Table Of ContentRead and Understand,
Fairy Tales & Folktales
Stories & Activities, Grades 1––2
ReadandUnderstand, Fairy Tales & Folktalesisaresourcebookthat contains retellings
of fairy tales and folktales accompanied by practicematerialsforawidespectrumof
readingskills.
The 23 one- to three-page stories vary in reading difficulty from first through beginning
third grade to meet a range of needs.
Each story is followed by three or four pages of activities for practicing reading skills
such as:
• comprehension
• vocabulary development
• structural analysis
• phonics
• recording information
Specific skills practiced are listed under each story in the table of contents.
The stories and practice materials can be used for directed minilessons with small
groups or individual students, or as independent practice in class or at home.
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Table of Contents
Introduction .......................................... 2 The Three Little Pigs........................... 81
So Quiet!................................................ 4 recall details, make inferences, personification,
recall details, draw conclusions, sequence vocabulary development, real or make-believe
events, categorize, /qu/ sound, solve problems Little Red Riding Hood....................... 87
May I Come In? ................................... 10 recall details, make inferences, draw
recall details, predict outcomes, rhyming conclusions, sequence events, possessives
words, -oom family Goldilocks and the Three Bears........ 93
The Blind Men and the Elephant....... 16 recall details, draw conclusions, make
recall details, make inferences, ordinal inferences, color words, rhyming words,
numbers, -ind family, /f/ sound categorize
Teeny-Tiny .......................................... 22 Jack and the Beanstalk...................... 99
recall details, make inferences, draw conclusions, sequence events, characterization,
sequence events, adding er, opposites comparisons (similes and metaphors),
personification
The Old Woman and Her Pig.............. 28
An Ant’s Voice
recall details, make inferences, draw
conclusions, sequence events, vocabulary (An East African Tale)....................... 105
development, verbs, -uddle family recall details, make inferences, vocabulary
The Three Sticks development, pronouns, long o, opposites,
critical thinking
(An Iroquois Tale)................................ 34
The Stars in the Sky
recall details, make inferences, solve problems,
vocabulary development, long e sound, oi–oy (An English Tale)............................... 111
The Biggest Pumpkin recall details, make inferences, draw
conclusions, real or make-believe, sequence
(A Tale from Africa) ............................. 39
events, characterization, present and
recall details, make inferences, predict
past tense
outcomes, silent k in /kn/, long e, comparatives
Two Goats on the Bridge
Chicken Licken................................... 45
(A Tale from Russia) ......................... 117
recall details, draw conclusions, rhyming
recall details, make inferences, write
words, exclamation marks, long i
creatively, word meaning, -een family
The Magic Pot ..................................... 51
Hansel and Gretel............................. 122
sequence events, -ook family, compound
recall details, draw conclusions, vocabulary
words, rhyming words, multiple-meaning words
development, /ar/sound, syllables
The Pied Piper of Hamlin (A Tale from
The Hungry Troll
the Grimm Brothers)........................... 57
(A Tale from Denmark)...................... 128
recall details, make inferences, draw
recall details, make inferences, study
conclusions, ow–ou, word meanings
characters, -are family, word meanings
The Little Red Hen
Slops (A Tale from Wales)................. 134
and Her Workbag................................ 63
recall details, make inferences, discover
draw conclusions, make inferences, recall
setting, -ail family
details, add ed and ing, figures of speech
Answer Key....................................... 140
The Ugly Duckling (A Tale from
Hans Christian Andersen)................. 69
recall details, make inferences, vocabulary
development, -atch family, critical thinking
What a Fool!........................................ 75
make inferences, recall details, draw
conclusions, evaluate, -each family
© 2000 by Evan-Moor Corp. 1 Fairy Tales & Folktales • EMC 756
Introduction
The Stories
Types of Stories
• fairy tales
• folktales
Ways to Use the Stories
1. Directed lessons
• with small groups of students who are reading at the
same level
• with an individual student
• with the class to support a unit of study
2. Partner reading
3. With cooperative learning groups
4. Independent practice
• at school
• at home
Things to Consider
1. Determine your purpose for selecting a story—instructional
device, partner reading, group work, or independent reading.
Each purpose calls for a different degree of story difficulty.
2. A single story may be used for more than one purpose.
You might first use the story as an instructional tool, have
partners read the story a second time for greater fluency,
and then use the story at a later time for independent reading.
