The Gingerbread Man · PDF fileThe Gingerbread Man Run, run as fast as you can! You...

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The Gingerbread Man Run,runasfastasyoucan!Youcan’tbeatliteracyactivitiesthatfeaturethegingerbreadman!

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Where Is He? Whatatreatitwillbeforyourlittleonestotrackdownthatclevergingerbreadmanwhiletheyworkonusingcompletesentences.Muchtotheirsurprise,they’llfindhe’shiddenawayinsidetheirveryownclassroom.

1. Makeacopyofpage10,andsetitasideforusewith“The-anFamily”onpage5.Alsosetasidethecardsonpage9tobeusedwith“TouchesofColor”onthispage.Cutoutthegingerbreadmanonpage9.Ifdesired,mountthecutoutonposterboardandlaminateitbeforeuse.

2. BeforeyourchildrenarriveonthedayyouwillreadThe Gingerbread Man,tuckthecutoutintoagoodhidingplaceintheclassroom.

3. Readthestory. 4. Explainthatyouthinkarelativeoftheginger-

breadmanhasslippedintotheclassroom.Alsoexplainthatyoucan’ttellwhereheis,butyouwillansweryes/noquestionssothechildrencanfindhim.Encouragethemtousecompletesentencesastheyposetheirques-tions.

5. Answerthechildren’squestions,helpingthemrephrasethemintocompletesentenceswhennecessary.

6. Whenthegingerbreadmanisfound,talkaboutandwritesomeofthequestionsthatledchildrentohishidingplace.

Touches of Color It’snowonderthefoxwantsatasteofthegingerbreadman.Heisasweetsighttobehold.Inviteyourchildrentotakeacloserlookatthegingerbreadmanandmatchthecolorwordswithhisdecorations.

1. Makeacopyofpage10,andsetitasideforusewith“The-anFamily”onpage5.Cutoutthecolorwordandcookiedecora-tioncardsonpage9.Mountthecardsontagboardandlaminatethembeforeuse.

2. StorethecardsfromStep1inaresealableplasticbagalongwiththegingerbreadmancutoutreferredtoin“WhereIsHe?”onthispage.

3. Atcircletime,talkaboutthecolorfulginger-breadmanandshowchildrenhowtousethecardsinthebagtomatchthecolorwordswiththecolorsofhisdecorations.Pointoutbeginninglettersthatcanhelpthemidentifyeachcolorword.

4. Havechildrentaketurnsmatchingacolorwordtoadecoration.

5. Placethebagofcardsandthegingerbreadmancutoutinacenter,andencouragechil-drentomatchthegingerbreadman’scolorswithcolorwordswhentheyvisitthecenter.

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The Gingerbread Man❋❋

The -an Family Nodoubtaboutit!Thatgingerbreadmanran,givingyouaperfectopportunitytotalkaboutthe-anrimeheardattheendofmanandran.

1. Cutapartacopyofthepicturecardsonpage10andcolorthepartialgingerbreadmanwithatancrayon.

2. AfterareadingofThe Gingerbread Man,write“man”and“ran”inlargeletterssothatchildrencanclearlyseetheybothendwith-an.Explainthatendingwiththesamesoundcausesthesewordstorhyme.

3. Displaythepicturecardsandaskchildrentolistencarefullytoidentifyapicturewordthatrhymeswithranandcompleteseachsentencebelow.

4. Havechildrensayallthepicturewordsastheylistenfortherhymingendings.Thenwritethewordsinacolumnandtalkwithchildrenaboutthe-anthatcomesattheendofeachword.

Thecookieisbakedina_____.(pan)Thegingerbreadmanisawonderfulcolor.(tan)Thewomanusesawhole_____offrostingonhercookies.

(can)Nopersoncancatchthegingerbread_____.(man)Whentherunningstops,theycouldcooloffusinga____.

(fan)Thechaserscouldgofasterina_____.(van)

pantancan

If you draw a fox card, start over!

You Can’t Catch Me Whatdoesittaketodashrightbythatcraftyoldfox?Inthissmall-groupgame,outsmartingthefoxrequiresphonemicawarenessoftheinitialsoundsinwordsthatbeginwith/m/and/r/. 1. Toturnanareaofyourclassroomintoa

giantgameboard,placedisposableplasticplatesonthefloor,creatingameanderingtrailofabout20spaces.Labelthefirstone“Start”andthelastone“End.”Placeafoxstuffedanimalorstanduppicturebesidetheplatethatisfivespacesbeforetheendingspace.

2. Finishthepreparationsbygatheringanoversizedie,cuttingapartacopyofthepicturecardsonpage8,andplacingthecardsinaplasticcookiejaroragiftbag.

3. Toplay,haveachildtakeapicturecardfromthecontainerandthensaythewordanditsinitialsound(andinitialletterifdesired).Havehimrollthedieandstartalongthetrail,takingthenumberofstepsindicatedonthedieandstandingbesidethecorrespondingplate.

