Abuelo and The Three Bears, by Jerry Tello

This is the classic Three Bears but with a multi-culture twist. Read the original story and then use this to compare.

Materials

  • Tortillas, beans, salsa
  • Popsicle sticks
  • Bear Masks
  • Hot and cold cards

Vocabulary

  • At the end of the story all the Spanish words are translated.
  • Grumpy (grouchy and in a bad mood)
  • Stubborn (very determined and going to do it your way no matter what)
  • Family Reunion (when all the members of an extended family get together for a party)

Before Reading the Story

Ask the children if they ever have large family meals or meals where relatives and friends come to eat. What kinds of things do your parents make for these meals? (My Dad cooks spaghetti and Uncle Mark comes to my house, When Grandma came at Christmas we had turkey and cookies).

Social & Emotional Development/Knowledge of Families & Communities; progresses in understanding similarities and respecting differences among people such as genders, race, special needs, culture, language, and family structures.

Reading the Story

Make sure you stop and help the children understand the Spanish words.

Language Development/Listening & Understanding; understands a n increasingly complex and varies vocabulary.

After Reading the Story

Make a venn diagram and compare this story with the traditional Three bears. What are the similarities, what are the differences?

Literacy/Book Knowledge & Appreciation; shows growing interest and involvement in listening to and discussing a variety of fiction and non-fiction books and poetry.

Discovery

Bring in some tortillas and salsa for the children to try. Make some frijoles to put onto the tortillas. If a child is a picky eater, encourage them to try a new food.

Approaches to Learning/Initiative & Curiosity; chooses to participate in an increasing variety of tasks and projects.

Music and Movement

Sing People in a Family, sung to Frere Jaques. https://www.youtube.com/watch?v=7FXH36epPnY

People in a family, people in a family
Eat together, eat together
People in a family, eat together
All day long, all day long.
People in a family, people in a family
Laugh together, laugh together
People in a family, laugh together
All day long, all day long

(ask the children to help think of other things that families do together.

Social & Emotional Development/Knowledge of Families & Communities; progresses in understanding similarities and respecting differences among people such as genders, race, special needs, culture, language, and family structures.  AND Approaches to Learning/Reasoning & Problem Solving; develops increasing ability to find more than one solution to a question, task, or problem.

Tap out patterns in sets of three and see if the children can copy you. (3 claps or 1 clap, 2 stamps, etc.)

Creative Arts/Movement; shows growth in moving in time to different patterns of beat and rhythm in music.  

Blocks

Challenge the children to make a bed and/or a chair for blocks big enough for a stuffed animal and then themselves.

Approaches to Learning/Engagement & Persistence; demonstrates increasing ability to set goals and develop and follow through on plans.  AND Approaches to Learning/Reasoning and Problem Solving; grows in recognizing and solving problems through active exploration, in trial and error, and interactions and discussions with peers and adults.

Art

Remind the children that Abuelo said Trencitas came back later to glue Ositos chair back together. Put out Popsicle sticks and glue and ask the children if they can build something from wood.

Creative Arts/Art; gains ability in using different art media and materials in a variety of ways for creative expression and representation.

Library and Writing

Have the children dictate a recipe that their parent cooks to you. They can either draw the food or find a picture and cut it out. (My Mom makes me tuna sandwiches. She opens the can and puts it in a bowl. Put in 5 spoons of mayonnaise and some little pickle pieces. She puts a shake of that stinky stuff and mixes it all together. I like to eat it on bread with cheese).   

Social & Emotional Development/Knowledge of Families & Communities; progresses in understanding similarities and respecting differences among people such as genders, race, special needs, culture, language, and family structures.

Sand and Water

Add dampened sand to the table today and some cooking utensils and plates.  The children can pretend to cook various foods.

Creative Arts/Dramatic Play; shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations.

Dramatic Play

Add three bear masks and encourage the children to act out this or the traditional version of the three bears story. Add three bowls, three chairs and three blankets to represent beds.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

Math and Manipulatives

Sort things by those that are hot and those that are cold.

Mathematics/Patterns & Measurement; shows increasing abilities to match, sort, put in a series, and regrouping objects according to one or two attributes such as shape or size.

Outdoor Play

Encourage the children to have a family reunion.  Help them figure what role they will play (aunt, grandparent, cousin, baby, father, etc).

 Social & Emotional Development/Knowledge of Families & Communities; progresses in understanding similarities and respecting differences among people such as genders, race, special needs, culture, language, and family structures. 

Transitions

As the children go off to the next activity, play categories.  Have them name one of their favorite foods, a food they eat for breakfast, a food their parent cooks, or a food they like to eat at a restaurant.

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, or preferences

Resources

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About Kerry CI am an Early Childhood Educator who has seen daily the value of shared book readings with my preschoolers. I use the book theme in my centers and can daily touch upon a variety of Early Childhood Domains which makes assessing the children easy and individualized.