Melody - compreensão na leitura- INGLÊS

JUNE 2019
Authored by: Desincoop, CRL
Agrupamento de Escolas Francisco de Holanda
TOOL KIT FOR TEACHERS

Table of Contents
THEORETICAL CONTEXTUALIZATION 5
EVALUATION OF THE STUDENT IN READING 8
CURRICULUM-BASED MONITORING (MBC-MAZE) 8
ASSESSMENT OF READING COMPREHENSION 9
IMPLEMENTATION OF PALS 10
GENERAL OBJECTIVES 13
ORGANISATION 14
WORK PROPOSAL I 14
SESSION 1: 45MINS 14
SESSIONS 4/5/6 : 135 MINS 15
SESSIONS 8/9: 90 MINS 17
SESSIONS 10/11/12/13: 180 MINS 18
WORK PROPOSAL II 21
SESSION 1: 45 MNS 21
SESSION 2: 45 MNS 21
SESSION 3: 45 MINS 21
SESSIONS 4/5 – 90 MNS 22
SESSIONS 8/9/10 – 135 MNS 23
SESSIONS 13/14/15: 135 MNS 24
LINKS AND RESOURCES 26
ANNEX 28
WORK PROPOSAL I 28
WOOKSHEET 1 28

WORKSHEET 2 29
ASSESSMENT OF READING COMPREHENSION 29
WORKSHEET 3 - MOTHER TREE (FULL TEXT) 3030
TABLE 4 32
IMAGES 33
WORKSHEET 4 - WHO IS WHO? 35
WORKSHEET 4 – KEY 36
WORKSHEET 5 - WHO REPRESENTS WHAT? 37
WORKSHEET 5 - RESOLUTION 37
INFORMATION SHEET 6 - WHAT IS A DICTIONARY 38
WORKSHEET 7 39
CARD 1 40
WORKSHEET 9 - BIG6 SEARCH GUIDE 41
WORKSHEET 10 42
WORKSHEET 11 44
WORKSHEET 12 46
WORKSHEET 13 - FORMAL LETTER 48
WORKSHEET 14 49
WORKSHEET 15 - LITTLE GREEN HEARTS 56
WORK PROPOSAL II 58
WOOKSHEET 1 58
WORKSHEET 2 59
EXERCISE CORRECTION 60
WORKSHEET 3 - FULL TEXT 61
TABLE 3 63
ANALYSIS OF A POPULAR TALE 64
TEXT: “LITTLE RED RIDING HOOD”. 65
WORKSHEET 4 – MEMORY GAME 65
WORKSHEET 5 - TO WHAT STORY DO I BELONG? 35
TABLE 4 37
TABLE 5 – LITTLE RED HIDING HOOD 37
WORKSHEET 6 – “LITTLE RED RIDING HOOD” 38

WORKSHEET 7 - DID YOU LISTEN TO MY STORY? 39
WORKSHEET 8 - ROLEPLAY TEXT 41
WORKSHEET 9: “THE LITTLE RED RIDING HOOD” 42
WORKSHEET 10: THE “FEELINGS CLUBS” 43
WORKSHEET 11 - FULL TEXT 46

Theoretical Contextualization
The DL nº54 / 2018, July 6, requires a reflection of the entire teaching-learning process, at a time
when the Student Profile by the end of Compulsory Schooling (SAP)1
and the Project for Autonomy and
Curriculum Flexibility (PACF) are being implemented in schools, influencing educational practices and
models of education.
There is no doubt that it is important for School to be truly inclusive, as the decree law states; it is
fundamental that students find answers that enable them, when leaving compulsory education, to get a
level of education and training that will facilitate their social inclusion.
Following the guidelines of this decree law, the target public of this work proposal is integrated, in ac-
cordance to the multilevel approach, in level 3 measures, known as “additional measures”. These stu-
dents require more frequent and intensive interventions, tailored to their needs and potential, imple-
mented individually or in small groups, and usually for longer periods of time (students with Specific
Learning Disorders (SLD)2
.
According to Snow (2002) reading is one of the main skills taught in schools. Its acquisition has a great
influence on the learning of the other areas and is determinant for the future and for the inclusion of
adults in the societies where the written language has a predominant place.
We believe that a method of reading should be enriched through tasks based on writing free texts,
research, etc. Therefore, although we have opted for some methods, and the activities are chosen by the
students, they take into account the students' competences, their interests, their needs, and the devel-
opment of their emotional intelligence. Since the students are already attending secondary education, it
is fundamental to adapt the methodology to the student profile, as the analysed methodological pro-
posals focus almost exclusively on the years of compulsory school attendance. Thus, based on consulted
literature, we chose to use the PALS3
method (Peer Assisted Learning Strategy) developed at Vanderbilt
University in the USA and to studies dedicated to emotional intelligence. We argue that students will be
1
The Profile of Students Exiting Compulsory Schooling, homologated by Order No. 6478/2017, July 26, constitutes
the "common matrix for all schools and educational offerings in the scope of compulsory schooling, namely at the
curricular level, in the planning, in the internal and external assessment and in the assessment of the teaching and
learning process".
2
The implementation of this model "aims to promote better learning that promotes the development of higher-
level skills, taking the centrality of schools, their students and teachers, and allowing the management of the cur-
riculum in a flexible and contextualized way, recognizing that the effective exercise of autonomy in education is
only fully guaranteed if the object of this autonomy is the curriculum."
3
When students are not prepared for the implementation of PALS there are worksheets that are implemented in
kindergarten (but can be adapted to any level of education) and can be used with a pair, called What Word and are
proposed by Fuchs and Fuchs (2003), cited by Paulsen (2007).

more successful if their training is not only limited to cognitive development, but also social and emo-
tional development. School should maximize the potential of each young person, if he/she is to succeed
in his/her personal and professional life (Elias et al., 1997; Fernández-Berrocal & Ruiz, 2008; Zins, Weiss-
berg, Wang, & Walberg, 2001).
The PALS method is based on mediation of pairs for reading and mathematics. Regarding the former,
it develops strategies that researchers have shown to be important for reading learning, such as: phono-
logical awareness, decoding, word recognition, fluency and comprehension (we will focus our practice on
the fluency and comprehension of the text). The activities require that peers develop frequent interac-
tions, in which the roles of tutor and tutee alternate, and there is immediate correction and feedback. A
technique recommended by Fuchs and Fuchs (2007) will be used: MBC-MAZE (Curriculum-Based Moni-
toring) to assess students' level of reading. The test will be repeated at the end of the work proposal
presented here, to gauge the evolution of the student. The technique of reading with a pair proposed by
Linan-Thomson and Vaughn (2007) (Martins, 2008) will be applied, which permits the development of
the learner, both in reading and in fluency; in predicting and in comprehension of students with SLD
(Martins, 2008). Like PALS, Read with a pair promotes activities in which students interact.
Following current trends, which argue that it is the responsibility of School to explicitly promote the
social and emotional aspects of the development of children and adolescents, and not only the family,
we integrate activities that develop social and emotional learning, as it promotes the development of the
student's ability to integrate thought, emotion and behaviour to achieve and accomplish important so-
cial tasks. Therefore, they will develop skills that will enable them to recognize, express and manage
emotions, build healthy relationships, establish positive goals, and respond to personal and social needs
(Zaber et al., 2000) …, 2001).
The students who we devised the project for have not developed their cognitive skills sufficiently to
allow them to succeed in the society they are integrated in. It is critical for them (more than any other
student) to succeed in life.
Finally, this work proposal is the result of several readings, which have been the guidelines for its de-
velopment. However, given the lack of materials and strategies for adolescents with SLD (as mentioned
above), we consider it fundamental to adapt the methods presented to the profile of a student with SLD
attending secondary school level, where, at a cognitive level, he/she is far behind the development of
other adolescents of his/her age. Daily contact with these youngsters shows us that they have the same
yearnings and desires as their peers and are also making the transition to the job market that demands a
sense of responsibility and knowing how to behave in society.

We hope, therefore, to contribute to a more complete growth of these young adolescents who wish
to have an active participation in society.
Additional information
The Kit presented here contemplates two work proposals that can be applied to any group of students
with special learning disorders. The number of sessions and times indicated per session are mere pro-
posals, so they should be adapted to the group you are working with.
Keywords: specific learning difficulties, reading comprehension, emotional intelligence, reading literacy,
school library, environment

EVALUATION OF THE STUDENT IN READING
Curriculum-based monitoring (MBC-MAZE)
MBC is an objective continuous measurement method designed to explain student outcomes and im-
prove instructional planning (Deno, 1985, quoted by Fuchs, Fuchs, & Douglas, 1993). It also implies that
monitoring is repeated frequently over time, through a standardized measurement system. The registra-
tion of this information is used to monitor student development and to determine when and how to
adjust classroom practices to improve student achievement (Fuchs et al., 1993). MBC can be used to
assess student’s progress in reading, writing and mathematics. In the field of reading, there are two dif-
ferent tests:
− one which assesses proficiency in oral reading of texts (i.e., counts the number of words read per
minute);
− another which assesses reading comprehension by counting the number of correct words that a
student is able to select from three, two of which are incorrect. (Fuchs et al., 1993).
I
1. The assessment of the degree of fluency follows Shawytz’s proposal (2008), which establishes the
number of correctly read words per minute, according to the degree of schooling. Considering the di-
versity of students with SLD, a proposal for the fourth and subsequent years was followed in this case.
2. Steps to follow when assessing reading fluency
• the student reads the text at the appropriate level;
• the student reads aloud as quickly as possible, while maintaining reading accuracy for
one minute. Then the total number of words read is counted.
• the teacher should have a copy of the text being read to mark the words read incorrect-
ly, omitted or hesitated on for more than three seconds. Then adds the detected errors
and subtracts them from the total number of words.
TABLE 1
Assessment table for reading fluency evaluation (Shawytz, 2008)
Grade Words read correctly per minute
4th year and following 120 a 180

II
Assessment of reading comprehension
MBC MAZE Fluency can be given to a group of students simultaneously. The examiner presents a text
whose spaces (gaps) must present three alternatives.
1. Steps to follow in assessing reading comprehension
• The first sentence is left intact.
• Afterwards, each seventh word is replaced by a gap with three possible substitutions. Only
one replacement is semantically correct.
• Students take 2.5 minutes to read the passage and circle the correct word for each blank
space.
• The teacher monitors students during the 2.5 minutes.
• Scoring:
− when the student gives three consecutive errors, the score is interrupted (no further
counting is necessary).
− spaces left unanswered (no circles) are counted as errors.
− the score results from counting the number of correct substitutions circled in 2.5
minutes.
− to determine the correct understanding percentage, it is necessary to:
i. count the number of correct answers.
ii. multiply the number of correct answers by twenty.
2. Determination of total acuity level. (TABLE 2)
• add the reading percentage to the comprehension percentage.
• divide the total by two.
READING LEVEL ASSESSMENT GRID
120 to 180 words per minute
Nº Name of the student Number of
words
Number of
errors
Number of
correct
words
Correct reading
percentage
comprehension
percentage
Acuity
level
1.
2.

