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by Lorraine Griffith

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 Readers’
Theater
Inspired by stories from [Link]
by Lorraine Griffith

Starfall ®
 About the Author
Lorraine Griffith is a fifth-grade teacher at West Buncombe
Elementary School in Asheville, North Carolina, and an author of
Readers’ Theater scripts and fluency research. Lorraine says, “Even
non-readers can be successful with the scripts I’ve written for Starfall.
They will learn to read the other parts by tracking them – therefore
each script has a long shelf life for repeating the scripts later in the
year, assigning harder parts.”

Recommended Reading
Griffith, L. W., Rasinski, T. (2004). A focus on fluency: How one teacher
incorporated fluency with her reading curriculum. The Reading
Teacher 58, 126-137.

Armbruster, B.B., Lehr, F., Osborn, J. (2003). Put Reading First: The
Research Building Blocks of Reading Instruction. 2nd Edition.
[Link]
(11/11/09).

Rasinski, T.V. (2003). The Fluent Reader. New York: Scholastic.

Copyright ©2022 by Starfall Education. All rights reserved. Starfall® and [Link]® are registered
trademarks in the U.S., the European Union, and various other countries.
This document may be reproduced by individuals for non-commercial use in their own school or home,
but any other reproduction is not allowed without written permission from the publisher.
Starfall Education Foundation is a publicly supported nonprofit organization, 501(c)(3)

ISBN: 978-1-59577-129-2

Starfall Education Foundation

P.O. Box 359, Boulder, Colorado 80306
 Table of Contents
Introduction.................................................... 4
Get the most from this book............................ 6
1. Dune Buggy..................................................... 8
2. Just a Nail, a Leaf, and a Cake of Soap..............11
3. Wolves........................................................... 15
4. Penguin Poetry................................................ 19
5. The Lion and the Mouse...................................23
6. A Trip to the Farm.......................................... 28
7. Earth Day, Earth Day...................................... 32
8. King Midas Gets His Wish............................... 37
9. Yay-Gung Loves Dragons................................. 42
10. A Huge Wooden Horse..................................... 47
11. The Maze........................................................ 52
12. I Like Who I Am...............................................58
13. Tory and Glory................................................. 62
14. Surfer Girl....................................................... 6 6
15. The Little Red Hen and Her “Not I” Friends..... 71
16. Chicken Little (The Sky Is Falling)....................77
17. The Four Friends............................................. 82
18. Mr. Bunny’s Carrot Soup.................................. 86
19. One Rice Thousand Gold.................................93
20. The Turnip.......................................................99
 Introduction
When I taught kindergarten, preparing children to decode was
my primary reading objective. That all changed when I was
assigned to teach fourth grade. I assumed that because these
children already knew how to read, that teaching would be a
piece of cake. Then reality hit. The children could decode, but
they did not seem to understand what they were reading. When
they read aloud, they sounded like robots. They did not have the
effortless expression characteristic of fluent readers. I wondered,
is this why they don’t understand?

I read extensively and quickly realized that fluent reading is a

key to comprehension, and should be cultivated from the outset
of the reading experience. The research advocated that children
re-read familiar text, both prose and poetry, and that by doing so
would hear the music of language and magically understand the
text. I had my doubts. I knew that the children would not take
enthusiastically to rote re-reading for the sake of practice. There
had to be a better way. I turned to Readers’ Theater.

Readers’ Theater powerfully impacts not only children’s ability to

decode, but also their ability to understand what they are
reading. Here’s how it works:

 Children read and re-read their “parts,” improving at

each pass. To master their part, they must apply
decoding strategies and learn new words. They are
motivated to practice, in order to improve for their
performance.

 Each rehearsal deepens their appreciation for the

written word. As they refine their expression, the
static print begins to connect to their vibrant oral
language—and the words come to life.

6
  When the scripts are performed, the actors of all levels
read alongside each other, tracking each word as it is
read. All of the children have access to the same text,
containing phrases within and beyond their reading
ability, modeled fluently by their peers.

The results in my classroom were phenomenal. Most struggling

readers rose to grade level in just one year!

The stories and activities at [Link] inspired this

collection of Readers’ Theater Scripts. Each script contained within
has parts to accommodate a variety of reading abilities. Rich
vocabulary and idiomatic language will challenge advanced
readers. On-level readers will encounter longer sentences com-
posed of phonetically regular and high-frequency words.
Struggling readers will meet with confidence shorter sentences
and repetitive phrases.