4. Havechildrentaketurnsinthismanneruntilachildreachesthetrail’send.Besuretobuildsuspenseasyourgingerbreadkidsnearandpassbythefox!

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The Gingerbread Man ❋❋

Making a Gingerbread ManYouputingredientsinthebowlandyoustirthem,youstirthem.Yourollthedoughinaballandyoukneadit,youkneadit.

Youpressthedoughflatandyourollit,yourollit.Youuseacookiecutterandyoucutit,youcutit.

Youputthecookieonapanandyoubakeit,youbakeit.Youtakethecookieoutandyoucoolit,youcoolit.

Youpopitinyourmouthandyoueatit,youeatit.Youpopitinyourmouthandyoueatit,youeatit.

Yum!

Cookie-Making Delight Nowonderthewomandoesn’twantthatgingerbreadmantogetaway.Shehadputalotofworkintomakingthatcookie!Putchildren’slisteningandsequencingskillstousewhiletheythinkaboutallthestepsthatittakestomakeacookie.

1. Foreachchild,cutapartacopyofthesequencingcardsonpage11,mixupthecards,andplacetheminanenvelope.(Ifdesired,makeanenlargedcopyofthecardstouseformodeling.)

2. Introducethechildrento“MakingaGingerbreadMan”below.(Ifusingenlargedcards,postonetoillustrateeachdifferentactionmentionedinthechant.)Talkabouttimesyourchildrenhaveseenpeoplemakecookiesinthisway.

3. Provideeachchildwithanenvelopeandaskhimtoarrangehiscardsonatabletoporfloorspacesothathecanseethemall.Asyoumodelordescribeeachstep,havechildrenputtheircardsinorder.

4. Saythechantagain,askingeachchildtojoininandlookathissequencingcards.Encouragehimtopantomimetheactionsashechants.

5. Confirmthesequenceofeachchild’scards,talkaboutthewords,andstaplethecardstomakeabooklet.Encouragechildrentoreadtheirbookletstorelatives.

6. Followupbycreatingacookie-makingcenterwithplaydoughandkitchensuppliesthatenticelittleonestopretendtostir,knead,roll,cut,bake,andcool—justasthewomaninthestorydoes!

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What’s That Heavenly Smell? Haveyoueverbeenpulledintoakitchenorabakerybythesweet,mouthwateringaromaofcookiesfreshfromtheoven?Don’tjustthinkoftherichlanguagefreshlybakedcookiescanprompt—writeitdown!

1. Havechildrenrecallfresh-from-the-ovencookies,orprovideapanofthemforthisactivity.Onachartorboard,labelfivecolumnswiththewordssmell, see, hear, touch, andtaste.

2. Encouragechildrentodescribewhattheysmell.Astheydo,writesomeofthedescrip-torstheyuseintheappropriatecolumn.

3. Repeattheconversationtoaddwordstotheothercolumns,allowingeachchildtotouchandtasteacookiebeforecompletingthecorrespondingcolumns.

4. Readthelistsaloud,pointingoutinitialconsonantsthathelpwithreadingsomeofthedescriptivewords.

The Drama of It All Singthesongbelowwithyourchildrenastheymaketheaccompanyingmovements.

(sung to the tune of “Up on the Housetop”)

Inherbigkitchen,thefarmer’swifecried, Rub eyes with fists.“Mygingerbreadmanjustranoutside!” Put hands on sides of face.Heranpastthefarmerandranandran. Pump arms as though running.Heranpastacow,apig,andahen. Pump arms as though running.

Ohno,no!Wheredidhego? Slap thigh.Ohno,no!We’resoslow. Slap thigh.Thegingerbreadman,heranandran Pump arms.’Tilhecametoapondandcouldn’tgoin. Stand still.

Outfromthewoodsafoxcameby. Put hands at back of head to make ears.“CanIhelp?”heasked,lookingsly. Put finger on chin.“Jumponmyback;I’llgiveyouaride Motion “come on” with arm.Acrossthepondtotheotherside.” Point to the distance.

Ohno,no!Hejumpedrighton. Jump up.Therehegoes,acrossthepond. Point to the distance.Thegingerbreadmanknewthefoxhadlied, Tap temple with finger.Sohejumpedofffastontheotherside. Wave goodbye.

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Picture CardsUse with “You Can’t Catch Me” on page 5.

©TheMailbox®•Stories & Language Skills•TEC60888

Snip Snap

Start over!

Snip Snap

Start over!

�©TheMailbox®•Stories & Language Skills•TEC60888

Color Word and Cookie Decoration CardsUse with “Touches of Color” on page 4.

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Gingerbread Man PatternUse with “Where Is He?” and “Touches of Color” on page 4.