Implementation of PALS
1. After assessing each student's level of reading (performed with the monitoring support based
on the curriculum recommended by Fuchs and Fuchs (2007)), proceed to:
•placing students in the correct order according to reading levels.
•division of the class into two groups (A and B) by placing students in pairs.
•verification of compatibility (socialization, gender, etc.).
•Peer maintenance for four weeks.
2.The explanation of the work procedure of the sessions, based on the guidelines referred to in
point 1, will follow. Thus, according to Fulk and King, (2001) cited by Martins (2008), the teacher
will begin by:
•exemplifying the objectives and the technique;
•showing the timetable (TABLE 3) that each student will fill, with the score, throughout the ses-
sions;
•explaining that this technique will increase the opportunity to practice reading;
•highlighting the importance of collaborative work;
•clarifying that each student will assume the role of tutor and tutee (rotating with the student
of group A - with the best classification in the evaluation of the level of reading) stating that as
tutor, he will be responsible for:
o the correction of incorrect answers;
o the explanation of vocabulary;
o the explanation of ideas of the text / activity to be developed;
o asking the teacher’s help when the correct answer is not known.
•explain that each student will score points according to the performance of his/hertasks:
o the student will have one point for each correct / well-read sentence (the tutor corrects
the tutee whenever he/she reads a word incorrectly, asks him/her to repeatthe word in
question when he/she rereads it;
o in the comprehension of the text, the student will score 5 points for each correctly an-
swered question.
• tell each pair they will have a spread sheet to record their score, which will be added at the
end of each 90-minute session;
• inform that the teacher can announce the winning team, having the right to see their names

on the honour board (Smith, 2007; Fuchs & Fuchs, 2003, quoted by Martins,2008);
• to report that, every 4 sessions, a new reorganization of the groups is carried out;
• note that, at the end of each stage of the work project, the pairs will reverse roles (it is up to the
teacher to monitor the process);
The following proposed activities are based on the PALS method. However, its stages will run
throughout the process, complemented by the development of other proposals, taking into considera-
tion:
o the age group of the students is respected (14-18 years);
o motor skills are developed;
o activities work the sensations and/or emotions;
o activities start from reading but are appropriate to the theme to be developed, associated
with citizenship education;
o emotional intelligence is developed as a motivation for learning.
The strategies developed in this second proposal are the POISA (Predict, Organize, Investigate.
Summarize, Evaluate)
This methodology begins with a task called Predict:
o Before reading the text, and after reading the title, the students will predict what will hap-
pen and will try to remember some details of the story.
The second task is called Organize:
o The students will now organize their ideas. After seeing the title of the text, predicting it,
it's time to put the ideas into categories.
o Then, students are asked to read the text.
After reading, you will proceed to the next task, called Investigate.
− The students compare what has already been written with what the textsays.
The next step is for the student to know how to summarize.
− The students write the main idea (I think the main idea is.… My question about
the main idea…).
Finally, it is timeto Evaluate, that is, the student should check ifthe predictions were correct (Eng-
lert and Mariage 1991, cited by Martins, 2008).
The technique to use is presented in the table below.

5º EVALUATE
I think we made a prediction…
4º SUMMARIZE
I think the main idea is…
3º INVESTIGATE (Let's check in the
text if it corresponds to the previous
point):
I think the various categories are…
2º ORGANIZE in categories:
I think one of the categories may be…
1º PREDICT
I predict that…
I remember that…
POISA Cards for an activity using the strategy, adapted from Martins (2008)
The adopted strategy for the exploration of the text aims to develop reading comprehension and suc-
cess, will consider the following points:
• what we already know;
• what we want to know;
• what we think we know;
• what we learned.
For this, students will be given the table below, where they will record what they know /learned
about the text under analysis (Englert and Mariage, 1991, cited by Martins, 2008).
TABLE 3
what we know what we want to know what we think we know what we learned

These activities begin with brainstorming on:
• what students know about the topic;
• what students want to know about the text;
• and predict what they think they know. Students should then be told to read the text. To-
gether, one will proceed to:
• analysing the read text;
• recording in the last column of the table what you have learned.
Finally:
• discuss what was written in the four columns of the table.
GENERAL OBJECTIVES
It is intended that the student be able to:
− Relate concepts;
− Work fine motor skills;
− Work sensations and / or emotions;
− Be proficient in looking for new vocabulary;
− Know how to use a dictionary;
− Brainstorming from the cards;
− Understand the main ideas of a text;
− Know how to retell a story;
− Perform simple research according to the Big 6 model;
− Select the information that best meets the given guidelines;
− Sort and record the information, structuring it according to a logical sequence;
− Know how to retell a story;
− Recognize folk tales;
− Recognize that you should use your own words. Transcribe, paraphrase, summarize small texts;
− Select the information that best meets the given guidelines;
− Reflect together on the best format for presentation of the final product - written or visual;
− Develop interdisciplinary work;
− Apply the concept of carousel book with the story studied.

ORGANISATION
WORK PROPOSAL I
SESSION 1: 45mins
Objective:
− Assessment reading fluency.
Resources:
− Worksheet 1: Reading fluency assessment ("MOTHER TREE");
− Table 2.
Session development:
− The teacher gives a copy of the text to each student;
− Students have 2mins to read, in a low voice, the given text;
− The teacher starts the exercise, counting each reading and recording the results in table 1.
SESSION 2: 45mins
Objective:
− Assessment of reading comprehension.
Resources:
− Worksheet 2: Reading comprehension assessment ("MOTHER TREE");
− Worksheet 3: full text "MOTHER TREE";
− The teacher distributes the worksheet to the students who should read the text and carry out
the proposed exercise, which should be completed in 2.5mins.
− Students are told what is expected of the exercise and the time it has to be completed in.
− At the end of the exercise, the teacher collects the worksheet to correct it.
SESSION 3: 45mins
Objective:
− Implementation of PALS.
Resources:
− Hand out of worksheet 2: Reading comprehension assessment ("MOTHER TREE");
− Description to the class of the work process to be followed throughout the sessions.

Organization:
−Individual work / peer work;
−The teacher of the subject and the library teacher;
−The work tables should be placed slightly apart from each other to allow greater concentration on the
task assigned;
−19 sessions of 45 mins, with the students, two sessions per week.
Interdisciplinary work:
− Before beginning these sessions, which will focus on the book, the teacher of the subject will
gather some colleagues who will work on the environmental theme with the students. Students
are expected to work on this module in other subjects that are part of their curriculum: English;
Information and Communication Technologies (ICT); teacher of Special Education; support of an
Arts teacher and library teacher as collaborators.
− The intervention of these professionals will be defined by each of them, considering the specifici-
ty of the activities to be developed and the proposals that may arise in the meeting.
− The exploitation of the module does not necessarily imply collaborative work. However, we be-
lieve that this work contributes to the development of the student, enriching him/her as a citizen
who intends to be active in an inclusive school.
SESSIONS 4/5/6 : 135 mins
Objectives :
− Introduce the theme of the work proposal (task): protection of the environment.
− Explore sensations.
Resources:
− Image of planet Earth; (Image 1)
− Kit with: drawing of an image with green spaces, characters of the story, trees, birds, to cut (Im-
age 2);
− Scissors;
− Glue;
− Coloured pencils;
− Cards game.

Sessions development:
− The teacher will explore an image of planet Earth to introduce the theme of the work project
(task), trying to get the students to identify the four elements, by appealing to the knowledge
they already have (air, water, earth, fire).
− If the students do not mention one of the elements “fire”, it will be up to the teacher to intro-
duce it. This is an oral activity, which aims at preparing the presentation of the characters of the
work project (task) and what they represent. (Ask students about who inhabits the planet, who
cares for it, how it does, ...).
SESSION 7: 45mins
Objective:
−Know how to look up words in the dictionary.
Resources:
− Computer;
−Multimedia projector;
−English language dictionaries;
−Worksheet 7: " How to look up words in the dictionary ";
−Worksheet 8.
−The teacher explains the importance of knowing how to look up words in the dictionary.
−The exercise will be based on the vocabulary of the book "Little Green Hearts".
−An information sheet ("How to look up words in the dictionary") will be distributed, which will be pro-
jected on the board so that students can better follow the explanation given by the teacher.
−Students follow the explanation by using the dictionary that each one has with him/her.
− Next is the key of worksheet 8, where the students, in pairs, should find the definition of the word
that corresponds to one of the photos contained in the worksheet.
This will take place as follows:
• Groups are advised which photo to describe.
• Groups will have 3 minutes to explore the photo and find the setting that corresponds to it.
• After the time has elapsed, the spokesperson will be asked to present the photo to colleagues
(the picture may be projected on the board to facilitate viewing) as well as the definition found.

Students should write the definition given by colleagues and put it next to the photo that is on
the worksheet.
• For each correct match, the student will score 5 points.
SESSIONS 8/9: 90 mins
Objective:
− Increase fluency and comprehension in reading (Read and retell)
Resources:
− Book: "Small green hearts".
− Card 1: Questionnaire.
− At first, the teacher will read the text aloud (since “Once upon a time ... with roots in the land
that belongs to us all”).
− Each student reads out loud the same text for 5 minutes;
• The first reading is carried out by the tutor, followed by the tutee (the reading made by the
most competent student restricts possible decoding errors by the one who revealed the
most difficulties). The tutor should draw the attention of the tutee, who should re-read the
sentence where the expression is read incorrectly. If, in the second reading, the error is re-
peated, the tutor says how to read the word and the tutee repeats.
• The corrected word should, at the end of the reading, be recorded in the student's note-
book.
• After the first reading, tutor and tutee will exchange roles.
• The teacher monitors the activity.
• For each corrected sentence, the tutor gains five points.
− After the reading, the tutors will recount:
• The tutor poses questions that guide the comprehension of the read text.
• Considering the degree of difficulty of the students in interaction, the teacher provides
some guiding questions for the comprehension of the text read.
− It is up to the teacher to monitor the proposed activities and the intervention whenever re-
quested by the students.