Readers’ Theater is a proven, research-based method to build

reading fluency—and most importantly, children love it! I am
convinced that you’ll find this book to be an invaluable tool in
your reading program.

On with the show!

Lorraine Griffith

7
 Get the most from this book

Required classroom time is generally 2 hours over 5 days.

During each rehearsal, children should follow along, tracking
each word as it is read. For extra practice, partner children to
read aloud to each other, send a copy of the script home, or
rehearse with the child one-on-one.

Be sure to familiarize yourself with each script and rehearse

your own “performance” before introducing it to your class.
You will notice each part is written to accommodate different
reading abilities. Though it is not necessary to assign parts by
ability, this feature makes it possible to scaffold or challenge
readers as you choose.

Day 1: Introducing the Script and Assigning Parts

Create enthusiasm for the script by connecting it to its online
or printed counterpart. Read the script aloud, modeling
fluent reading. Discuss how tempo, voice, and volume convey
the meaning of the words and improve the overall listening
experience. Re-read the script line by line, and ask the children
to echo you. Read one of the lines without expression. Discuss
the difference.

To ensure the children comprehend the script, ask them to

identify vocabulary they do not understand. Write each
vocabulary word on the board and define it. Choose volunteers
to use these words in sentences. Write the words on cards and
reinforce them throughout the week.

Distribute scripts and assign parts. If you do not have enough

parts, children may share and read chorally. Verify that each
child can decode and pronounce all of the words in his or her
part. It may be helpful to have children highlight their lines.

8
Day 2: Shaping a Phrase
Explain that meaning is conveyed by chunking groups of
words together into complete thoughts or phrases.
Demonstrate using phrases from the script. Giving particular
words emphasis can also help the reader express meaning.
Help children identify such words. Discuss punctuation cues.

Day 3: Dramatic Interpretation

Discuss the script’s setting and how it might impact the mood
of the characters. Discuss the characteristics of each part and
how these characteristics might affect the way we choose to
express our lines. Encourage children to try a new
interpretation with each reading. Demonstrate how to apply
emotion by saying “Hello!” in a variety of moods (happy, sad,
frightened, etc.). As children rehearse their parts, be certain
they are visualizing and comprehending the events, actions,
and emotions described in the text and are able to express them.

Day 4: Using Our Presentation Voices

Have the children stand, feet comfortably apart, hands
holding the script, throughout the rehearsal. When reading,
their voices should project out over the script to the back of
the room. Some children may confuse projecting their voice
with shouting the words. Demonstrate the difference. Children
read through the whole script multiple times, demonstrating
their interpretation of the text, mastery of words, thoughtful
phrasing, and expression.

Day 5: Performance Day (Whole Group, 30 Minutes)

Invite an audience to watch the performance (parents, school
secretaries, another class, cafeteria workers, custodians). As a
general rule, props are not required.

9
 Dune Buggy
From Dune Buggy, published by Starfall
Find on [Link]: Learn to Read: Row 10, “Dune Buggy”

CAST OF CHARACTERS:

GROUP 1

GROUP 2

10
 Dune Buggy, Dune Buggy,
ALL:
playing in my Dune Buggy.

GROUP 1: We rule the dunes!

GROUP 2: We rule the dunes!

Dune Buggy, Dune Buggy,

ALL:
playing in my Dune Buggy.

GROUP 1: Turn to the left.

GROUP 2: Turn to the right.

Dune Buggy, Dune Buggy,

ALL:
playing in my Dune Buggy.

GROUP 1: Riding on the back wheels.

GROUP 2: Riding on the side wheels.

Dune Buggy, Dune Buggy,

ALL:
playing in my Dune Buggy.

GROUP 1: Driving over dunes.

GROUP 2: Driving under dunes.

11
 ALL: Dune Buggy, Dune Buggy,
playing in my Dune Buggy.

GROUP 1: Spinning and flipping.

GROUP 2: Flipping and spinning.

ALL: Dune Buggy, Dune Buggy,

playing in my Dune Buggy.

GROUP 1: We rule the dunes!

GROUP 2: We rule the dunes!

12
 Just a Nail,
a Leaf, and
a Cake of Soap
From Soap Boat, published by Starfall
Find on [Link]: Learn to Read: Row 11, “Soap Boat”

CAST OF CHARACTERS:

GROUP 1

GROUP 2

GROUP 3

13
GROUP 1: Just as the soap boat is put in
the sea,
GROUP 2: it begins to sail away.
GROUP 3: Just a nail, a leaf, and a cake
of soap.

