世界经典
雪女王
⏱ 4–6 我的
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红母鸡小
一只小红母鸡发现一些小麦粒散落在农场里,并向她的朋友——狗、猫和鸭子——询问,谁将帮助她种种这些小麦,每人回答说:不是我。小红鸡自己种植了。
当小麦长高金色的时候,小红母鸡又问谁来帮助她收割和摘除小麦。她的朋友们也回答说:不是我,所以她自己忙着工作,一如既往地勤奋工作。
当将面粉烤成面包的时候,小红母鸡再次要求帮助打针和烘烤。 但她的朋友只是躺着,满足,不愿帮助。
新鲜面包的味道漂过农场 狗,猫,鸭子都跑来 嘴里都水 渴望尝尝热面包
红母鸡问:谁来帮我吃这个面包?这次,每个人都热切地举起手来,但红母雞平静地回答说:我种了它,我收获了它。我把它打碎了,我烤了它;我用它和自己的小鸡一起吃。她静静地走进去。
只有那些共同努力的人才有资格分享报酬——你自己的勤奋是你们可以始终依赖的。
关于这个故事
一位小红母鸡要求朋友帮助她种植小麦和面包, 但没有人会伸出援手,
⏱ 关于 3–5 分钟👧 最适合年龄 4–8📚 世界经典
孩子们可以学到的
耐心与耐心
- 写作和翻译
- 传统民间传统——被 Hoot Tales 团队团队队
- 许可证
- 公共域名 · 源: Traditional Folktale
Parents' guide
Explore work and sharing with The Little Red Hen
A good fit for
Children beginning to help with multi-step tasks or discussing fairness in a group. Invite them to see the event from both the hen's and the friends' viewpoints.
Know before reading
The friends refuse every job and receive no bread. Children may disagree about whether the hen should share. Treat that disagreement as a fairness conversation, not a question with one required answer.
Words to explore
- wheat
- a plant whose grain can be ground into flour
- knead
- to press and fold dough until it is mixed
- effort
- time and energy used to do something
Before reading
- What steps might it take to make one loaf of bread?
- How can a group divide a job with many steps?
While reading
- What reasons might the friends have for not helping?
- How might the hen feel after hearing “Not I” again and again?
After reading
- Was keeping the bread fair? Why or why not?
- How could the friends repair the relationship?
- Which household job could your family do as a team?
A 10-minute after-reading activity
About 10 minutesMaterials: paper, pencil
- Choose one simple job, such as setting the table.
- Draw three boxes: prepare, do, and put away.
- Let each person choose a role, then try it when everyone is available.
What may feel scary or confusing
“Only workers deserve food” can be confused with family care. Separate the story's reward from basic needs such as food, safety, and love.
For adults: leave room for the child's view
Welcome both “she should keep it” and “she could share some.” Ask how each choice might affect the relationship next.
Continue the conversation
Sources for the shared-reading approach
- Literacy Promotion: An Essential Component of Primary Care Pediatric Practice: Policy Statement — American Academy of Pediatrics
- How to teach your child to love reading — UNICEF Parenting
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