SESSIONS 10/11/12/13: 180 mins
Objective:
− Learn how to do research.
Resources:
− Big 6 model;
− Computer;
− Cardboards;
− Daily notebook;
− Glue;
− Scissors.
− In the library, students will learn how to do research. This stage is guided by the library teacher,
counting on the presence of the teacher of the class.
− The following model will be the BIG6, adopted by Schools for students from 8 to 14 years old.
− In pairs, students research on the Internet different types of pollution (atmospheric pollution,
water pollution, soil pollution), coping the research found online to a word text, which the
teacher will print so that the students can read and select the information found.
− Then check the work they are reading and select images to illustrate the work (students may
choose images from the Internet). It is important, at this stage, the collaboration of the ICT
teacher (Information and Communication Techniques).
− In the next phase, each group decides how it will present its work:
o preparation of a digital or cardboard poster, using the glue technique (in the latter option).
Objective:
− Improve the ability to summarize and identify the main idea.
Resources:
− Book: “Little green hearts”.
− The reading starts from: "On that day, Martha discovered that Helena was a dreamer (page 9)
and ends at:" to the future and to all hopes and all flights "(p. 11).

− Each student reads different paragraphs and identifies the subject (The tutor asks the tutee to
identify the subject of the 1st paragraph, then the students reverse the roles and go to the next
paragraph.).
− Highlight Marta, the character who cares about Nature and will meet Helena, our character who
dreams of a better world.
− Once again, as in Session 7, students take on the role of tutor and tutee and proceed to explore
the book as follows:
o As in the reading exercise, the tutor will correct his/her pair if the ideas are not correct;
o When the tutor and tutee agree, they will, at the end of each paragraph, make their sum-
mary (1/3 of the source text);
o the activity will last 50 minutes.
− Sharing the ideas presented by the groups.
− Individual writing of a diary page about their dreams, using Helena's dreams as a source, and il-
lustrating their diary page. (30mins to prepare the text).
− Reading to the class of written texts (later, posted in the classroom).
Objective:
− Improve reading comprehension and make students more active in the task.
Resources:
− Book "Little green hearts".
− Worksheet 10;
− Worksheet 11.
− Worksheet 12.
− Worksheet 13.
− Students, in pairs, will try to anticipate what will happen next.
− A copy will be distributed to each student, with the first part to be read.
− When handing out the first part of the text, the teacher guides the groups in predicting the fol-
lowing events, questioning them about what they think will happen in the second part of the
text.

− After recording the students' predictions in the table, the teacher gives the second part of the
text and asks a student to read it.
− After reading, under the guidance of the teacher, students will check whether their predictions
were matched or not.
− The teacher hands out the last part of the story, in which the three characters decide to create a
movement to save nature.
o The decoding of this part of the text will be done by the teacher, so that the students can
now write a letter, following the model of this last part.
− In pairs, students will then write a letter to the group leader suggesting some actions they can take
at their school to raise awareness in the school community about pollution issues.
− In the end, the students will read their letter to their classmates. (30mins)
Objective:
− Develop students' creative spirit.
Resources:
− Worksheet 15.
− The teacher will deliver the lyrics of a song written by João Manuel Ribeiro, author of the work
studied.
− Students, in pairs, will choose the development of an activity, between the following two pro-
posals:
o Imagine a song to accompany the lyrics (rap for example);
o Dramatize the text.
− Whatever the option, students will have to present their proposals to their classmates.
− The teacher distributes the worksheet to the students who should read the text and carry out
the proposed exercise, which should be completed in 2.5mins.
− At the end of the exercise, the teacher collects the worksheet to correct it.

WORK PROPOSAL II
SESSION 1: 45 mns
Objective:
−Assessment of reading fluency.
Resources:
−Worksheet 1: Assessment of reading fluency (“The enchanted shoes”)
−Table 2.
−The teacher gives a copy of the text to each student;
−Students have 2 minutes to read, in a low voice, the given text;
−The teacher starts the exercise, counting each reading and recording the results on table 2.
SESSION 2: 45 mns
Objectives:
− Assessment of reading comprehension.
Resources:
− Worksheet 2: Reading comprehension assessment (“The enchanted shoes)
− Worksheet 3: full text “The enchanted shoes”
− The teacher hands the worksheets out to the students who should read the text and carry
out the proposed exercise. It should be completed in 2.5 minutes.
− At the end of the exercise the teacher collects the worksheets to correct them.
SESSION 3: 45 mins
Objective:
− Implementation of PALS.
Resources:
− Hand out of worksheet 2: Reading comprehension assessment ("MOTHER TREE");
− Description to the class of the work process to be followed throughout thesessions.

SESSIONS 4/5 – 90 mns
Objectives:
− Recognize folk tales;
− Brainstorming from the cards;
− Remember some details of the story.
Resources:
− Card 1, with images from Robert Southey's short story “The Three Bears”;
− Worksheet 4: Memory Game / “Who's Who?”
− Worksheet Correction 4.
− The teacher will start with a Memory Game as the first approach to storytelling.
− He will then seek to lead the student to the recognition of folk tales through a
card game containing characters from various tales.
− Besides the student identifying a character from the card and the story to which it
belongs, he/she will need to tell a little of that same story.
− The student will anticipate the story to explore from its title (Worksheet 5).
Objectives:
− Read the text exploring “The Little Red Riding Hood”;
− Rebuild part of the story read;
− Retell the story.
Resources:
− Worksheet 7: First part of the tale “The Little Red Riding Hood”;
− Worksheet 8 - “Did you listen to my story?”
− Folk tales are an inexhaustible source of imagination and creativity. The tale “The Red Teddy
Bear” appears as a variant to “The Little Red Riding Hood”, combining the classic fairy tale by
Charles Perrault, and later rewritten by the Brothers Grimm (the best-known version), with
the Portuguese popular culture.
− The teacher makes an echo reading (echo reading: the teacher reads a paragraph and then

the student continues), followed by the reading done by the mentoring students. (5
minutes).
− After reading the excerpt from the short story, the main ideas will be discussed with the
students. The table will be filled at the same time, favouring the resolution of the exercise
interactively and dynamically.
− At the end of this exercise, the texts are collected by the teacher to move on to the following
exercise entitled “Did you listen to my story?” (Game)
− The student will have to explain the reason for choosing the cards and describe the emo-
tions revealed by the expressions of the characters.
SESSIONS 8/9/10 – 135 mns
Objectives:
− Read the second segment of the story: “The Little Red Riding Hood”;
− Explore emotions from the read text to facilitate dramatization of the excerpt with puppets;
− Complete worksheet 10.
Resources:
− Excerpt from the tale “The Little Red Riding Hood” (worksheet 9)
− Worksheet 10;
− Puppets.
− Before starting the session, the teacher makes the students wonder what will happen.
− Then, handing over text 2, he reads it aloud and asks students to check if their predictions
were true.
− Recorded the conclusions, the students, in pairs, read the text for 3 minutes. (Pair reading -
one student is the tutor, the other is the tutored. Then the second reads a paragraph and the
first makes the necessary corrections).
− Then worksheet 10 will be explored and from the excerpt under analysis emotions will be ex-
plored too.
− Since this excerpt has several moments of dialogue, a roleplay will take place. The pairs
formed at the beginning of the reading session will now prepare their presentation. The
teacher will bring puppets (wolf; girl; fairy) to the students to assume their role.

− Interventions will be recorded so that, in the end, students can make a critical assessment of
their work.
− Following is the viewing of the recordings and the analysis of the reading.
Objectives:
− Develop team spirit;
− Know how to work in group;
− Create an ending to the tale;
− Read the text to the class;
− Compare to the end of the story you are studying.
Resources:
− Worksheet 12 (“THE RED CHAPEL GIRL”);
− Daily notebook.
− Students will join in pairs to create the text (30 minutes);
− They will then share the text with the class;
− Finally, they will compare their ending with the ending of the original tale, noting the
conclusions in the story sheet.
SESSIONS 13/14/15: 135 mns
Objectives:
− Develop fine motor skills;
− Develop the creative spirit;
− Strengthen collaborative work;
− Build a carousel book.
− Improve art sensitivity.
Resources:
− cardboards of different sizes (thickness and colours);
− coloured pencils;
− scissors;

− Glue;
− Paper box.
− These sessions will be entirely practical and will be held in collaboration with an art teacher who
will guide them.
− Students will build a carousel book, inspired by the story studied.

Links and RESOURCES
Monitorização do progresso do aluno na identificação de risco na leitura
http://www.scielo.br/pdf/cp/v47n164/1980-5314-cp-47-164-00612.pdf
FUCHS, L. S.; FUCHS, D. A model for implementing responsiveness to intervention. Teaching Exceptional Children,
v. 39, n. 5, p. 14-20, 2007a.
FUCHS, L. S.; FUCHS, D. Using CBM for progress monitoring in reading. Washington, DC: United States Office of Special
Education Program/Student Progress Monitoring, 2007b.
FUCHS, L. S.; FUCHS, D. The role of assessment within the RTI framework. In: FUCHS, D. et al. (Ed.). Response to
intervention: a framework for reading educators. Newark: International Reading Association, 2008. p. 27-49.
Research Support for RTI http://www.rtinetwork.org/learn/research/
Center on response to intervention. Multi-level Prevention System, American Institute for Research
https://rti4success.org/search?keywords=multi%20level
PATRÃO, Marta Silva Gonçalves. Monitorização com base no currículo : um estudo quantitativo sobre a utilização de
provas MAZE no contexto do nível I do modelo de atendimento à diversidade
https://repositorium.sdum.uminho.pt/handle/1822/13733
Dificuldades de Aprendizagem Específicas Centradas na Leitura e Práticas Eficazes de Intervenção.
https://repositorium.sdum.uminho.pt/bitstream/1822/10976/1/TESE.pdf
Avaliação e intervenção nas dificuldades na aprendizagem da leitura
https://www.aindaestouaprender.com/img/aidal.pdf
Provas MAZE na triagem do risco na leitura
https://www.researchgate.net/publication/305893322_PROVAS_MAZE_NA_TRIAGEM_DO_RISCO_NA_LEITURA
Livro Melhor Falar.pdf
http://repositorium.sdum.uminho.pt/bitstream/1822/9354/1/Livro%20Melhor%20Falar.pdf
COSTA, Ana e FARIA, Luísa. Aprendizagem social e emocional: Reflexões sobre a teoria e a prática na escola portugue-
sa. Aná. Psicológica [online]. 2013, vol.31, n.4, pp.407-424. ISSN 0870 8231
http://www.scielo.mec.pt/scielo.php?script=sci_abstract&pid=S0870-82312013000400007&lng=pt&nrm=iso&tlng=en
O ensino da compreensão leitora: da teoria à prática pedagógica: um programa de intervenção para o 1.º Ciclo do Ensino
Básico http://repositorium.sdum.uminho.pt/handle/1822/11219
DENO, S. L. et al. Developing a school-wide progress-monitoring system. Psychology in the Schools, v. 46, n. 1, p.
44-55, 2009
ESPIN, C.; WALLACE, T.; LEMBKE, E.; CAMPBELL, H.; LONG, J. D. Creating a progress-
-monitoring system in reading for middle-school students: Tracking progress toward meeting high-stakes
standards. Learning Disabilities Research & Practice, v. 25, n. 2, p. 60-75, 2010.
Aprender com a biblioteca escolar http://www.rbe.min-edu.pt/np4/89/1904.html
O contributo da biblioteca escolar para o reforço da escola inclusiva. http://www.rbe.min-edu.pt/np4/1954.html#1

