Sultan Qaboos University

College of education
Early Childhood Education Department








Using puppets to help children
Retell stories








Done by: .
ID: 90044
Course: ECED3090
Date of submission: 6/1/2014.



























Abstract
The purpose of this action research was to investigate the effect of puppets on
children's story retelling. Two kindergarten children were involved in the research. In
terms of the methodology, two stories were read for children one without puppets and
children were asked to retell without puppets; and the other story were read using
puppets and afterwards children retold the story with puppets.
Data collection included audio records of children retellings and anecdotal
records. Descriptive method was used to analyze data. Lastly, the conclusions of this
action research are: children retellings were rich in details when puppets were used.
Moreover, children showed more attention and interest toward listening to and
retelling the stories when puppets were used. Thus, puppets integration in the
classroom is recommended strategy which is beneficial for children's learning.














1. Introduction:
The Chinese proverb "Tell me and I'll forget; Show me and I may remember;
Involve me and I'll understand" (Zuljevic, 2007, p 1), clarify clearly what is needed to
ensure best learning. Children are active learners; they learn through active
engagement. Accordingly, play is a very important part of children's life since it offers
the best learning experience and remains a priority in early childhood education (Ali,
Aziz, and Majzub, 2011). Therefore, play-based instruction should be followed to
help the whole child to learn and develop properly.
Puppets are great learning tools that can easily implemented in all areas of the
classroom since they keep children engaged with hands-on activities (Reidmiller,
2010). Theories that discussed child development underline the importance of play in
child's development and learning. Vygotsky declared that play provides children with
a room in which they can use their imagination and practice social interaction which
is vital for language and cognitive development. According to Piaget, play provides
an opportunity to review real-life events and draw meaning from them but children
don't necessarily construct new knowledge (Zuljevic, 2007).
Puppets are simple and effective tools for delivering information for children.
Fortunately it a guaranteed tool since children adore puppets (Belfiore, 2013). Puppets
combine auditory, kinesthetic and visual experiences for students of different learning
styles or preferences therefore, the use of puppets in all areas of the curriculum can
provide many benefits to learning (Reidmiller, 2010). Some of the main benefits of
puppets revolve around developing a childs social skills. Additionally, research
indicated that children's communication skills, oral language, reading, motivation, and
student involvement are enhanced when puppet were integrated (Zuljevic, 2007).

The significance of this action research:
Puppets are amazing tools that can be used at story time and it not a new idea;
however, teachers seldom use puppets to tell stories. They may are intimidated that
they won't be able to manage children while retelling. Through my training as a
student teacher, I noticed that children like to play and manipulate puppets when I
observed them playing at the drama and blocks area; I even noticed some children
making dialogues between puppets. I used hand puppets once to teach children about
feelings and I found that children were enthusiastic to hold these puppets.
Moreover, once I observed a teacher using a finger puppet at the circle time to
introduce a new month for children. She got children's attention to what she was
saying and children asked the teacher about where the puppet is after finishing the
circle time.
The purpose of this action research is to explore the difference in children's
retelling when they retell with and without puppets. The question of this action
research is:
How can puppets promote children's ability to retell stories?
This action research is sought to find the benefits children get from using puppets in
developing their ability to retell since retelling is a beneficial activity for children that
facilitates language growth.
I hope the results of this action research can be used as a starting point for educators
who are hesitated to use puppets in teaching.





