EL Support Lesson

Is It Little Red?

In this fun retelling of Little Red Riding Hood, preschool students will get lots of practice learning about the sequence of a story! This can be used as a stand alone or support lesson for the **Yummy Bear Family** lesson plan.
This lesson can be used as a pre-lesson for the The Yummy Bear Family lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the The Yummy Bear Family lesson plan.

Students will be able describe the plot of simple stories.


Students will be able to retell a fiction story with transitional phrases using props and verbal cues.

(2 minutes)

Prior to the start of the lesson, pre-cut and create a set of the stick puppets to use as a model.

  • Gather the class together for a read aloud.
  • Introduce the lesson by displaying the read aloud text and asking students if they have ever heard of the story of Little Red Riding Hood.
  • Have students give a thumbs up or thumbs down to indicate their prior knowledge of the text.
(10 minutes)
  • Read aloud the text, using your stick puppets to act out the story as you read.
  • After reading, model using the new vocabulary words in context to introduce or review them with the class. Say, "This story is about Little Red Riding Hood, and the Wolf. These are called the characters. Characters are the people or animals who a story is about."
  • Ask the class to think about other characters in the story (Grandma, Hunter) and share who they are with a partner.
(3 minutes)
  • Discuss the story with the class. Refer to the sequence or order of things that happen in the story (Little Red leaves with goodies, Wolf pretends to be Grandma, etc.) Possible questions you can ask: Which part of the story did you like the best? Which of the characters is kind? How do you know? What happened to Grandma?
  • Have students pair share with a partner to share their thinking.
(20 minutes)
  • Explain that retelling a story means to tell the story again, in your own words. Ask the class to think about what happened in the beginning of the story and to share with a partner using the sentence starter, "In the beginning _____."
  • Repeat with middle and end.
  • Tell students that today they will get to practice retelling the story in their own words using their own puppets!
  • Pass out the Stick Puppets (either pre-cut) or with scissors to cut themselves, and go over safety and material expectations with the class.
  • Have students spend 5-10 making their puppets. When complete, put them in groups of three to act out the story.


  • Work with a small group of students to practice identifying the plot and retelling a story using transitional phrases using other familiar stories (e.g. Three Little Pigs, etc).


  • Have students retell the story using the past tense, with a special focus on using irregular past tense verbs (e.g. Little Red left with the goodies, the wolf ate grandma, etc).
(3 minutes)
  • Listen to students at work to assess their understanding of the vocabulary words and parts of a story.
  • Check for any misunderstandings or confusion as students are retelling the story with a peer.
(2 minutes)
  • Close the session by having 1-2 groups retell the story for the class. After they finish, applaud their work and highlight the characters and the sequence of the story.

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