EXAMPLES
Vanderbilt University.https://vkc.mc.vanderbilt.edu/frg/what-is-pals/
Plataforma Ainda Estou a Aprender (AEA) https://www.aindaestouaprender.com/

ANNEX
WORK PROPOSAL I
Session 1
WOOKSHEET 1
EXERCISE
READING FLUENCY ASSESSMENT TEXT
Every day, Mary Moon went to get her little Mary Star at school, flooded with happiness, always, every
day.
She loved that little walk home from school with her little Mary Star.
The two spoke of colours ... loves ... pains and all the things which lives are made of ...the little ones that
are still going to grow and the big ones that are already happening ...
Mary Moon looked at Mary Star and was proud of that little person being her daughter!
One day, like all other days in the world, Mary Moon went to the window of her house that showed
an inner courtyard that only those who lived there could see;
She came close ... but her face was filled with pain and a cry of immense horror escaped from her
mouth:
- Noooooooooooo!!!
Mary Star was playing with her cutting papers and was very scared, her mother rarely cried, let alone
with all that pain!
Mary Star ran in search of her Mother:
- Mother, Mother, Mother, what happened? - asked Little Mary.
Mary Moon rolled her eyes from the window to little Mary.
Her eyes were still flooded with water in the form of tears.
Mary Star took Mary Moon’s hand and asked in a very sweet voice:
− What happened, Mother?
Mary Moon looked at her Mary and pointed to the inner courtyard:
- MY tree, my tree ...
My tree no longer exists!!!
They’ve cut it down, it has disappeared! (...)
Árvore Mãe, Florbela Castro

Session2
WORKSHEET 2
EXERCISE
1. Read the following text and circle the correct word.
2. You have 2.5mn to complete the exercise.
Text
(...) Mary Moon could not help, but a tiny smile escaped and told Mary that yes, the tree was her friend, friend
of days and days, months and months, years and years ...
Mary Moon saw her evolve every month/weeks/day, saw her lose her leaves in winter/autumn/ spring, to be
naked, sad, fragile, in summer/ winter/spring to grow and colour in Spring so/and/after to become happy, strong
and leafy in/and/to summer. That strong and large tree that/in/so she could see every day taught she/her/them
that everything that happens - good and/so/before bad passes, it is reborn even weaker/stronger/more fragile
and sometimes even much more horrible/beautiful
/disgusting.
(...) This/Those/Other tree accompanied me on good and good/bad/wonderful days and seemed so strong
that everyone/ nobody/us could destroy it, just as I cease/wish/renounce that nothing would destroy me
and looking/waiting/washing at the tree I believed I had/saw/ learned as much strength as her! Then
Mary/Marina/Mari Star delicately took the hand/foot/arms of Mary Moon and said with all/no one/my sincerity:
− You know mother, you are my/yours/those tree!
Mary Moon and Mary Star, they/we/them hugged each other because they were hand/branches/heads of the
same tree!
Árvore Mãe, Florbela Castro (adapted text)
TABLE 2
EVALUATION GRID FOR READING LEVEL
120 a 180 words per minute
Nº Name of student Number of
words
Number
of
errors
Number
of correct
words
Percentage of
correct read-
ing
Percentage
of
comprehension
Level
of
acuity
1.
…

EXERCICE CORRECTION
Original text
Text
(...) Mary Moon could not help, but a tiny smile escaped and told Mary that yes, the tree was her friend, friend of
days and days, months and months, years and years ...
Mary Moon saw her evolve every day, saw her lose her leaves in autumn, to be naked, sad, fragile, in winter, to
grow and colour in Spring and to become happy, strong and leafy in summer. That strong and large tree that she
could see every day taught her that everything that happens - good and bad passes, it is reborn even stronger and
sometimes even much more beautiful.
(...) This tree accompanied me on good and bad days and seemed so strong that nobody could de-
stroy it, just as I wish that nothing would destroy me and looking at the tree, I believed I had as much strength as
her! Then Mary Star delicately took the hand of Mary Moon and said with all sincerity:
You know mother, you are my tree!
Mary Moon and Mary Star, they hugged each other because they were branches of the same tree!
Árvore Mãe, Florbela Castro (adapted text)
WORKSHEET 3
MOTHER TREE (full text)
Every day, Mary Moon went to get her little Mary Star at school, flooded with happiness, always, every day.
She loved that little walk home from school with her little Mary Star.
The two spoke of colours ... loves ... pains and all the things which lives are made of...the little ones that
are still going to grow and the big ones that are already happening ...
Mary Moon looked at Mary Star and was proud of that little person being her daughter!
One day, like all other days in the world, Mary Moon went to the window of her house that showed
an inner courtyard that only those who lived there could see; she came close ... but her face was filled with pain
and a cry of immense horror escaped from her mouth:
- Noooooooooooo!!!
Mary Star was playing with her cutting papers and was very scared, her mother rarely cried, let alone with
all that pain!
Mary Star ran in search of her Mother:

- Mother, Mother, Mother, what happened? - asked Little Mary.
Mary Moon rolled her eyes from the window to little Mary. Her eyes were still flooded with water in the form
of tears.
Mary Star took Mary Moon’s hand and asked in a very sweet voice:
− What happened, Mother?
Mary Moon looked at her Mary and pointed to the inner courtyard:
- MY tree, my tree ...
My tree no longer exists!!!
They’ve cut it down, it has disappeared! Maria was not sure what to say, but asked:
− "Was that tree your friend?"
Mary Moon could not help but escape a tiny smile and told Mary that yes, the tree was her friend, friend of
days and days, months and months, years and years ...
Mary Moon saw her evolve every day, saw her lose her leaves in autumn, to be naked, sad, fragile, in winter,
to grow and colour in Spring and to become happy, strong and leafy in summer. That strong and large tree that
she could see every day taught her that everything that happens - good and bad passes, it is reborn even stronger
and sometimes even much more beautiful.
When she was sad, looking at the tree, she gave her strength to continue and fight, because the tree also
struggled.
When she was happy, the tree gave her great joy, for it seemed that she was her friend and that she felt
that she was happy with her.
This tree accompanied me on good and bad days and seemed so strong that nobody could destroy it, just as I
wish that nothing would destroy me and looking at the tree, I believed I had as much strength as her! Then Mary
Star took with delicacy in the hand of Mary Moon and said with all sincerity:
− You know mother, you are my tree!
Mary Moon and Mary Star, they hugged each other because they were branches of the same tree! Mary Moon
smiled and embraced her because Mary Star had realized that without trees in our world, we simply have no
life!
Árvore Mãe, Florbela Castro

Session 3
TABLE 4
TIMETABLE
Name:
DATE CONTENT RESOURCES DURATION SCORE
1/5/10/15/20
Session 1 Assessment of reading
fluency
Workshit 1
Table 2
45mn
Session2 Assessment of reading
comprehension
Workshit 2
Workshit 3
Table 2
45mn
Session 3 Implementation of PALS Table 4 45mn
Sessions
4/5/6
Introduce the theme of the
work: protection of the
environment.
Image 1
Image 2
Image 3
Image 4
Image 5
Worksheet 4
Image 6
Image 7
Image 8
Worksheet 5
45mn+45mn+45
mn
Session 7 Dictionary query
File with photos / diction-
ary entry
Information sheet 6
Worksheet 7
Photos: 1,2,3,4
45mn
Sessions 8/9 Increase fluency and com-
prehension in reading
(read and retell)
Card 1
Book: "Small
green hearts".
45mn+45mn
Sessions
10/11/12/13
Research guide BIG6 Worksheet 9
BIG6 search guide
45mn+45mn
45mn+45mn
Sessions
14/15
Improve the ability to sum
up and identify the main
ideas
Card 2
Worksheet 10
45mn+45mn
Sessions
16/17
Improve reading compre-
hension and make stu-
dents more active in the
task
Worksheet 11
Worksheet 12
Worksheet 13
Worksheet 14
Worksheet 15
45mn+45mn
Sessions
18/19
Develop critical-thinking in
students
Worksheet 16 45mn+45mn

Book: "Small green hearts" by João Manuel Ribeiro
Theme: environmental protection / ecology
Sessions
4/5/6
IMAGES
Kit with: image drawing to cut out; birds, rabbit, trees, fish, ducks, characters.
Image 2
Image 1 – planet Earth

WORKSHEET 4
WHO IS WHO?
You now have 15 minutes (timeout) to solve all three puzzles and identify the characters.
The first to finish (with the best time) will earn 15 points; the second 10 and the third 5 (do not forget to record
the points on your table).
NOTE: To win, you must complete the puzzle and identify the character. Only then will you be victorious.

