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English Language Arts Grade 1
Reading: Literature Standard 3
Cinderella stories and graphic organizers help students with their reading, comprehension, and oral presentation skills.
Invitation to Learn
Cinderella Readers Theater
Mufaros Beautiful Daughters An African Tale, by John Steptoe; ISBN 0-590-42058-5
Teaching With Cinderella Stories From Around the World, by Kathleen M. Hollenbeck; ISBN 0-439-18843-1
Cendrillon: A Caribbean Cinderella, by Robert D. San Souci & Charles Perrault; ISBN 9780689848889
Cinder Edna, by Ellen B. Jackson & Kevin OMalley; ISBN 9780688162955
Cindy Ellen: A wild western Cinderella, by Susan Lowell; ISBN 0439270065
The Persian Cinderella, by Shirley Climo; ISBN 0060267631
Cinderella, by Charles Perrault, Loek; ISBN 9780735814868
Glass Slipper, Gold Sandal: A Worldwide Cinderella, by Paul Fleischman; ISBN 978080507953
Egyptian Cinderella, by Shirley Climo; ISBN 9780064432795
Cinderella, by Barbara McClintock; ISBN 0439561450 Yeh-Shen, by Ai Ling Louie & Ed Young; ISBN 0698113888
The Korean Cinderella, by Shirley Climo; ISBN 006020432X
Graphic Organizers are used in this lesson to help students to organize information from books that are read, and facts that are learned. Graphic Organizers are a good way to help students participate visually and orally. As students advance in their learning they are able to use graphic organizers on their own, as well as with a group to show their knowledge and understanding of information. Graphic Organizers are also a great way to help integrate the arts with other subjects by using reading and writing to understand content area topics.
Readers theater offers students an effective tool for connecting literature, oral reading and drama. Through readers theater, children are able to become more fluent in their reading and perfect their oral presentation skills. Readers theater also gives students a chance to work together cooperatively in reading and listening and giving each other feedback. Through readers theater children can be taught about voice level, intonation, pitch, and body positioning when reading. Children also learn how to communicate to an audience and interpret text. Readers theaters can easily be written and are adaptable to most subject matter.
1. Demonstrate responsible emotional and cognitive behaviors.
Invitation to Learn
Show students the picture of Tales Beneath Timp by James Christensen or some other picture from a book cover that shows people reading. Talk about what they notice in the picture. What does it look like the people and animals in the picture are doing? They are listening to a tale. Another name for a story is a tale. This picture is showing people, some real and some pretend, listening to a tale. People all over the world like to listen to stories and there are lots of different stories, but every story has four important parts: character, setting, problem, and resolution. Refer students to the Story Elements Graphic Organizer that you will be using later in the lesson. Teach students the following chant:
Cinderella Readers Theater (for boys and girls alike)
Curriculum Extensions/Adaptations/ Integration
Cornett, C.E. (2006). Center stage: Arts-based read-alouds. The Reading Teacher. 60(3) 234-40.
This article opens with examples of two classroom teachers who use music and drama as core strategies to introduce, develop, and follow-up on a reading lesson during an integrated social studies unit. These examples introduce an expanded definition of literacy that includes use of language and the arts as equal communication partners. The article goes on to explain the process of collaborative arts-based literacy planning, showing how team of teachers selects specific music, visual art, drama, and dance strategies to develop a books big ideas or themes. Arts strategies are then used as processes to help students make meaning before, during, and after reading.
Biegler, L. (1998). Implementing dramatization as an effective storytelling method to increase comprehension. (ERIC Document Reproduction Service No. ED 417377)
This research study shows that students who used dramatization had greater comprehension. The findings suggest that children who reenact a story become more emotionally involved, and therefore more motivated and interested.