2. Literature review:
There is a lack of studies that study puppets and its effect in reading in general
and retelling in specific but related researches are presented in this review. I divided
the studies and journals I read into two parts which are puppets and education, and
retelling.
Puppets and education:
Belfiore (2013) emphasized in the article written by her that puppets are
effective teaching aids for kids. Furthermore, she states that puppets help children to
be creative and imaginative and they encourage them to be actively involved in the
process of learning. Besides it was mentioned that puppets are useful for teaching
storytelling and the arts.
Nerenberg (2011), emphasized the benefit of puppet use on literacy; she stated
that the presence of puppets make children enjoy reading and give a feeling of
comfort. Furthermore, puppets encourage children to read a book again and enhance
their understanding. The researcher advice parents to use puppets at home too.
Keogh and Naylor (2009) cooperated to examine using puppets as a strategy in
the classroom; the focus of their work has been on how puppets can provoke dialogue
and discussion. They used puppets to present questions and problems for children and
children need to explain to the puppets how a problem can be solved. Their
conclusions were that children are more engaged, more focused and more motivated
when puppets are used. Also, it was noticeable that puppets have an impact on
children who used to participate less, children who are shy and those who are usually
Keogh, Naylor, Maloney, and Simon (2008) studied the effectiveness of hand-
held puppets for engaging primary school childrens attention, challenging their ideas
and promoting learning conversations in science. The outcomes formed from the
research were extremely positive. When puppets were used to present problems to
children in science lessons, their engagement and motivation increased, more children
were willing to express their ideas, and children explained their ideas more.
Zuljevic (2007) conducted a case study "puppetry and language development
in a first grade library reading program". The purpose of the case study was to
investigate and examine students comprehension, their retelling skills, their
vocabulary understanding, and their communication with peers when using and not
using puppets in retelling. Folktales were read under three different conditions. The
three conditions included: (a) teacher reading with no puppets, and subsequently
student retelling with no puppets and answering five standard comprehension
questions; (b) teacher reading with puppets and subsequently student retelling with no
puppets and answering five standard comprehension questions; and (c) teacher
reading with puppets and subsequently student retelling with puppets and answering
five standard comprehension questions. The conclusion drawn front hid case study is
that "the students use of puppets had a positive effect on language and literacy
development, including skills such as retelling, reading comprehension, and
communication in groups. Also, active participation in each of the reading activities
involving puppets was far greater than the participation demonstrated by the students
when there were no puppets involved". P 120
Zuljevic (2005) wrote an article talking about her experience with using
puppets in instructing English with Spanish-speaking students. She made a puppet and
called it Anna; the puppet was used first to help children feel comfortable and later to
teach them concepts. The researcher stressed that "puppets are the best language
teaching tool" p 38
Prevenslik (2005) pointed out that puppetry is inspiring and enhancing
intellectual growth and creativity of children. It was emphasizes that puppets are good
way to promote shy children to open up. Also, if children feel relaxed with puppets,
they may be more able to learn things easily if a puppet teaches the lesson.
Luckenbill (n.d) who is a kindergarten teacher declared that "using puppets to
talk with children about their problems is the most valuable tool in my bag of teaching
tricks". She used puppets in her classroom to teach children social skills by acting out
a problem that is observed in the classroom using puppets, then asking children to
suggest solutions. In fact, "puppets allow young children to think about solutions to
conflicts and are a great way for children to explore their feelings".
Servizzi (n.d) described in an article the ways in which puppets were used in
two preschool classes of 3-5 year-old children with special needs in Indianapolis. The
researcher put the puppets in the classroom and allowed free exploration of puppets;
then the researcher started to use puppets to make small conversations with children.
After that, puppets theatre was introduced and was used to act out stories for children.
Children were given an opportunity to make their storylines. It was noticed that
children enjoyed reading when puppets were used and they were more attentive to
stories.

Retelling:
Retelling is "a postreading or postlistening recalls in which readers or listeners
tell what they remember from their reading or listening" (Morrow, 1996, p267).
Morrow also stressed that story retelling is a procedure to enable children to
play an active part in reconstructing stories and engage children and teachers in
discussion. Besides, retelling helps demonstrates the ability to comprehend literacy.
It was also asserted that the use puppets encourage children to retell stories.
Teachers are advised to choose stories that appeal to children and stories that have
predictable elements such as rhyme and repetition.
Greathouse (1991) conducted a study that investigated the value of retelling
stories and interactive experiences (such as puppets, flannel boards or role playing as
procedures to facilitate comprehension of story text and oral language development.
The researcher was the teacher for all the kindergarten students in the study and read
the same stories to all the children. The findings of the research revealed that children
who retold stories had a set of expectations about what a story is and frequently
mentioned relevant details.
