WORKSHEET 4 – KEY
Image 8 – Marta
Image 6 – Helena
Image 7 – Valéria

WORKSHEET 5
WHO REPRESENTS WHAT?
1. You see, every character care about the Planet!
1.1. Find words associated with pollution, solving the letter soup (If you are the first to finish the game, you
earn 5 points (Do not forget to record the points on your table).
AIR
TRASH
VISUAL
WATER
NOISE
SOIL
POLLUTION
PLANET
WORKSHEET 5 - Resolution

Session 7
INFORMATION SHEET 6
WHAT IS A DICTIONARY
A dictionary is a compilation of words or phrases, sorted alphabetically.
1. HOW TO LOOK UP WORDS IN A DICTIONARY
a) THE WORDS
The words (entries) are placed alphabetically. However, no dictionary contains all the words in a language.
There are some rules in the presentation of the words:
− The name and adjective are given in masculine, singular.
− The verb is presented in the infinitive.
2. INTERPRETING AN ENTRY
Note the entry of the word: prepare (Longman Dictionary of Contemporary English)
WHAT A DICTIONARY ENTRY TELLS US
the meaning of “get ready”
examples sentences
3. ONLINE DICTIONARIES
On the Internet you can also find dictionaries (electronic) Here are some examples available on the Internet:
Cambridge dictionary
https://dictionary.cambridge.org/
Oxford dictionary
https://www.nypl.org/collections/articles-databases/oxford-english-dictionary-oed-2nd-edition

WORKSHEET 7
PHOTO D DEFINITION
Lake:
Valley:
Coral:
Forest:
https://image.freepik.com/foto-gratis/rio-montanas-orilla-rocosa-
pirineos_1398-5036.jpg

PHOTO 1 PHOTO 2
PHOTO 3 PHOTO 4
Sessions
8/9
CARD 1
https://image.freepik.com/foto-gratis/rio-montanas-orilla-
rocosa-pirineos_1398-5036.jpg
<a href="https://www.freepik.es/fotos-vectores-
1. Description of the spaces;
2. Identification of the characters in the story;
3. With whom Valeria speaks.
4. If man is not careful and respects Nature, what can happen?
5. What causes pollution?

Sessions
10/11/12/13
Worksheet 8
BIG6 search guide

Sessions
14/15
WORKSHEET 9
You are now going to write a page of your diary, where you must integrate in your text the words that are in the
table below.
DO NOT FORGET:
• Complete the date;
• Talk about what you did in class;
• Talk about your dreams to preserve the Planet;
• Illustrate your journal page;
• Say goodbye at the end of your text.
WORDS TO BE USED IN THE DAILY TEXT
Guiding questions for the tutor:
a) the identification:
− of the characters;
− of the main idea of the read extract;
− of the character's dreams.
green trees lark Freedom respect future
fishes
London, __/__/____
Dear Diary
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Sessions
16/17
WORKSHEET 1O
TEXT 1
Marta does not speak with Nature as Valéria does,
nor she dreams of a green and flowery land like Helen.
Marta just feels with her vegetable heart.
She feels the pain of the earth and the water
surrounded by poisons and garbage.
She feels the knot in her throat strongly affected by the dense air
of fumes and acids that kill your breath.
Does she feel the irresponsibility –or evil?
of the men who change life for death,
the Nature and its excessive desire of wealth
the happy future of the ephemeral present.
She feels her painful heart, anesthetized by alienation
of so many boys and girls that continuing like this
will not even be men and women of tomorrow.
She feels and suffers, and she cannot be still nor quiet
Nor silent, unaware of herself and the world.
She feels and discovers that alone, by herself
There is little or nothing she can do.
She feels that in Valéria and in Helena
- and in all the boys and the girls who love life -
there are allies to save Nature.

Tuned in to speaking, to dreaming and to feeling,
Valéria, Helena and Marta
have decided to create a movement thirsty
for gestures and attitudes of each well-informed person,
with a strong sense of responsibility
concerning the protection of the environment,
in all its human dimension.
This movement should have a challenging name.
It could be called
"Save Nature"
- suggested Valéria.
Marta, who knew Valéria as the palm of her hands,
and who also felt the breath of the words, added
• After recording the students' predictions in the table, the teacher gives the second part of the text and
asks a student to read it.
• After reading, under the guidance of the teacher, students will check whether their predictions were
matched or not.
WORKSHEET 11
TEXT
Valéria, you may want to say, "Let us Save Nature."
- You 're right! admitted Valéria.
- We cannot exclude ourselves from this task.
- it is settled then! concluded Helena.
- Then sit down! Helena concluded.
- We are the seed of the movement
"Let us Save Nature"
The seed! she repeated.
Valéria soon proposed an action plan:
− It is necessary to write to the children with a vegetable heart
Who then will also write to every nook and cranny of the world

Valéria justified her plan by saying
that everyone needs to know that life
is in danger and life must be saved.
− I believe that when all the children
Know, they will
all refuse to continue
the men’s mistakes… It is crucial, she repeated, that this
message reaches the heart of all
the boys and girls who will be
the men and women of tomorrow.
who will be the fathers and mothers
of new boys
and new girls.
Marta felt the Valéria’s words
and Helena’s song were enchanting,
but it was necessary to engage the soul and the heart
and get to work.
Marta shared this feeling
"Wouldn’t it be a thought?" -
with her friends, who agreed,
and ...
... They all started to think...,
to t-h-i-n-k slowly,
to think with words,
to think carefully,
to think with the thoughts of one and the other,
to think with intelligence and with soul;
to think in tune with the earth, the sea and the air,
and, after so many ordinary thoughts,
decided to give substance to the Valéria’s idea
to write a letter to the boys and girls

of all the nooks and crannies of the world.
• The teacher hands out the last part of the story, in which the three characters decide to create a move-
ment to save nature.
o The decoding of this part of the text will be done by the teacher, so that the students can now
write a letter, following the model of this last part.
WORKSHEET 12
TEXT
They wrote this:
To the heart of all the boys and girls,
The men and women of tomorrow,
The dedication of our voice and little life
To the Nature that we respect in a healthy way.
We decided to meet, love and respect
everything that palpitates and gives new beings to the world,
The hearts that beat, the roots, the flights in the air,
the mountains and the fish in the deep sea.
We decided to save the flowers, the bugs
and the human beings, part of Nature,
conjuring wills, engagements and spells
to reduce, reuse and recycle firmly.
We commit ourselves to reduce the waste production
and the consumption of water and energy,
the use of glass, plastic and cans,
of detergents and skins – with daring audacity!
We are committed to reuse paper,
to recover and keep before being thrown away;
to recharge lighters and batteries, to be faithful
to non-disposable objects - without delay!
We are committed to recycling metal,

plastic, glass, cardboard, wood
separating them well, the usual way
to replenish and balance your entire life.
We will take other firm decisions,
how to defend the trees and animals,
save the coast and the streams from pollution,
avoid the plane, the automobile, pedal along.
This letter - felt, dreamt and thought -
is a safe word of commitment to life.
We are as one with this given word,
because a child’s word is not polluted.
• In pairs, students will then write a letter to the group leader suggesting some actions they can take at their
school to raise awareness in the school community about pollution issues.
• In the end, the students will read their letter to their classmates. (30mins)

WORKSHEET 13
FORMAL LETTER
STRUCTURE OF THE FORMAL LETTER
John Smith
Queen Street
London
Director of __________________ School
Address
London, Month-day-year
“Dear Sir/Madam”
or
“Dear Ms [Surname]”
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__________________
Sincerely,
___________________
(John Smith)
Attached text
Your address at the top
right-hand corner of the
page
Address and name of the
person you are writing to at
the top left hand corner.
The date either on the right
hand side of the page, a
few lines below your ad-
dress, or on the left side of
the page a few lines below
the other person’s address.
Write the greeting on
the left side of the
page a few lines below
the heading.
Sign off the letter with an ap-
propriate salutation: ‘Sincere-
ly’, ‘Cordially’, and ‘Best’. After
the salutation, skip a few lines:
your name.
Once you have printed the
letter, sign your name with a
pen in the blank space.

WORKSHEET 14
INTEGRAL TEXT
LITTLE GREEN HEARTS
Written by Illustrated by
João Manuel Ribeiro Susana Lima
Editora: OPERA OMNIA
Once upon a time there were ...
... three little girls with a vegetable heart:
Marta, Valéria and Helena.
Marta met Valéria in a certain afternoon, at the valley:
With her hair blowing,
Valéria walked down the valley,
At the green valley,
Valéria.
Marta saw Valéria talking to the stream
Running through the stones,
And the stream, running through the stones,
Talked her back.
The words of the stream had inside
A crying scream against men’s ignorance.
They don’t know the evil they are doing.
They are covering Nature with mercury, zinc and lead
and other chemical products.
Making fish sick
And trees and plants miserable and sad.
The rain, which Valéria liked feeling down her face,
Was also said to be polluted when coming down the sky
And falling into the sea water.
Valéria, with the fish, the plants, the trees,

And the rain in her thought, heard the sea saying:
− If men are out of their minds, the sea can die
And if men cannot live without the sea ...
− And they cannot live without air, too …
which should be transparent but it is also polluted
− added Valéria.
And the air confirmed Valéria’s words,
Pointing out to the causes of his ilness:
− Factory chimneys,
Cars,
Airplanes...
− ... and the tinny lead shots
of one hundred and fifty thousand rifles
− added the duck,
putting the duck hen outside the conversation,
and he told Valéria about the evil hunters
about the ducks, the geese, the birds and man himself.
− All the children of the world,
Who will be tomorrow’s men, need to save Nature!
− said Valéria, washed in tears .
You have to save ...
... the rivers and streams,
the lakes and ponds,
the fish and the tinny fish,
the corals, the seafood,
the shells and the little shells,
the sea,
the air, the oxygen, the wind,
the clouds, the rain,
the call ducks, the mallards and the geese, all the birds,
and all the men and Valéria, and all the Valérias of the world

Marta met Helena on the day
they decided to save a tree.
When the lumberjacks arrived, there were children
sitting on the trunks and around the tree.
Helena was there too.
Those boys and girls holding hands
Were teaching adults
That all the axes in the world
Are not worth what is alive,
With roots underground
Which belongs to all of us.
On that day, Martha discovered that Helena
she was a dreamer.
She dreamt of a land
where everything is green and flowery
because men love nature
and know the duty of respect they owe it.
She dreamt of trees loaded with fruits,
with rabbits roaming freely everywhere
and with the birds flying in flock.
In this dream land Helena has,
although all people respect nature,
nothing is perfect, and in the midst of so many good people,
there was a big-bellied man with a big moustache
which had a trapped lark.
On one occasion, Helena opened the trap door.
and released the bird, which flew very high
and he told all the birds the deed of Helena.
Then the birds sang for the reason of their joy

and of their song – the deed of Helena
and in her, of all the children.
The lark, which represented all the birds of the world,
laid in Helena's hand an egg
- with a life inside -
and the egg whispered to Helen:
− It is not enough to liberate, we must defend and preserve.
If so, - the egg continued - it may be that a dream rainbow
will scratch the horizon in a message of hope
and that respect for nature will be a kiss
to the future and to all hopes and flights.
Marta does not speak with Nature as Valéria does,
nor she dreams of a green and flowery land like Helen.
Marta just feels with her vegetable heart.
She feels the pain of the earth and the water
surrounded by poisons and garbage.
She feels the knot in her throat strongly affected by the dense air
of fumes and acids that kill your breath.
Does she feel the irresponsibility –or evil?
of the men who change life for death,
the Nature and its excessive desire of wealth
the happy future of the ephemeral present.
She feels her painful heart, anesthetized by alienation
of so many boys and girls that continuing like this
will not even be men and women of tomorrow.
She feels and suffers and she cannot be still nor quiet
Nor silent, unaware of herself and the world.

