Recitos de oro y los tres osos en el primer grado / Goldilocks and the Three Bears in first grade”

In learning that first graders were listening to fairy tales and comparing different versions of various fables, I thought it would be a good idea to make a connection in Spanish class. I proposed the idea to the children and they ecstatically agreed! After a brief discussion, they suggested I read “Goldilocks and the Three Bears” so that it would connect with their current reading project. Thus, a new study emerged!

We first read Scholastic’s version, Recitos de Oro y los tres osos / Goldilocks and the Three Bears, illustrated by Maria Espluga.

Having heard the English version, the students were able to understand what was happening in the story as they heard it in Spanish. Afterwards, we played various games and participated in different activities to help us learn the repetitive vocabulary in the story; e.g., grande (big), mediano (medium), chiquito (small), muy dura (very hard), muy suave (very soft), muy caliente (very hot), muy frio (very cold), buen bien (very good) and others. A favorite game that was enjoyed by all was one similar to that of  “musical chairs.” Standing in a circle, one students would start by saying grande while standing tall. The next person calls out mediano and bends slightly at the knees. The next in line exclaims chiquito and squats down. If someone forgot their verse or didn’t demonstrate the appropriate command, then they were out and the person next to them would pick up from where they left of. We began slowly but as everyone got the swing of it, it got faster. The children had so much fun! So much so that it was requested over and over again.

The next step of the learning is to retell the story, in Spanish! Each first grader received their own “Goldilocks and the three Bears” story patterns to color and cut out. 

Once they were done, the students were invited to get in a pair or in a group and begin writing a dialogue. They were encouraged to take on the roles of the characters and think of what that personality might say using few words. When done, the words will be translated to Spanish and the students will practice saying their lines. This is a wonderful opportunity for the first graders to exercise their imagination, communicate effectively and build community in a different way. . . in a different language! We are at the very early stages of this step and can’t wait to see and hear the final performances. Please stay tuned! It will be magical.