She never returned to the home of the three bears. Goldilocks ran down the stairs, opened the door, and ran away into the forest. She screamed, "Help!" And she jumped up and ran out of the room. ![]() "Someone's been sleeping in my bed and she's still there!" exclaimed the Baby bear. "Someone's been sleeping in my bed, too" said the Mama bear. So the three bears went out for a walk in the forest. We can go and walk in the forest while it is getting cool. One day Father Bear said in his deep Father Bear voice, Our porridge is too hot. Every day the bears ate porridge for breakfast. They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, The three bears lived in a little house in the forest. "Someone's been sitting in my chair and they've broken it to pieces," cried the Baby bear. "Someone's been sitting in my chair," said the Mama bear. He was cross and said in his deep Father Bear voice, Who’s been eating my porridge Mother Bear looked at her porridge. Father Bear looked at his bowl of porridge. While Goldilocks was asleep, the three bears came home. "Someone's been sitting in my chair," growled the Papa bear. Goldilocks closed her eyes and went to sleep. "Someone's been eating my porridge and they ate it all up!" cried the Baby bear. "Someone's been eating my porridge," said the Mama bear. "Someone's been eating my porridge," growled the Papa bear. Goldilocks fell asleep.Īs she was sleeping, the three bears came home. Then she lay down in the third bed and it was just right. Then she lay in the second bed, but it was too soft. She lay down in the first bed, but it was too hard. Goldilocks was very tired by this time, she went upstairs to the bedroom. But just as she settled down into the chair to rest, it broke into pieces! "Ahhh, this chair is just right," she sighed. So she tried the last and smallest chair. We suggest these beautifully illustrated versions, which can be found online at. "This chair is too big, too!" she whined. Introduce your students to the story of Goldilocks and the Three Bears. Goldilocks sat in the first chair to rest. So, she walked into the living room where she saw three chairs. ![]() "Ahhh, this porridge is just right," she said happily and she ate it all up.Īfter she'd eaten the three bears' breakfasts, she decided she was feeling a little tired. So, she tasted the last bowl of porridge. So, she tasted the porridge from the second bowl. "This porridge is too hot!" she exclaimed. Near the forest, there lived a beautiful girl named Goldilocks. As it was hot papa bear decided to take mama bear and baby bear for a walk in the forest. ![]() One morning mama bear prepared porridge for breakfast. She tasted the porridge from the first bowl. Goldilocks and the Three Bears - Short Story For Kids Once upon a time, there was a bear family living in a forest. She knocked and, when no one answered, she walked right in.Īt the table in the kitchen, there were three bowls of porridge. Once upon a time, there was a little girl named Goldilocks. In the past decade, much of the research in linguistics and language study has focused on the narrative patterns found in different communities.Visit Story Teller Delia's Fairy Tale Videos for more stories Issues concerning contexts for speech and literacy in the classrooms of these and other U.S. Examples of the styles are discussed, paying particular attention to the thematic and structural characteristics in the topic associating style. Results show that although the patterns that Michaels reported were indeed found with these younger, urban, African Ameri-can children in an uninterrupted storytelling context, these patterns were not the dominant ones. Although storybook and fairy tale themes and structures were present across the two narrative styles, they were found most clearly in 9 of the topic centered narratives. The results of the study presented here, however, reveal that of the 48 kindergarten children, 16 told topic associating stories and 28 told topic centered stories. This was in contrast to the Caucasian first-graders who tended to use a topic centered style. The starting point for this study was the work of Michaels (1981,1986, 1991) who found that during a classroom activity known as " sharing time, " African American first-graders tended to produce narratives that did not cohere around single topics but around a series of loosely and often unclearly related episodes, a style Michaels called topic associating. This article discusses narrative styles of 48 African American low-income urban kindergartners.
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