She feels and discovers that alone, by herself
There is little or nothing she can do.
She feels that in Valéria and in Helena
- and in all the boys and the girls who love life -
there are allies to save Nature.
Tuned in to speaking, to dreaming and to feeling,
Valéria, Helena and Marta
have decided to create a movement thirsty
for gestures and attitudes of each well-informed person,
with a strong sense of responsibility
concerning the protection of the environment,
in all its human dimension.
This movement should have a challenging name.
It could be called
"Save Nature"
- suggested Valéria.
Marta, who knew Valéria as the palm of her hands,
and who also felt the breath of the words, added
Valéria, you may want to say, "Let us Save Nature."
- You 're right! admitted Valéria.
- We cannot exclude ourselves from this task.
- it is settled then! concluded Helena.
- Then sit down! Helena concluded.
- We are the seed of the movement
"Let us Save Nature"
The seed! she repeated.
Valéria soon proposed an action plan:
− It is necessary to write to the children with a vegetable heart
Who then will also write to every nook and cranny of the world

of all the nooks and crannies of the world.
They wrote this:
To the heart of all the boys and girls,
The men and women of tomorrow,
The dedication of our voice and little life
To the Nature that we respect in a healthy way.
We decided to meet, love and respect
everything that palpitates and gives new beings to the world,
The hearts that beat, the roots, the flights in the air,
the mountains and the fish in the deep sea.
We decided to save the flowers, the bugs
and the human beings, part of Nature,
conjuring wills, engagements and spells
to reduce, reuse and recycle firmly.
We commit ourselves to reduce the waste production
and the consumption of water and energy,
the use of glass, plastic and cans,
of detergents and skins – with daring audacity!
We are committed to reuse paper,
to recover and keep before being thrown away;
to recharge lighters and batteries, to be faithful
to non-disposable objects - without delay!
We are committed to recycling metal,
plastic, glass, cardboard, wood
separating them well, the usual way
to replenish and balance your entire life.
We will take other firm decisions,

how to defend the trees and animals,
save the coast and the streams from pollution,
avoid the plane, the automobile, pedal along.
This letter - felt, dreamt and thought -
is a safe word of commitment to life.
We are as one with this given word,
because a child’s word is not polluted.
Sessions
18/19
WORKSHEET 15
LITTLE GREEN HEARTS
I have three friends,
of vegetable heart.
Are three friends
as there is no equal.
I have a friend
called Valéria;
save the planet
For her it is serious.
I have a friend
called Helena;
defend the planet
is a worthwhile task.
I have a friend
called Marta;
to fight the trash
she never gets enough.
It is necessary to know,
love and respect
everything that pulsates
on land and in the sea.
It is necessary to reduce,
reuse and recycle
all that is possible
for the planet to preserve.
It is necessary to decide,
with the heart and the head,
and decide well (well, well)
even if you do not feel like it.
We read the letter
which was written for us;
it is a strong message
and also, very beautiful.

They founded a movement
"Save Nature."
This movement is also mine,
(my, my, my ...)
you can believe, with all certainty.
Everyone needs to know
that life is in danger
and get to work,
do whatever it takes.
Like Valéria, Helena and Marta
a responsible trio,
we want the world to be
a liveable place.
Our little heart is green,
green as the forest;
green and all colours
that life lends to you.
João Manuel Ribeiro
NOTE: Each activity concluded successfully throughout the project will be given 5 points.

WORK PROPOSAL II
Session 1
WOOKSHEET 1
EXERCISE
READING FLUENCY ASSESSMENT TEXT
THE ENCHANTED SHOES 4
Once upon a time, there was a very beautiful woman who had a hostel. She asked all the over-
night travellers if they had seen a more beautiful woman than her.
One day a traveller said to her:
− Even now I saw a prettier woman combing at a window.
− Oh! It was my daughter! Well, I will have her killed.
So, she sent two servants to take her to the hill to kill her. The young woman asked them not to
kill her, to leave her and she promised not to return home. The servants had pity on her and left
her on the hill. The young woman walked aimlessly until she came to a mountain range and saw a
house. As it was late, she thought of asking if they were welcoming her, but found no one. Then she
went in and made supper. As soon as she finished, she hid herself. Then the thieves came from
making a robbery and when they saw the supper made, they said:
− Oh! I wish we knew who made the supper! If anyone is there, let him or her appear.
And she came to them and told them what had happened to her, poor thing, and they said:
− Now, don't worry. You can stay with us and we will pretend that you are our sister.
From then on, the thieves would go to their robberies and she would stay home. They liked her
very much, cherished her very much, and treated her well.
COELHO, Adolfo. Portuguese folk tales. 5. ed. Lisbon: Don Quixote, 1999. pp. 186-7
4
The tale was adapted to the current Portuguese, and some changes had to be made, as the older popular
language would bring problems to the understanding of the story by the young people.

Session 2
WORKSHEET 2
EXERCISE
1. Read the following text and circle the correct word.
2. You have 2.5 minutes to complete the exercise.
Text
One day an old woman, who was always working from land to land, passed by the house of the young
woman’s mother and she said to the old lady:
− You eat in many lands, tell me (if/that/what) you have seen a more beautiful face
(then/than/that) mine.
And she (sang/asked/answered):
− Yes, I have. I saw a girl who was more (ugly/nice/beautiful) than you on thehill.
− And when are (we/you/them) going there? I want you to take (her/him/it) some shoes. She
gave the old woman (few/three/some) shoes and said to her:
− Take them (and/but/when) tell her that it is her mother (that/who/it) sends them, and she must
put (them/you/some) on before you leave. I want to (make/will/want) sure she puts them on.
Do not (remember/say/forget) I’m paying you well!
The woman took (the/it/then) shoes. She got there and said to (her/me/them):
− Here is a surprise that your mother (sends/gave/leave) you. She said to her:
− I do (no/not/note) want any shoes here! My brothers give (me/you/her) the shoes I want. I do
not (want/went/what) them.
The old woman insisted on her (that/so/and) much that she took them. She put (two/one/both) on,
and one eye closed; she put the other (in/on/off), and the other eyeclosed and she(fell/felt/fall) dead.
Then came the thieves, wept a (lot/little/ something) at her side, mourned her very much,
(but/and/then) then said:
− This face will not go (under/below/underground). We will take her in a coffin (and/to/in) the
mountains because the king's son goes (hunting/fishing/running) and he'll see thisflower.
Then (them/her/they) took her to the mountains. When the (Queen’s/Princess’s/King's) son came
and saw her, he (lost/put/found) her very beautiful, and then he took (him/them/her) shoe off and she

opened one eye, (she/it/he) took the other shoe, she opened the other eye, and (she/he/them) was alive.
Then he took her home (and/but/for) married her.
EXERCISE CORRECTION
Original text
− You eat in many lands, tell me if you have seen a face more beautiful than mine. And she an-
swered:
− Yes, I have. I saw a girl who was more beautiful than you on the hill.
− And when are you going there? I want you to take her some shoes. He gave the old woman
some shoes and said to her:
− Take them and tell her that it is the mother who sends them, and she must put them on before
you leave. I want to make sure she puts them on. Do not forget I’m paying you well!
The woman took the shoes. She got there and said to her:
− Here is a surprise that your mother sends you. She said to her:
− I do not want any shoes here! My brothers give me the shoes I want. I do not want them.
The old woman insisted on her so much that she took them. She put one on, and one eye closed; she
put the other on and the other eye closed and she fell dead.
Then came the thieves, wept a lot at her side, mourned her very much, and then said:
− This face will not go underground. We will take her in a coffin to the mountains because the
king's son usually goes hunting there and he'll see this flower.
Then they took her to the mountains. When the King's son came and saw her, he found her very beau-
tiful, and then he took her shoe off and she opened one eye, he took the other shoe, she opened the other
eye, and she was alive. Then he took her home and married her.

WORKSHEET 3 - FULL TEXT
THE ENCHANTED SHOES5
Once upon a time, there was a very beautiful woman who had a hostel. She asked all the overnight
travellers if they had seen a more beautiful woman than her.
One day a traveller said to her:
− Even now I saw a prettier woman combing at a window.
− Oh! It was my daughter! Well, I will have her killed.
So, she sent two servants to take her to the hill to kill her. The young woman asked them not to kill
her, to leave her and she promised not to return home. The servants had pity on her and left her on the
hill. The young woman walked aimlessly until she came to a mountain range and saw a house. As it was
late, she thought of asking if they were welcoming her, but found no one. Then she went in and made
supper. As soon as she finished, she hid herself. Then the thieves came from making a robbery and when
they saw the supper made, they said:
− Oh! I wish we knew who made the supper! If anyone is there, let him or her appear.
And she came to them and told them what had happened to her, poor thing, and they said:
− Now, don't worry. You can stay with us and we will pretend that you are our sister.
From then on, the thieves would go to their robberies and she would stay home. They liked her very
much, cherished her very much, and treated her well.
− You eat in many lands; tell me if you have seen a face more beautiful than mine. And she an-
swered:
− Yes, I have. I saw a girl who was more beautiful than you on the hill.
− And when are you going there? I want you to take her some shoes. He gave the old woman
some shoes and said to her:
− Take them and tell her that it is the mother who sends them, and she must put them on before
you leave. I want to make sure she puts them on. Do not forget I’m paying you well!
The woman took the shoes. She got there and said to her:
− Here is a surprise that your mother sends you. She said to her:
− I do not want any shoes here! My brothers give me the shoes I want. I do not want them.
The old woman insisted on her so much that she took them. She put one on, and one eye closed; she

put the other on and the other eye closed and she fell dead. Then came the thieves, wept a lot at her side,
mourned her very much, and then said:
− This face will not go underground. We will take her in a coffin to the mountains because the
king's son usually goes hunting there and he'll see this flower.
Then they took her to the mountains. When the King's son came and saw her, he found her very beau-
tiful, and then he took her shoe off and she opened one eye, he took the other shoe, she opened the other
eye, and she was alive. Then he took her home and married her.
5 The tale was adapted to current Portuguese, and some changes had to be made, as the older popular
language would pose problems for young people to understand the history.

