhousedown,repliedthewolf.

Thetwolittle

pigsrantotheirbrothe

rs

Rightbehind

themwasthewolf!Oncea

wolfaskedto

comeinside.Notbytheh

chinny-chin-chin,repliedtheThirdLittle

Thewolfdidnotgiveup.Heclimbed

upontotheroof.Hejumped

downthechimney.

Andhefellrig

htintoa

potofwaterthatwas

heatingonth

efire.

Thatwaterwassohotthat

thewolfjumpedoutand

ranaway.The

ThreeLittle

Pigslivedhap

pilyeverafter.

Directions:Read the story of The Three Lit tle Pigs to your child. Tell your childyou are going to ask some questions about the story. Have your child point toand circle the picture that shows the correct answer.

Piggy Questions

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ANSWERS: 1) Wolf 2) Brick house 3) Through the

chimney 4) He fell into boiling water then jumped out.

1.Who huffed and puffed and blew down

the little pigs houses?

3.How did the wolf get into the brick house?

2.Which house was the only house the wolf

could not blow down?

4.Where did the wolf end up in this story?

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COREKNOWLEDGELANGUAGEARTS

SERIESEDITOR-IN-CHIEF

E. D. Hirsch, Jr.

PRESIDENT

Linda Bevilacqua

EDITORIALSTAFF

Carolyn Gosse, Senior Editor - PreschoolKhara Turnbull, Materials Development ManagerMichelle L Warner Senior Editor Listening & Learning

DESIGNANDGRAPHICSSTAFF

Scott Ritchie, Creative Director

Kim Berrall

CREDITS

Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where

copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this

publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respectiveowners. The references to trademarks and trade names given herein do not affect their validity.

All photographs are used under license from Shutterstock, Inc. unless otherwise noted.

WRITERS

Rosie McCormick

ILLUSTRATORS

Barbara L. Gibson, Gail McIntosh

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Michelle L. Warner, Senior Editor - Listening & Learning

Mick Anderson

Robin BlackshireMaggie BuchananPaula CoynerSue FultonSara HuntErin KistRobin LueckeRosie McCormickCynthia PengLiz PettitEllen SadlerDeborah SamleyDiane Auger SmithSarah Zelinke

Michael DoneganLiza Greene

Matt LeechBridget MoriartyLauren Pack

CONSULTINGPROJECTMANAGEMENTSERVICES

ScribeConcepts.com

ADDITIONALCONSULTINGSERVICES

Ang BlanchetteDorrit GreenCarolyn Pinkerton

ACKNOWLEDGMENTSThese materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already

know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of

the enterprise alone. To helpers named and unnamed we are deeply grateful.

CONTRIBUTORSTOEARLIERVERSIONSOFTHESEMATERIALS

Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,

Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson,

Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams

We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early

development of this program.

SCHOOLS

We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for

their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical

Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation

Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),

PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),

Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical

Academy, Three Oaks Elementary, West Manor El ementary.

And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day

support to teachers using these materials in their classrooms was critical.

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PRESCHOOL

The Core Knowledge Foundation

www.coreknowledge.org

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