3. Methods and procedures:
This action research was conducted to investigate the effect of puppetry on
children's story retellings; the question that is investigated to be answered is:
How can puppets promote children's ability to retell stories?
Qualitative methods were used to collect data. Participant observation was
used to observe children's reaction while retelling stories. Besides, audio-recording
was used to record children's retelling of stories.
Materials:
Three age-appropriate stories were chosen and it was considered that children
are unfamiliar with those stories. These stories are: "Three billy goats gruff", "The
clever hare", and "Little red riding hood". The setting, theme, plot episodes and
resolution are clear in these stories. As shown in figure1.







Three billy goats gruff
Setting:
a. Once upon a time, there were three billy goats named "gruff". All three goats liked to eat grass
all day long.
b. Characters: little billy goat gruff, middle-sized billy goat gruff, great big billy goat gruff and the
troll.
Theme:
The three billy goats gruff wanted to cross the bridge to get to the rich green grass on the hill.
Plot episodes:
First episode: little billy goat gruff decided to cross the bridge but the nasty troll jumped up
roaring so the little billy goat gruff begged the troll not to eat him and said to the troll that his
brother is bigger. The troll let him pass.
Second episode: middle-sized billy goat gruff decided to cross the bridge too and the same
happed to him as little billy goat.
Third episode: great big billy goat began to cross the bridge; the troll jumped up roaring that his
is going to eat great big billy goat, but great big billy goat knocked the troll high into the air
using his sharp horns.
Fourth episode: the swift water of the stream carried the troll far away never to be seen again.
Resolution:
The three billy goats gruff crossed the bridge whenever they wished to munch the sweet green
grass.
Stick puppets were made for "three belly goats gruff" story. Each child was
told two stories one with puppets and one without puppets and the child was asked to
retell the story. The stories were told once and in Arabic.
Each story was told at different time (when children are ready and in the
mood); and the stories were read for each child by himself; so that I can avoid noises
and distraction may be caused by both children if they are together.
Participants:
The sample includes two kindergarten children. One is 5 years 9 months old,
and the second child is 4 years 6 months old. Both children are used to stories. Child
A is attending a kindergarten but they don't have a story time in their daily schedule;
Child B is not attending a kindergarten.
Setting:
The research was not conducted in a kindergarten classroom; it was conducted
at home environment for reasons will be mentioned later on in the limitations. So
stories were read to children in a quiet room with no distractions and they are familiar
with the room.
Procedures:
Before starting, I told both children that I want to read stories for them and I
decide with them what time they want to hear the stories. Moreover, I told each child
that I will ask him\her to retell the story when I finish reading. The procedures that I
follow are: first, I sat with the child in the room chosen, and then I told the child the
name of the story and read the story aloud without puppets. Afterward, I asked the
child to retell the story without puppets too. The same procedures were followed with
the second story. I read the story with puppets and subsequently the child is asked to
retell the story with puppets too.
Children's retellings of the stories were recorded using the phone and I wrote
notes after children finished retelling the stories. Later on I listened to the records and
wrote transcripts of children's retellings.














4. Data analysis:
Descriptive analysis was used in this action research which its purpose is to
investigate whether puppets can benefit children or not in retelling stories.
Children's story retellings were evaluated and analyzed for the inclusion of
story structure elements. (See figure 2)

Results and findings:
Through my observations and analysis of children's retellings, it was noticed
that puppets affect children's ability to retell stories. The difference of children's
retellings with puppets and without puppets were not noticed too much throw story
structure analysis. It was more recognizable in retelling plot episodes of the story (see
appendices).
Retelling without puppets Retelling with puppets
Child A 6 (yes) out of 10 8 (yes) out of 10
Child B 7 (yes) out of 10 9 (yes) out of 10

When children retell without puppets, some details and dialogue between
characters were not mentioned. However, retelling while using puppets helped
children to give rich and detailed retellings when referring to story structure elements.
For example, child B retold 4 plot episodes of the "three billy goat gruff" story out of
four while he retold 3 plot episodes of the story " little red riding hood" out of four
plot episodes.




