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“The Gingerbread Boy” Read Aloud
It is important to conduct this lesson because it will model fluent reading to the
students while expanding their vocabulary. This lesson focuses on sequencing and
requires the students to remember the order of a series of events. This lesson
also allows the students to practice using comprehension strategies. Reading aloud
to students has been proven to motivate them to want to read.
This lesson targets the VA English SOL K.9:
The student will demonstrate comprehension of fictional texts.
a) Identify what an author does and what an illustrator does.
b) Relate previous experiences to what is read.
c) Use pictures to make predictions.
d) Begin to ask and answer questions about what is read.
e) Use story language in discussions and retellings.
f) Retell familiar stories, using beginning, middle, and end.
g) Discuss characters, setting, and events.
The students will demonstrate comprehension of the text “The Gingerbread
Boy” through predicting.
During the reading, the students will be able to record a list of the events
that occur in the story.
Given a sequencing worksheet, the students will be able to put the events
that occur in the story in the correct order with at least 60% accuracy.
Begin the lesson by telling the students what they will be doing today:
“Today I will be reading the story ‘The Gingerbread Boy’ to you. Before we
read we will be looking at the pictures and making some predictions about
what we think will happen. At the end of the story we will talk about what
occurred and put the story’s events in the correct order”
Show the students the font cover of the book and ask them the following
-What do you see?
-What do you predict this story is going to be about?
Complete a picture walk with the students by showing them the pictures on
each page of the book. Talk about the pictures and have the students
predict what they think is going to happen in the story. (*Be sure to leave
the last few pages as a surprise!) (Auditory/Visual)
While doing the picture walk, explain any vocabulary that you think the
students might not understand. (Auditory)
Begin reading “The Gingerbread Boy” By Paul Galdone.
Stop reading when you get to page 25.
Discuss with the students what has happened in the story thus far. (Auditory)
Have the students name the characters that the gingerbread boy ran away
from in the order that he ran away from them. Create a list of these
characters by writing them on a piece of chart paper as the students call
them out. (The order of the characters should be as follows: Little old
woman, Little old man, Cow, Horse, Threshers, Mowers) (Auditory/Visual)
Continue reading the rest of the story.
After reading the story ask the students the following questions: (Auditory)
-What happened to the Gingerbread Boy in the end? (He was eaten by the
fox - Write on the chart paper that the fox caught the Gingerbread Boy.)
-Did your prediction come true?
Have the students complete the attached sequencing worksheet by cutting
out the pictures of the characters and gluing them in the correct order that
they appeared in the story. (Be sure to review the correct order with the
students before having them complete the worksheet) (Visual/Kinesthetic)
Bring closure to the lesson by telling the students the following:
“Boys and girls, today we read ‘The Gingerbread Boy’ and made some really
good predictions about what we thought was going to happen. After reading
the story we learned that the Gingerbread Boy could outrun a little old
woman, a little old man, a cow, a horse, threshers, and mowers. However, he
could not get away from the tricky fox, who gobbled him up!
For Advanced Students:
-During the picture walk, when picking out the words you think might be difficult
for the students to understand give these students the opportunity to share what
they know about the word, before explaining what it is.
For Struggling Students:
-When writing the list of characters on the chart paper during the reading, include
pictures next to the words for those students who might have a difficult time
reading. (After writing the character, use tape to stick a picture of that character
next to the word)
-These students can refer back to this list to help them complete the sequencing
“The Gingerbread Boy” By: Paul Galdone
Picture of each character in the story (see attached)
‘The Gingerbread Boy Sequencing’ Worksheet (see attached)
Evaluation Part A:
The students’ knowledge will be assessed though making predictions and answering
questions about the text. They will also be assessed by completing the sequencing
worksheet. I will know that the students have met my objectives if they can make
predictions about the text based on the pictures that they see and if they can
create a list of the characters that the Gingerbread boy ran away from in the
correct order that he ran away from them. They will also have met my objectives if
they can put at least four of the six character pictures in the correct order on the
Evaluation Part B:
Did the students meet the objectives of the lesson? How do you know?
-Yes the students met the objectives of the lesson. I know this because
they made predictions about what was going to happen in the story that
made sense with the pictures that they saw. During the lesson they were
able to tell me the correct order of the characters that chase after the
Gingerbread Boy. When the story was over the students were able to tell me
that the Fox caught the Gingerbread Boy and ate him. All of the students
put at least four of the six character pictures in the correct order on the
What were the strengths and weaknesses of my teaching, during the
-The strengths in my teaching of this lesson were asking the students
questions about the story and doing the picture walk with them. I felt very
confident introducing this lesson and summing it up with questions to assess
the student’s comprehension. While doing the picture walk, I felt that my
questioning helped lead the students to make strong predictions about the
-One weakness in my teaching of this lesson was class management. I found
myself repeatedly telling the students to please sit quietly in their own
space. The students were very talkative during my lesson and were not
staying still in their space on the carpet. I found it difficult to keep the
lesson running smoothly while trying to get the students to behave and pay
attention. Every time I stopped to tell a student “sit criss cross”, or “get
quiet”, it took me a minute to find my place in the lesson and carry on.
How could I change the lesson the next time I teach it?
-If I teach this lesson again, I want to find a different sequencing
worksheet. The worksheet that I had the students complete did not have
the characters exactly the same as in the book. This caused the students to
be confused while completing the activity.
Characters from “The Gingerbread Boy”:
The Gingerbread Boy The Little Old Woman The Little Old Man
Cow Horse Threshers
Samples of Student’s Work