Session 3
TABLE 3
TIMETABLE
Name:
DATE CONTENT RESOURCES DURATION SCORE
1/5/10/15/20
Session 1 Reading fluency
assessment
Worksheet 1
Table 2
45 mn
Session 2 Reading
comprehension as-
sessment
Worksheet 2
Worksheet 2Correc-
tion Worksheet 3
Timetable 2
45 mn
Session 3 Implementation
ofPALS
Timetable 45 mn
Sessions
4/5
Introduction to the
study of the
traditional tale
Worksheet 4
Worksheet
4 Correction
Cards 1
Worksheet 5
Worksheet 5
Timetable 4
Table 1
45 mn+ 45
mn
Sessions
6/7
Exploration of the tale:
“Little red riding hood”
Worksheet 7
Worksheet 8
45 mn + 45
mn
Sessions
8/9/10
Text reading. Recount
with puppets
Worksheet 8
Worksheet 9
45 mn+ 45
mn
Sessions
11/12
Writing workshop
Worksheet 10
Worksheet 11
45 mn+ 45
mn
Sessions
13/14/15
Building a carousel Car-
ousel book
3 x 45 mn
what we know what we want to know what we think we know what we learned

Analysis of a popular tale
Historically, intellectual interest in the folk tale arose in the 17th century, when, in 1697, Charles
Perrault published the first collection of French folk tales, which included such well-known stories as
"The Cinderella", "The Little Red Riding Hood" and “Puss in Boots ". This interest in popular litera-
ture was heightened in the nineteenth century, with the work of the Grimm brothers in Germany
and Hans Christian Andersen in Denmark. In Portugal, researchers such as Teófilo Braga, Adolfo Coe-
lho, Leite Vasconcelos, and Consiglieri Pedroso stood out in this task.
The tale is a precious resource in inclusive education, especially with students with AED, as it not
only helps young people develop with emotional balance but also helps them think and experience
the world. Tales are a fictional narrative, where fantasy, supernatural gifts, characters (wizards,
witches, princes, princes, kings, ordinary people) and magical objects that are part of the stories are
present. Many of the present elements are taken from the direct (and detailed) observation of men,
life, passions or customs, and the morality we can derive from them usually derives from the acts
we witness. The characterization of the characters is brief and stereotyped: the heroes focus on the
positive traits, while the villains highlight all the negative aspects of the human personality. In this
way good and evil are personified and the victory of the first over the second is insistently manifest-
ed.
This feature allows young people to better understand the essence of the story, as each character
exhibits expected and logical behaviours.
In short, we can say that the tales had (have) an entertainment function and an educational func-
tion. On the one hand, they were one of the ways to occupy their free time, usually the evenings,
reinforcing the ties of conviviality between the members of the community and awakening the im-
agination of the assistants. Through them it was possible to compensate for the harshness and mo-
notony of everyday life by fleeing to distant worlds and living exciting roles and situations. On the
other hand, they gave the elders a privileged instrument to lead the younger ones to internalize
values and behaviours considered acceptable.

Text: “Little red riding hood”.
Theme: Kindness / Respect
Sessions 4/5
WORKSHEET 4 – Memory game
MEMORY GAME
Game Dynamics
o Each student is given a deck of cards.
o After everyone has their deck, the teacher explains the rules of the game:
Objectives:
• identify the same cards by memorizing their location;
• develop concentration ability playfully;
• motivate students to study the tale.
Number of participants: Individual.
Pieces: Card with the rules of the game;
o 20 cards with images referring to the traditional tale: "The Three Bears".
o 2 cards with characters from various tales.
Rules:
o the pieces must be shuffled and then arranged in four columns with four rows;
o the cards must be face down;
o each participant will have 2 minutes to find out the maximum pairs;
o the student who finishes first will be the winner.
In a second moment, the student is called to:
▪ identify a character on the card;
▪ refer to which tale the character belongs to;
▪ tell at least one aspect of the story to which the character belongs
(At the first incorrect answer, the student sits down, and another student is called; the answer will have
to be immediate)
o Students will be given a card to record the correct/wrong answers from each
participant.
o NOTE: The winner of the game will accumulate 10 points.

Worksheet 5
TO WHAT STORY DO I BELONG?
1. Identify a character from traditional tales.
2. Identify the story to which it belongs.
3. Tell a little of the story.
4. It is not possible to choose a character already chosen.
CARD 1
- The three Little Pigs;
- Snow White and the seven dwarfs;
- The girl of the matches;
- The little thumb;
- The princess and the pea grain.

CARD 2
CARD 3
- Hansel and Gretel and the Gingerbread House;
- The Little Red Riding Hood;
- The wolf and the seven goats.
- Alice in Wonderland.
- Pinocchio;
- Sleeping Beauty;
-The Little Red Riding Hood;
- Puss in Boots.

TABLE 4
TO WHAT STORY DO I BELONG?
Name Who am I? To what story do I
belong?
Do you really know my story? Show me
what you know.
PUNCTUATION
5 5 10
1.
2.
…
NOTE: Points recorded on the card will accumulate with those of the class.
After this activity, the students will predict what will happen, giving some details of the story, in dialogue
with the teacher. The conclusions will be recorded on the table below. It was adapted from Englert and
Mariage (1991, cited by Martins, 2008). This table will follow throughout the study of the tale.
TABLE 5 – Little red hiding hood
LITTLE RED HIDING HOOD
QUESTIONS
NAME
What we already
know
What we want to
know
What we think we
know
What we
have learned
PUNCTUATION
5 5 5 10
1.
2.
…

Sessions 6/7
Worksheet 6 – “Little Red Riding Hood”
TALE
Little Red Riding Hood 6
Once upon a time there was a woman in a mountain range who had two daughters. The first was
called Maria.
One day, the girl’s grandmother went to the mountains and found the older girl. The girl went to her
grandmother and kissed her hand and the grandmother said:
− Let it be, my girl, that I will give you a little red hat. Go to my house to pick it up.
− The girl went to her mother's house, crying that she would make her a cupcake to take to her
grandmother and the other sister was at home full of anger.
The mother asked her:
− So, how do you know your grandma? The girl answered:
− "I know, because I've been with her”, and she said, “She'll give me a little red hat."
Her mother made her the cake and had her take it to her grandmother.
− The girl was walking very happy and, coming to a path, found a man-wolf (has part of man and
part of wolf, but not the same as werewolf).
The girl was eating blackberries from a ditch and the wolf-man asked her:
− What are you doing there, girl? She answered:
− I am eating blackberries.
The wolf-man asked him again:
− What are you carrying around?
She said:
− I am taking a cupcake here for my grandma.
The wolf as soon as he heard this said:
− You go here, that I go there, to see who arrives there first.
Portuguese folk tales, Consiglieri Pedroso
6 Adapted, with punctuation and division into altered paragraphs, from Consiglieri Pedroso. 1984. Portuguese
Po- pular Tales. 5th edition. Lisbon: See (pages 270 to 274)

Worksheet 7
DID YOU LISTEN TO MY STORY?
I
Game Dynamics
o Each student is given a deck of cards.
o After everyone has their deck, the teacher explains the rules of the game:
Objectives:
− select and sort the cards according to the excerpt from the story read;
− develop team spirit and mutual help;
− develop the ability to visualize a text;
− identify and justify emotions;
− motivate students to study the short story.
Number of participants:
The game can be played with 6/8 students, who will have to join in pairs.
Pieces:
− Card with the rules of the game;
− 10 cards with images referring to the traditional tale: “The Little Red RidingHood”.
Rules:
− Each group:
▪ puts the cards face up;
▪ selects and sorts the cards – 5 minutes;
▪ must be able to retell the story.
The group that successfully passes both phases of the game will win. This will accumulate 20 points
(10 for selection and organization + 10 for retelling). If the group has only the first part right, it will have
10 points. Any other situation will not be contemplated.

Sessions 8/9/10
Worksheet 8
Roleplay TEXT
He arrived first and knocked on the door.
The old woman came and opened the door and said:
− Come in, my little granddaughter, you must be cold. And grandma fell asleep.
Soon the girl came and knocked on the door. The wolf-man spoke instead of his sleeping grand-mother:
− Come in, girl, the door is open.
The girl came in and went to the bed with the wolf, thinking it was her grandmother. Then the little girl
began to run her hand over her grandma’s body saying:
− Grandma, why do you have so much hair all over your body?
The wolf answered:
− It is to not be cold during the day, my little granddaughter.
The girl asked again:
− And why do you have such long
legs? The wolf said:
− "It's to run a lot, to walk a lot in a short time."
When they were having this conversation, the grandmother (who was a fairy) woke up and prepared to
enchant the wolf.
− Oh Grandmother, why do you have such a long arm?
The wolf answered:
− It is to hold you tight, my girl. The girl asked again:
− And why do you have such a wide mouth?
− It is to eat you well, answered the wolf, and your grandmother too.
And the wolf was going to eat the little girl.
Suddenly the grandmother got up very quickly and hit her with her magic wand. And the wolf was en-
chanted.
Then his grandmother filled it with rockets and sunflowers, set it on fire. As soon as the wolf felt the
burning hair, it fled, which was what the old woman wanted. And then the wolf fell into a well and

drowned.
Then grandmother told the girl off for talking to the wolf on the way to her house.
The girl told her that he wanted to eat her, but she told him that she would pass by again. Grandma told
her not to do that again.
Then she said to her:
− Now, take the little red hat I promised you. Always talk well to everyone, make everyone
happy, and if anyone asks you for water, give it to him willingly. You will be happy.
Ten the girl returned to her mother's house on the hill. She had nothing but a little red hat.
The other sister was very angry that she did not have a little hat too.
Later one day the mother sent the youngest to fetch water, but she refused. The older one volunteered
soon and said:
- Oh, my little mother, give me that and I will go.
And so, it was.
PEDROSO, Consiglieri, Portuguese Traditional Tales
Worksheet 9: “The Little Red Riding Hood”
A. As you read the text you were certainly invaded by very different feelings: fear, anger, amaze-
ment, surprise…
i. You will then identify the feelings of the characters in thestory in the transcribed sentences.
ii. Do not forget to go to the text to contextualize the reactions of the characters. Underline
them to guide you through the proposed exercise.
iii. To help you, you have the "feeling clubs" below.