Just as the soap boat is sailing

GROUP 1:
away,
GROUP 2: the soap boat is lost in the sea.
GROUP 3: Just a nail, a leaf, and a cake
of soap.

GROUP 1: Just as the soap boat is lost in

the sea,
GROUP 2: a curious fish swims by.
GROUP 3: Just a nail, a leaf, and a cake
of soap.

GROUP 1: Just as the fish swims by the

soap boat,
GROUP 2: a whale swims under the boat.
GROUP 3: Just a nail, a leaf, and a cake
of soap.
14
GROUP 1: Just as the whale swims under
the boat,
GROUP 2: the whale shoots water up into
the air.
GROUP 3: Just a nail, a leaf, and a cake
of soap.

GROUP 1: Just as the whale shoots water up

into the air,
GROUP 2: the soap boat rises up in its spray.
GROUP 3: Just a nail, a leaf, and a cake
of soap.

GROUP 1: Just as the soap boat rises up in

its spray,
GROUP 2: a bird flies over and swoops down.
GROUP 3: Just a nail, a leaf, and a cake
of soap.

GROUP 1: Just as the bird flies over and

swoops down,
GROUP 2: it grabs the soap boat.

15
 Just a nail, a leaf, and a cake
GROUP 3:
of soap.

Just as the bird grabs the

GROUP 1:
soap boat,
GROUP 2: the bird flies to the beach.
Just a nail, a leaf, and a cake
GROUP 3:
of soap.

Just as the bird flies over the

GROUP 1:
beach,
GROUP 2: it drops the soap boat on the sand.
Just a nail, a leaf, and a cake
GROUP 3:
of soap.

Just as the soap boat drops onto

GROUP 1:
the sand, it says,
GROUP 2: “That was quite an adventure
for a nail, a leaf, and a cake
GROUP 3:
of soap!”

16
 Wolves
From Wolves, published by Starfall
Find on [Link]: I’m Reading!: Fiction and Nonfiction, “Wolves”

CAST OF CHARACTERS:

NARRATOR 1 CHILD 7
NARRATOR 2 CHILD 8
NARRATOR 3 CHILD 9
NARRATOR 4 CHILD 10
CHILD 5 CHILD 11
CHILD 6 CHILD 12

17
 After a class finished reading
NARRATOR 1:
a book about wolves,

they went on a field trip to a

NARRATOR 2:
nearby nature center.

The whole class was excited

NARRATOR 3:
about seeing the wolves.

The class walked up to the

NARRATOR 4:
fenced-in habitat of the
gray wolves.

CHILD 9: Look!

CHILD 5: There are the wolves!

CHILD 10: Look!

CHILD 6: There are the babies! Pups!

CHILD 11: Look!

CHILD 7: There are four pups!

18
 CHILD 12: Look!

CHILD 8: There is a mother wolf.

CHILD 5: The father wolf is over there.

The children stood for a long

NARRATOR 1:
time just watching the wolves
and pups.

The wolves were so beautiful

NARRATOR 2:
with their thick white and
gray coats.

They moved gracefully from

NARRATOR 3:
near the den to the clearing.

Just then one of the wolves

NARRATOR 4:
began to howl.

CHILD 9: Listen!

CHILD 6: The father wolf is howling.

CHILD 10: Listen!

19
 CHILD 7: Now the mother is howling, too.

CHILD 11,
CHILD 12: Look!

CHILD 8: You can see their teeth!

Soon it was time for the

NARRATOR 1:
children to leave.

They needed to meet another

NARRATOR 2:
class for a picnic lunch.

NARRATOR 3: But before they left,

the whole class turned back

NARRATOR 4:
around toward the pack of
wolves and said,

ALL: “Good-bye, wolves!”

20
 Penguin Poetry
From Penguin, Penguin, published by Starfall
Find on [Link]: I’m Reading!: Fiction and Nonfiction, “Penguin, Penguin”

CAST OF CHARACTERS:

READER 1 READER 7
READER 2 READER 8
READER 3 READER 9
READER 4 READER 10
READER 5 READER 11
READER 6 READER 12

21
 Our class has learned some
READER 1:
short poems about penguins.

They use their wings as

READER 2:
flippers when they swim.

Here is a poem about

READER 5:
these funny birds.
READER 5,
READER 6,
READER 7,
Penguins, penguins
READER 8:
Birds with wings
But they don’t fly
And they don’t sing.

Penguins have coloring to

READER 3:
keep them safe from enemies.

Some people think they look

READER 4:
like they are ready to go to
a fancy dance.

