The Three Bears and the Little Red Hen – This is so easy for your little ones

The Three Bears and the Little Red Hen have something in common besides a good story. Helping your young children see the commonalities across stories supports their comprehension of not only these simple ones, but also of more complicated works, such as Moby Dick. (No! You’re not going to read to them Moby Dick, but someday, they may read it.) All narratives have the same structure, called story grammar. By familiarizing young children to story grammar, you are laying the foundation for later comprehension and analysis in later grades. You probably did something like this in school. And you can do this at home! 

No preparation needed. No special materials.

You just ask four little questions as you read the story. 

·      Who is the story about? 

·      Where does the story take place?

·      What is the problem?

·      How is the problem solved? 

Here’s an example using The Three Bears by Robert Southey, an earlier version of Goldilocks and the Three Bears from England. Children understand a great deal more than you would think. This version provides opportunities for the basis for other conversations. I like this version, also, because there are some “big words” in it that will extend a child’s vocabulary. Don’t be afraid to use big words and tell what they mean. After reading each section of the story ask the related question. If the child cannot answer or gets the answer wrong, just gently tell the child the answer.

In a far-off country there was once a little girl who was called Silver-hair, because her curly hair shone brightly. (Who is the story about? Answer: Silver-hair)

One day she started out into a wood to gather wild flowers, and into the fields to chase butterflies. She ran here and she ran there, and went so far, at last, that she found herself in a lonely place, where she saw a snug little house, in which three bears lived; but they were not then at home.  (Where did the story take place? Answer: The bears house.)

While Silver-hair was lying fast asleep, the three bears came home from their walk. They came into the kitchen, to get their porridge, but when the Big Bear went to his, he growled out: “SOMEBODY HAS BEEN TASTING MY PORRIDGE!” (What was the problem? Answer: The three bears came home and found their house broken into.)

At that, Silver-hair woke in a fright, and jumped out of the window and ran away as fast as her legs could carry her, and never went near the Three Bears’ snug little house again. (How was the problem solved? Answer: Silver Hair jumped out the window and never came back again.)

Now, there can be variations of this strategy, depending upon the skills and maturity of the child. You might read the story first through without the questions and then say, “I like this story, let’s read it again. This time I’ll ask some questions. See if you can answer them.” 

Or you might prepare the child before you begin reading by providing a brief summary, “We’re going to read a story about a little girl who is very curious, named Silver Hair. She breaks into a house and damages it. And runs away when she is caught.” Then you might say, “Let’s read the story. I’ll ask you four questions as we read: Who is the story about, where does the story take place, what is the problem, and how the problem is solved.”

Or you might say before you read the story. You know the story of Goldilocks and the Three Bears. Here’s a different version. It is very similar to the story you know. This little girl’s name is Silver Hair.”  

And of course, any variation all depends upon the age of your child and what they already know. 

Adaptation: But, if this is too difficult for your child or the child is younger, then choose a simpler version of the story, gaging the degree of difficulty upon your own circumstances . Most fairy tales have multiple versions of the same story, some with less complicated language structure and vocabulary. In addition, instead of asking all four questions, choose just one “Who is this story about?” Then add the additional questions as you read subsequent stories, developing your child’s comprehension across time and stories.  

So, there it is, a simple way to lay a foundation for skills in comprehension. This is easily done with children four and five years old. So, the next time your child brings you a favorite book and slips up next to you for a good story, think about stretching their thinking, just a little bit. 

I have included the link to where you can download a copy of the pdf of The Three Bears, just in case it’s a rainy day and you want to snuggle down and read a good story this afternoon. 

https://etc.usf.edu/lit2go/68/fairy-tales-and-other-traditional-stories/5105/the-three-bears/

I invite comments, suggestions, ideas. 

If you have questions that I might be able to answer generally, please email me. Please, keep in mind that this blog is for suggestions that may or may not work. Here is the disclaimer, professional advice requires much more in-depth information and contact and is beyond the scope of this blog.  email: gail.coulter@outlook.com.