Moreover, children added some sentences to the story; for instance, child B
added this sentence "the troll hid under the bridge again" while retelling "three billy
goats gruff" story (retold using puppets). For explanation, this sentence is not
included in the story but the child imagined this event by himself.
Child B
The title of the story: Three billy goats gruff.
Plot Episodes
a. Number of episodes recalled __4__
b. Number of episodes in story __4__
c. Score for plot episodes (a/b)

Child B
The title of the story: The clever hare.
Plot Episodes
a. Number of episodes recalled __3__
b. Number of episodes in story __4__
c. Score for plot episodes (a/b)

"The big goat started to cross the bridge; it saw a tree in the bridge and the
goat wanted to eat its leaves but the troll jumped up" another event was added by
the child while retelling three billy goats gruff story as seen above.
Retelling started with an introduction when story was retold with puppets.
"Once upon time, these three goats were eating grass, eating..Eating until they finish
it all then the small goat started to cross the bridge". However, one child missed
the introduction while retelling "little red riding hood" story without puppets; he
started immediately from the event when the wolf met little red riding hood. "The wolf
saw (Laila

) and said: how are you? Laila said: I am finethen the wolf asked her"
The same is with the resolution of the story; children mentioned the stories'
problem solution in their retellings both with and without puppets but they did not end
the story with a statement. Resolution was evident when children retold the story with
puppets as it can be seen; "then the big goat went with his brothers and they all ate
grass". But when retelling without the puppets the child's last sentence in the story of
little red riding hood was "then the huntsman entered and chased the wolf and the
wolf ran away" the child did not mention what happened to little red riding hood and
her grandmother at the end.
Both introduction and resolution were mentioned by Child B when he retold
without puppets which means that it is not necessary that introduction and resolution
of the story won't be observable if puppets are not used. Moreover, children
remembered all the characters in the stories when they retell with and without puppets
although they missed some dialogues between the main character and other characters
in the story when retelling without puppets.

I used the name (Laila) in the story instead of little red riding hood
It was noticed that children stopped a lot to remember the characters and
events of the story when retelling without puppets whereas children showed less
pauses while using puppets to retell and here it is observable that puppets is working
as prompts to children that remind them of the events. (See transcripts in appendices).
Another important point that was observable is children's attention and interest
to listening and retelling stories. While reading the stories for children I noticed that
children's attention differ in the two conditions the stories were read on. Even though
that one child was more enthusiastic than the other, still children showed more interest
in retelling the story when puppets were used.
I noticed that children paid attention when I read the stories for them both with
and without puppets but they were not enthusiastic when I told them to retell the story
that was read without puppets. One child hesitated like he was not confident that he
can retell the story and the other child started to talk about something irrelevant when
I asked him to retell. On the other hand when I told the story using puppets, children
were eager even before I started to read the story and they were happy to hold and use
the puppets. All in all, puppets play as a motivating component which helped children
in retelling the stories and remembering the events.
Additionally, children were able to put the stories they retold in a proper
sequence when they retold both with and without puppets.