Here is a poem about

READER 6:
their colors.

22
 READER 9,
READER 10,
READER 11,
READER 12: Black and white
What a sight
They’re all dressed up
In black and white for
Saturday night.

READER 1: Penguins have a funny

way of walking.

READER 2: They use their tails and wings

to keep their balance.

READER 7: Here is a poem about the

way they move.

READER 5,
READER 6,
READER 7,
READER 8: Waddle, waddle
Don’t fall down
Penguins waddling
All around.

READER 3: Penguins are birds that

hatch from eggs.

23
READER 4: The mother lays the egg
on the ice.

READER 1: The father picks it up and

cares for it until it hatches.

READER 2: Then the mother cares

for the tiny chick.

READER 8: Here is a poem about the egg.

READER 1,
READER 2,
READER 3,
READER 4: Father, father
Hold on to the egg
The chick will be born
And for mother he’ll beg.

ALL: We hope you have enjoyed

our poems about penguins.

24
 The Lion and
the Mouse
From Not Too Little to Help, published by Starfall
Find on [Link]: I’m Reading!: Fiction and Nonfiction, “Not Too Little to Help”

CAST OF CHARACTERS:

READER 1 READER 7
READER 2 READER 8
READER 3 READER 9
READER 4 READER 10
READER 5 READER 11
READER 6 READER 12

25
 Many years ago, a Greek man
READER 1:
named Aesop told stories.

READER 7: Most of his stories had animals.

READER 2: The animals acted like humans.

And his stories had useful

READER 3:
lessons at the end.

READER 5: These stories were called

ALL: fables.

READER 4: Here is one of Aesop’s fables.

READER 9: A lion was sleeping.

A little mouse began running

READER 1:
up and down on him.

READER 10: The lion woke up.

26
 READER 9: He was not happy.

The lion put a huge paw on

READER 2:
the mouse.

He opened his mouth wide to

READER 3:
swallow him.

READER 12: “Oh lion,”

READER 6: said the little mouse.

READER 12: “Let me go,

READER 11: then I will help you.”

READER 7: The lion did not understand.

How could a little mouse help

READER 8:
such a big lion?

But he lifted up his paw and let

READER 4:
the mouse go.

27
 READER 5: Time passed.

READER 3: The lion was stuck in a trap.

READER 10: The hunters were happy.

READER 6: They wanted to take him to

the king.

READER 7: They tied him to a tree.

They looked for a wagon to put

READER 8:
him on.

Just then the little mouse

READER 5:
came by.

READER 6: He saw the lion tied to a tree.

The mouse remembered

READER 1:
his promise.

He ran to the tree and began to

READER 2:
chew the big ropes.

28
 READER 11: “See?”

READER 9: said the little mouse.

“A little friend can be a

ALL:
great friend.”

29
 A Trip to
the Farm
From Dragon Goes to the Farm, published by Starfall
Find on [Link]: I’m Reading!: Fiction and Nonfiction, “Dragon Goes to the Farm”

CAST OF CHARACTERS:

READER 1 READER 6
READER 2 READER 7
READER 3 READER 8
READER 4 READER 9
READER 5

30
READER 4: We’re going to a farm,
READER 5: a fun-filled farm.

READER 7: Come with me.

READER 8: Run, run, run.
READER 9: We’ll have fun.

READER 6: There will be a barn,

READER 4: a big red barn,
READER 5: at the fun-filled farm.

READER 7: Come with me.

READER 8: Run, run, run.
READER 9: We’ll have fun.

READER 3: There will be a house,

READER 2: a big white house,
READER 4: by the big red barn,
READER 5: at the fun-filled farm.

31
 READER 7: Come with me.
READER 8: Run, run, run.
READER 9: We’ll have fun.

READER 3: There will be a duck,

READER 1: a big yellow duck,
READER 2: in the pond near the house,
READER 5: by the big red barn,
READER 6: at the fun-filled farm.

READER 7: Come with me.

READER 8: Run, run, run.
READER 9: We’ll have fun.

READER 1: There will be a dog,

READER 2: a big brown dog,
barking at the duck in the
READER 3:
pond near the house,
READER 4: by the big red barn,
READER 6: at the fun-filled farm.

32
 READER 7: Come with me.
READER 8: Run, run, run.
READER 9: We’ll have fun.

READER 1: There will be a horse,

READER 2: a big black horse,
pawing on the ground in
READER 3:
the field,
near the dog who is
READER 1:
barking at the duck,
READER 4: in the pond near the house,
READER 5: by the big red barn,
READER 6: at the fun-filled farm.