Alexas_Fotos from Pixabay
THE LOVE CLUB
interest
inspiration
goodness
attachment
passion
affection
THE JOY CLUB
fun
gratitude
enthusiasm
charm / dazzle
happiness
frenzy
Leonardo Valente fromPixabay
THE TRUST CLUB
calm
relaxation
serenity
acceptance
optimism
admiration
B. THE “FEELINGS CLUBS”
THE SURPRISE CLUB
distraction
amazement
uncertainty
indecision
frenzy
amazement
flockine from Pixabay
THE SADNESS CLUB
disappointment
concern
disgust
lack
tiredness / weakness
despair
Paolo Ghedini from Pixabay
THE FEAR CLUB
seizure
concern
fear
anxiety
panic
dread

Pexels from Pixabay
THE SHAME CLUB
vulnerability / fragility
embarrassment
guilt
remorse
humiliation
aixklusiv from Pixabay
THE REPUGNANCE CLUB
boredom
discomfort
discouragement
betrayal
loathing
aversion / dislike
Lorak27 from Pixabay
THE ANGER CLUB
impatience
annoyance
restlessness
irritation
fury
rage
C. Put the emotion (s) present at the front of the sentence, justifying your choice.
1. Come in, my little granddaughter, you must be cold.
2. Come in, girl, the door is open.
3. Oh, my grandmother, why do you have so much hair on your body?
4. And why do you have such a wide mouth?
5. Suddenly grandmother got up very quickly and hit her with her magicwand.
6. As soon as the wolf felt the burning hair, it fled, which was what the old woman wanted.
7. Then grandmother told the girl off for talking to the wolf on the way to her house.
8. Grandma told her not to do that again.
9. Always talk well to everyone, make everyone happy, and if anyone asks you for water, give
it to him willingly. You will be happy.
10. Oh, my little mother, give me that and I will go.

Worksheet 10 – Conclusion of the tale
TEXT
She was at the fountain filling the pitcher, and an old woman passed by, the same woman who had
given her the little red hat, but she did not know it because she was dressing differently. The old lady
asked the little girl in the red hat for water and she gave it to her.
Then the old woman said to her:
− Are you the girl in the little red
hat? The girl answered:
− Yes, my lady.
The old woman said to her:
− Listen carefully, do everything always well and treat everyone with respect, and I will
give you a gift, you will blow flowers out of your mouth when you talk to someone.
Then the old woman left.
The girl went home with the water. Her mother scolded her for being late.
And she said:
− Mother, I came now because I was giving water and talking to an old lady and she told
me she would give me a gift.
And she began pouring flowers out of her mouth.
Then her mother asked her what she had done the old woman to give her that gift.
The girl said:
− She asked me for water, and I told her to go drink it at the fountain.
And she said to me:
− Fated be you, the prize you will receive is to blow flowers out of your mouth?
The younger sister was very jealous, and she wanted to go to the water too. And she went. The
same old woman appeared to her and said:
− Oh! Girl, can you give me a drop of
water? She answered her:
− Why should I give you water now? Go and drink it from the fountain!
The old woman said to h e r :
Sessions 11/12

Fated be you, wash your hands and they will never be cleaned; and when you speak, little frogs will
come out of your mouth.
She returned to her mother and she asked her what she had done that had taken so long.
She said:
− Because an old woman passed by. She asked me for water, and I scolded her and told her
to go and drink it from the fountain. And suddenly, she began pouring little frogs out of
her mouth.
Her mother got angry at the older sister and began to beat her for teaching her sister wrong.
The girl in the red hat fled to the hill. She walked around a long time, until she felt dead tired, all rag-
ged and tattered. Then she went to be a servant.
One day a prince, who was hunting, appeared and asked her, seeing her so beautiful, what she
was doing there. The girl told him everything. And she began to pour flowers out of her mouth.
The prince, when he saw this, told her to stay there, that he sent for her to marry him.
Then, the prince prepared a chariot and came to fetch her from the mountains. And so, he did. Then
he received her again as his wife. And the other sister was always pouring the little frogs out of her
mouth.
Worksheet 11 - Full Text
TALE
Little Red Riding Hood7
Once upon a time there was a woman in a mountain range who had two daughters. The first was
called Maria.
One day, the girl’s grandmother went to the mountains and found the older girl. The girl went to her
grandmother and kissed her hand and the grandmother said:
− Let it be, my girl, that I will give you a little red hat. Go to my house to pick it up.
− The girl went to her mother's house, crying that she would make her a cupcake to take to her
grandmother and the other sister was at home full of anger.
The mother asked her:
− So, how do you know your grandma? The girl answered:

− "I know, because I've been with her”, and she said, “She'll give me a little red hat."
Her mother made her the cake and had her take it to her grandmother.
− The girl was walking very happy and, coming to a path, found a man-wolf (has part of man and
part of wolf, but not the same as werewolf).
The girl was eating blackberries from a ditch and the wolf-man asked her:
− What are you doing there, girl? She answered:
− I am eating blackberries.
The wolf-man asked her again:
− What are you carrying around?
She said:
− I am taking a cupcake here for my grandma.
The wolf as soon as he heard this he said:
You go here, that I go there, to see who arrives there first.
He arrived first and knocked on the door.
The old woman came and opened the door and said:
− Come in, my little granddaughter, you must be cold. And grandma fell asleep.
Soon the girl came and knocked on the door. The wolf-man spoke instead of his sleeping grand- moth-
er:
− Come in, girl, the door is open.
The girl came in and went to the bed with the wolf, thinking it was her grandmother. Then the little girl
began to run her hand over her grandma’s body saying:
− Grandma, why do you have so much hair all over your body?
The wolf answered:
− It's to not be cold during the day, my little granddaughter. The girl asked again:
− And why do you have such long legs? The wolf said:
− "It's to run a lot, to walk a lot in a short time."
When they were having this conversation, the grandmother (who was a fairy) woke up and prepared
to enchant the wolf.
− Oh Grandmother, why do you have such a long arm? The wolf answered:
− It's to hold you tight, my girl. The girl asked again:
− And why do you have such a wide mouth?

− It's to eat you well, answered the wolf, and your grandmother too.
And the wolf was going to eat the little girl.
Suddenly the grandmother got up very quickly and hit her with her magic wand. And the wolf was en-
chanted.
Then his grandmother filled it with rockets and sunflowers, set it on fire. As soon as the wolf felt
the burning hair, it fled, which was what the old woman wanted. And then the wolf fell into a well
and drowned.
Then grandmother told the girl off for talking to the wolf on the way to her house.
The girl told her that he wanted to eat her, but she told him that she would pass by again. Grandma
told her not to do that again.
Then she said to her:
− Now, take the little red hat I promised you. Always talk well to everyone, make everyone
happy, and if anyone asks you for water, give it to him willingly. You will be happy.
Ten the girl returned to her mother's house on the hill. She had nothing but a little red
hat. The other sister was very angry that she did not have a little hat too.
Later one day the mother sent the youngest to fetch water, but she refused. The older one volun-
teered soon and said:
− Oh, my little mother, give me that and I will go.
And so, it was.
She was at the fountain filling the pitcher, and an old woman passed by, the same woman who had
given her the little red hat, but she did not know it because she was dressing differently. The old lady
asked the little girl in the red hat for water and she gave it to her.
Then the old woman said to her:
− Are you the girl in the little red hat? The girl answered:
− Yes, my lady.
The old woman said to her:
− Listen carefully, do everything always well and treat everyone with respect, and I will give
you a gift, you will blow flowers out of your mouth when you talk to someone.
Then the old woman left.
The girl went home with the water. Her mother scolded her for being late.
And she said:
− Mother, I came now because I was giving water and talking to an old lady and she told me

she would give me a gift.
And she began pouring flowers out of her mouth.
Then her mother asked her what she had done the old woman to give her that gift.
The girl said:
− She asked me for water, and I told her to go drink it at the fountain.
And she said to me:
− Fated be you, the prize you will receive is to blow flowers out of your mouth?
The younger sister was very jealous, and she wanted to go to the water too. And she went. The
same old woman appeared to her and said:
− Oh! Girl, can you give me a drop of water? She answered her:
− Why should I give you water now? Go and drink it from the fountain!
The old woman said to h e r :
Fated be you, wash your hands and they will never be cleaned; and when you speak, little frogs will
come out of your mouth.
She returned to her mother and she asked her what she had done that had taken so long.
She said:
− Because an old woman passed by. She asked me for water, and I scolded her and told her
to go and drink it from the fountain. And suddenly, she began pouring little frogs out of her
mouth.
Her mother got angry at the older sister and began to beat her for teaching her sister wrong.
The girl in the red hat fled to the hill. She walked around a long time, until she felt dead tired, all rag-
ged and tattered. Then she went to be a servant.
One day a prince, who was hunting, appeared and asked her, seeing her so beautiful, what she
was doing there. The girl told him everything. And she began to pour flowers out of her mouth.
The prince, when he saw this, told her to stay there, that he sent for her to marry him.
Then, the prince prepared a chariot and came to fetch her from the mountains. And so, he did. Then
he received her again as his wife. And the other sister was always pouring the little frogs out of her
mouth.

Students will build a carousel book, inspired by the story studied.
Sample photo of Edicare's Carousel Book (Grimm Brothers Traditional Story)
Sessions 13/14/15

Melody - compreensão na leitura- INGLÊS

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