3. When presenting a story to a group or an individual for the
first time, review any vocabulary that will be difficult to decode
or understand. Many students will benefit from a review of the
vocabulary page and the questions before they read the story.
© 2000 by Evan-Moor Corp. 2 Fairy Tales & Folktales • EMC 756
Skills Pages
Types of Skill Pages
Three or four pages of activities covering a variety of
reading skills follow each story:
• comprehension
• vocabulary
• phonics
• structural analysis
• parts of speech
• categorizing
Ways to Use Skill Pages
1. Individualize skill practice for each student with tasks
that are appropriate for his or her needs.
2. As directed minilessons, the skill pages may be used in
several ways:
• Make a transparency for students to follow as you
work through the lesson.
• Write the activity on the board and call on students
to fill in the answers.
• Reproduce the page for everyone to use as you
direct the lesson.
3. When using the skill pages for independent practice,
make sure that the skills have been introduced to the
reader. Review the directions and check for understanding.
Review the completed lesson with the students to determine
if further practice is needed.
© 2000 by Evan-Moor Corp. 3 Fairy Tales & Folktales • EMC 756
The house was so loud. The boys
were yelling. The girls were crying.
Father was pounding. Mother sat down.
“I can’t do my work,” she said. “It is too
loud!”
She went to see Grandpa.
“Grandpa, my house is too loud. The
boys are yelling. The girls are crying.
Father is pounding. What can I do?”
Grandpa looked up. “No problem,”
he said. “Bring the dog and the cat into
the house.”
Mother walked home. She called
the dog and the cat into the house. The
boys were yelling. The girls were crying.
Father was pounding. And the dog was
barking at the cat. Mother sat down.
“I can’t do my work,” she said. “It is too
loud!”
She went back to Grandpa.
“Grandpa, my house is louder. The boys
are still yelling. The girls are still crying.
Father is still pounding. And now the
dog is barking at the cat. What can
I do?”
Grandpa nodded. “No problem,” he
said. “Bring the rooster and the cow into
the house.”
© 2000 by Evan-Moor Corp. 4 Fairy Tales & Folktales • EMC 756
Mother walked home. She pulled the cow and the
rooster into the house. The boys were yelling. The girls
were crying. Father was pounding. The dog was barking at
the cat. The cow was mooing. And the rooster was crowing.
Mother sat down. “I can’t do my work,” she said. “It is too
loud!”
She went back to Grandpa. “Grandpa, my house is
louder. The boys are still yelling. The girls are still crying.
Father is still pounding. The dog is still barking at the cat.
Now the cow is mooing and the rooster is crowing. What
can I do?”
Grandpa smiled. “No problem,” he said. “The cat and
the dog and the cow and the rooster must go back outside.”
Mother walked back
home. She took the cow,
the rooster, the dog, and
the cat outside. The boys
were still yelling. The girls
were still crying. Father
was still pounding.
Mother smiled. “Now
I can do my work! It
is so quiet.”
© 2000 by Evan-Moor Corp. 5 Fairy Tales & Folktales • EMC 756
Name
Questions about
So Quiet!
Fill in the correct circle.
1. Mother couldn’t
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go to sleep hear the TV do her work
2. She went to see
(cid:2) (cid:2) (cid:2)
Grandpa Grandma Uncle Pete
3. Grandpa always said,
(cid:2) (cid:2) (cid:2)
“How can I help you?” “Please come in.” “No problem!”
4. First Grandpa made the house
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louder quieter bigger
5. When all the animals went outside, the house was
(cid:2) (cid:2) (cid:2)
louder quieter bigger
6. At the end the house sounded at the beginning.
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louder than quieter than the same as
© 2000 by Evan-Moor Corp. 6 Fairy Tales & Folktales • EMC 756
Name
What Comes Next?
Color, cut, and paste. Put the pictures in order.
11111 22222
33333 44444
© 2000 by Evan-Moor Corp. 7 Fairy Tales & Folktales • EMC 756
Name
Quiet Work and Loud Work
Think about things people do that are loud and things that
are quiet. Write or draw them below.
Loud Quiet
© 2000 by Evan-Moor Corp. 8 Fairy Tales & Folktales • EMC 756
Name
The Sound of qu
Color the pictures that begin with the sound that qu makes.
How many did you find? ________
© 2000 by Evan-Moor Corp. 9 Fairy Tales & Folktales • EMC 756