5. Discussion:
The purpose of this action research was to explore whether puppets can help
children improve their retelling ability. Stories were read for children in two
circumstances which are: reading the story without puppets and afterwards children
retelling without puppets, and reading the story with puppets and afterwards children
retelling with puppets. Through the observation and the analysis of children's
retellings, it was revealed that children's retelling were rich detailed when retelling
using puppets. In addition, children's attention and eagerness was more obvious while
retelling stories with puppets.
Puppets are great tools to grab children's attention since they are safe, fun and
fascinating. Furthermore, the use of puppets can be beneficial for children who find it
difficult to sit still to listen in story books (Nerenberg, 2011), for that reason children
showed more interest in listening to and retelling the story when puppets were
included. Researchers asserted that there is a positive correlation between the
inclusion of puppetry in instruction and students' attention (Zuljevic, 2007).
It is known that puppets stimulate children's imagination and encourage them
to talk since they feel comfortable when play and manipulate them.
Limitations:
It was difficult to conduct this action research in a kindergarten within the
context I was able to apply in because the curriculum followed in these kindergartens
of this area does not include reading stories for children. As a result I chose two
kindergartners whom are my relatives.
Another limitation is referred to the findings; somewhat the findings were not
that convincing because the sample was small and the stories retold were few (one
story in each condition).
Moreover, I think it was better to read the same story with and without
puppets; thus, comparing children's retellings in both cases will be easier since you
will know what events and characters children recall and omit.
Further research:
Future research can replicate this action research with larger sample and more
time. Also, a research can be done to investigate language complexity and vocabulary
in children's retellings using puppets. Another research may be conducted to explore
children's made up stories with puppets.
To conclude, this action research's purpose was to explore if there is a
significant difference in children's retellings of stories with and without puppets.
Indeed, children's retellings differed in terms of the details mentioned and the interest
shown toward retelling stories. Accordingly, children should be provided by
opportunities allowing them to play with puppets and other dramatic activities to
improve their comprehension, retelling and further enhancing their language
development.
Teachers should consider that puppets and creative drama in general are an
important part of literacy instruction of children.


References:
Ali, Aliza, Aziz, Zahara, Majzub, Rohaty. (2011). Teaching and learning
reading through play. World Applied Sciences Journal, 14(4), 15-20.

Belfiore, C. (2013). puppets talk, children listen" how puppets are effective
teaching aids for kids. 9-11. Retrieved from
https://www.nationalserviceresources.gov/filemanager/download/learns/spr2003.pdf
Greathouse, N. J. (1991). The effects of retelling stories on comprehension and
the language growth of kindergarten children.(Order No. 9206044, Indiana State
University). ProQuest Dissertations and Theses, , 75-75 p. Retrieved from
http://search.proquest.com/docview/303926075?accountid=27575. (303926075).
Keogh, B., & Naylor, S. (2009). PUPPETS COUNT. Mathematics Teaching,
(213), 32-34. Retrieved from
http://search.proquest.com/docview/197433883?accountid=27575

Keogh, Brenda; Naylor, Stuart; Maloney, Jane; and Simon, Shirley. (2008).
Puppets and engagement in science: a case study. 4(2), 142-150. Retrieved from
https://www.journals.uio.no/index.php/nordina/article/view/289
Luckenbill, Julia. (n.d). circle time puppets: teaching social skills. good
guidance. 4(4), 9-11. Retrieved from
http://www.naeyc.org/files/tyc/file/V4N4/Circle_time_puppets_teaching_social_skills.pdf
Morrow, Lesley Mandel. (1996). Story Retelling: A Discussion Strategy to
Develop and Assess Comprehension. Fostering Engaged Reading, (17), 265-285.
Retrieved from http://teachmag.com/archives/5618
Nerenberg, Nancy. (2011). Using Puppets in Storytime. Retrieved November
22, 2013 from http://elearn.infopeople.org/mod/book/print.php?id=3191
Prevenslik, N. (2005, 10). Puppets can be therapy for children of all ages! The
Exceptional Parent, 35, 30. Retrieved from
http://search.proquest.com/docview/223505937?accountid=27575
Reidmiller, S. M. (2010). The impact of puppets and types of puppets on
student achievement in the learning of vocabulary in a secondary senior level english
content class. (Order No. 3530633, Robert Morris University). ProQuest
Dissertations and Theses, , 181. Retrieved from
http://search.proquest.com/docview/1112240679?accountid=27575. (1112240679).

Servizzi, K. (2008). "Fixing puppets so they can talk": Puppets and puppet
making in a classroom of preschoolers with special needs. Early Childhood Research
& Practice, 10(2), 8. Retrieved from
http://search.proquest.com/docview/61861880?accountid=27575
Zuljevic, Vida. (2005). Puppets-A great addition to everyday
teaching. Thinking Classroom, 6(1), 37-44. Retrieved from
http://search.proquest.com/docview/220383197?accountid=27575

Zuljevic, V. (2007). Puppetry and language development in a first grade
library reading program: A case study. (Order No. 3268779, Washington State
University). ProQuest Dissertations and Theses, , 148. Retrieved from
http://search.proquest.com/docview/304793259?accountid=27575. (304793259).















