Activity Description

Preparation:

1. Select storybook(s) to read aloud to the class
2. Optionally, gather costumes and props related to the story

Implementation:

1. Read aloud the storybook(s) to the class
    a. Multiple read-throughs may be necessary to ensure complete comprehension
    b. To build concepts of print, draw students attention to features of the text (like the title) and point to
    words to show that the words are what tell the story
    c. Discuss any interesting or new vocabulary with students 
2. Model simple actions related to the stories
    a. For example, after reading The Three Little Pigs, have the students mimic the actions of the wolf
    “huffing and puffing”
3. Have students construct props related to the stories (optional)
    a. For example, after reading Goldilocks and the Three Bears, have the students create paper bag bears
    for props
4. Have students re-enact the stories
    a. Divide students into small groups and have each group re-enact the story (or have each group
    re-enact a different story)
    b. You may wish to scaffold students by dividing the story into several parts (like beginning, middle,
    and end, or parts based on the plot) and have each student choose one part to re-enact
5. Invite each group to present their work to the class

Adaptations For

English Language Learners/ESL:

- Show illustrations to students when reading
- Use gestures/body language

Cultural Appropriateness & Diversity:

- Use storybooks from different cultures
- Resources should be representative and accurate

Differentiated Instruction:

- Through thoughtful questioning, promote higher order thinking when student is ready

Related References

Source:
O'Connor, R. E., Notari-Syverson, A., & Vadasy, P. F. (2001). Ladders to literacy: A kindergarten activity book. Baltimore, Maryland: Paul H. Brookes Publishing Co.

Evidence:
Morrow, N. (1985). Retelling stories: A strategy for improving young childrens comprehension, concept of story structure, and oral language complexity. The Elementary School Journal, 85, 646-661.