Appendices
Stories structure:























Little red riding hood
Setting:
a. Once upon a time there was a dear little girl who was loved by everyone who looked at her, but
most of all by her grandmother
b. Characters: little red riding hood, the mother, the grandmother, the huntsman, and the wolf.
Theme:
The wolf wanted to eat little red riding hood so that the wolf went to the grandmother's house
and put on her clothes and laid in the bed.
Plot episodes:
First episode: the mother asked little red riding hood to take a piece of cake to her grandmother;
and she warned her not to run off the path.
Second episode: a wolf met little red riding hood and chatted with her asking where she is
going and what she is taking; the wolf asked about where her grandmother's house is.
Third episode: while little red riding hood was busy collecting flowers, the wolf went to the
grandmother's house and dress up as her.
Fourth episode: little red riding hood went in her grandmother's house and she started to ask
about her grandmother's health and she started to notice the eyes, ears and the big mouth of the
wolf.
Fifth episode: the wolf chased little red riding hood around in the house, but the huntsman heard
the noise and entered the house and chased out the wolf.
Resolution:
They all were happy; the grandmother and little red riding hood were safe. The wolf never
returned again.




























The clever hare
Setting:
a. There was a group of rabbits that lived in a place in the wood where they grew their plants.
b. Characters: the little rabbit, the elders of rabbits and the elephant.
Theme:
The rabbits wanted to get rid of the elephant that always destroying their plants.
Plot episodes:
First episode: the rabbits were annoyed by the elephant that was always walking in their plants.
Second episode: rabbits met together to discuss this issue and they gave different suggestions;
one rabbit said that they leave their area and another one suggested building a high wall.
Third episode: one small rabbit suggested that they dig a hole in the ground so the elephant will
fall into it when it walks in. the rabbits started to dig in the hole and when they finished, they
cover it with leaves.
Fourth episode: when the elephant came, it fall down into the hole.
Resolution:
The rabbits were happy because they got rid of the elephant and thanked the little rabbit.


Children's retellings without puppets:
Child A:
"The wolf saw Laila and said: how are you? Laila said: I am fine; then the wolf asked
her about where her grandmother house is; she pointed and said: there is my
grandmother's house, a small one and far awaythe wolf went to the grandmother's
house..it entered the house and the grandmother hid in the cupboardLaila said: why
your eyes are big? Why your ears are big? Why your mouth is bigto eat you said
the wolf; and she ran awaythen, came the huntsman and the wolf ran away.

Child B:
Once upon a time, there were rabbits and the elephant was always coming to destroy
their houses and plantsmma small rabbit said: let us dig a hole; so they dug a
hole and cover it with leaves; then the elephant came and fall down into the
holethen all rabbits were happy.
___________________________________________________
Children's retellings with puppets:
Child A:
Once upon a time, these goats were eating grass..eating..eating until they finished the
grassthen the small goat crossed the bridge but the troll jumped up; the goat said: I
am a small goat, go and eat the big goat; the troll said: ok, go.then the middle-sized
goat walked and the troll jumped up and he said: why are you walking in my
bridge?..the goat said: I am a middle-sized goat, go and eat the big goatthen the
goat went with her brotherthen came the third goat; the troll jumped up..the goat
knocked the troll up and the troll was drown in the water the goats ate the grass;
this is the story.

Child B:
Once upon a time, this small goat walked and the troll came and said: no one walks in
my bridge, I will eat you..but the goat said: I will not be enough for you, I want to go
to eat grassthen the troll said: you can gothe troll hid under the bridgethen the
second goat wanted to cross but the troll jumped up and said: where do you want to
go, no one walk in my bridgethe goat said: I am the middle-sized goat, I am not
enough for youthe troll said: cross the bridge.. the goat crossed the bridge and the
troll hid again under the bridgethe big goat walked and the troll jumped up and
said: I will eat you..the goat knocked the troll and it fall down in the seathen the
goat went with his brothers and they all ate grass.
Observations:


























Child A, Little red riding hood. Without puppets

I started by greeting the child, then I said: I want to tell you a story called Little red riding hood, when I
finish reading I will ask you to retell the story.
I read the story for the child and I changed my voice tone to different characters; I asked the child to
retell the story after I finished reading. The child said: I dont know; and started to talk about something else
irrelevant. I tried to encourage the child to retell and I said: take your time...try to remember what happed in the
story?
The child thought for a while and then he started to retell: "the wolf saw Laila and itetc.
____________________________________________________________________________
Child B, the clever hare.
I asked the child: how are you? He said that he is fine then I told him: I will read a story for you, it is
called little red riding hood; when I finish reading, you will retell the story for me.. Ok? B, replied: ok.
I started to read the story: once upon a time, there was a group of rabbitsetc (until the end of the
story). I used different sounds tones with different characters and events to get the child's attention. After
finishing reading the story I said: now B, can you retell the story for me? The child replied: yes; but he hesitated
first, then he started retelling the story the child stopped between and event and another to remember and I
was nodding my head to the child to encourage him to continue.

Child A, three billy goats gruff. With puppets

After greeting the child, I told him that I will read for him another story and I will use puppets and I
showed him the stick puppets. The child held the puppets play with them for few minutes; then I took them so
that I can start reading or telling the story.
When I finished reading, I said: it is your turn to retell the story; and I gave him the puppets. The child
showed some interest to retell not as the story before; the child retold the story and I noticed that he tried to use
different tone for the three goats.
____________________________________________________________________________
Child B, three billy goats gruff.
When the child first entered to the room, he saw the puppets and he asked me in enthusiasm: are we going to
play with these?
I replied: yes, I will tell you a story with these puppets. Then when the child was ready, I read the story for him;
afterwards I asked him to retell the story; the child was happy to hold the puppets. He retold the story without
hesitation and he was using roaring sound with troll and he also tried to change his voice tone.





























Name: ____Child A_________________________ Date: ___14/12/2013______
Name of the story: __Little red riding hood_______
Setting: yes no
a. The story begins with an introduction ___ ___
b. One or more main characters emerge __ ___
c. Other characters are talked about ___ ___
d. The time of the story is mentioned ___ ___
e. Where the story takes place is mentioned ___ ___
Theme:
a. A beginning event occurs that causes a problem ___ ____
for the main character or goal to be achieved
b. The main character reacts to the problem ___ ____
Plot episodes:
a. An event or series of events are mentioned that relate to
the main character solving the problem or attaining the goal ___ ____
b. Number of episodes recalled (3)
c. Number of episodes in story (5)
Resolution:
a. The main character solves the problem or achieves the goal. ____ ____
b. The story ends with a closing statement ____ ___
Sequence:
The four categories of story structure presented in typical
sequential order (setting, theme, plot episodes, resolution) ___ ____




























Name: ____Child A_________________________ Date: ___14/12/2013______
Name of the story: __Three billy goats gruff________
Setting: yes no
f. The story begins with an introduction ___ ___
g. One or more main characters emerge ___ ___
h. Other characters are talked about ___ ___
i. The time of the story is mentioned ___ ___
j. Where the story takes place is mentioned ___ ___
Theme:
c. A beginning event occurs that causes a problem ___ ____
for the main character or goal to be achieved
d. The main character reacts to the problem ___ ____
Plot episodes:
d. An event or series of events are mentioned that relate to
the main character solving the problem or attaining the goal ____ ____
e. Number of episodes recalled (4)
f. Number of episodes in story (4)
Resolution:
c. The main character solves the problem or achieves the goal. ___ ____
d. The story ends with a closing statement ___ ____
Sequence:
The four categories of story structure presented in typical
sequential order (setting, theme, plot episodes, resolution) ___ ____