READER 7: Come with me.

READER 8: Run, run, run.
READER 9: We’ll have fun.

ALL: At the fun-filled farm!

33
 Earth Day,
Earth Day
Find on [Link]: I’m Reading!: main index, “Earth Day”

CAST OF CHARACTERS:

TIM RECYCLER 7
KIM RECYCLER 8
JIM RECYCLER 9
RECYCLER 4 RECYCLER 10
RECYCLER 5 RECYCLER 11
RECYCLER 6

34
 Good morning, everyone.
TIM:
I am Tim and this is Kim.

Welcome to our special

KIM:
Earth Day report.

We are here at Central Park

TIM:
in New York City.

We are interviewing students

KIM:
all over the park.

We want to see how they are

TIM:
celebrating Earth Day.

KIM: Jim, over to you.

Good morning!
JIM:
And what are you doing for
Earth Day?

RECYCLER 4,
RECYCLER 5: We are picking up plastic.

JIM: What are you finding?

RECYCLER 4: Plastic bottles.

35
 RECYCLER 5: Plastic bags.

RECYCLER 8: Earth Day,

RECYCLER 9: Earth Day,
RECYLCER 8,
RECYCLER 9: we’re celebrating Earth Day!

TIM,
It sounds like you are
KIM:

having fun!

Good morning! And what

JIM:
are you doing for Earth Day?

RECYCLER 6,
RECYCLER 7: We are picking up cans.

JIM: What are you finding?

RECYCLER 6: Soda cans.

RECYCLER 7: Soup cans.

RECYCLER 10: Earth Day,

RECYCLER 11: Earth Day,
RECYCLER 10,
RECYCLER 11: we’re celebrating Earth Day!

36
 TIM,
KIM: It sounds like you are
having fun!

JIM: Good morning! And what

are you doing for Earth Day?

RECYCLER 5,
RECYCLER 6: We are picking up paper.

JIM: What are you finding?

RECYCLER 5: Newspapers.
RECYCLER 6: Sandwich wrappers.

RECYCLER 8: Earth Day,

RECYCLER 9: Earth Day,
RECYCLER 8,
RECYCLER 9: we’re celebrating Earth Day!

TIM,
KIM: It sounds like you are
having fun!

JIM: Good morning! And what

are you doing for Earth Day?

37
 RECYCLER 4,
RECYCLER 7: We are planting trees.

JIM: What are you planting?

RECYCLER 4: Maple trees.

RECYCLER 7: Oak trees.

RECYCLER 10: Earth Day,

RECYCLER 11: Earth Day,
RECYCLER 10,
RECYCLER 11: we’re celebrating Earth Day!

ALL: Earth Day,

Earth Day,
we’re celebrating
Earth Day!

38
 King Midas
Gets His Wish
Find on [Link]: I’m Reading!: main index, “Midas Touch”

CAST OF CHARACTERS:

READER 1 READER 7
READER 2 READER 8
READER 3 READER 9
READER 4 READER 10
READER 5 READER 11
READER 6 READER 12

39
 As you know from the ancient
READER 1:
Greek myth,

King Midas had the chance to

READER 2:
make one wish.

READER 9: He liked gold.

So he wished to turn everything

READER 3:
he touched into gold.

From then on, King Midas had a

READER 4:
special power of turning things
into gold.

Now it sounds like a

READER 1:
wonderful dream.

READER 5: But for the king, it was a

ALL: NIGHTMARE.

READER 2: Let’s see what happened...

The king woke up. He touched his

READER 6:
pillow.

40
 READER 7: He liked his soft pillow.

READER 10: But now it was gold.

READER 11: Old, cold gold.

READER 8: King Midas put on his robe.

READER 5: He liked his flowing robe.

READER 12: But now it was gold.

READER 9: Old, cold gold.

READER 6: He picked up his toast.

READER 7: He liked jam and toast.

READER 10: But now it was gold.

READER 11: Old, cold gold.

He walked outside and

READER 8:
touched a daisy.

41
 READER 5: He liked the soft white of a daisy.

READER 12: But now it was gold.

READER 9: Old, cold gold.

READER 6: He touched the water in his lake.

READER 7: He liked his blue lake.

READER 10: But now it was gold.

READER 11: Old, cold gold.

King Midas didn’t know how

READER 3:
much he liked nature

READER 4: until he began to lose his garden.

READER 1: He liked nature more than gold.

READER 2: This was just the beginning.

READER 3: The worst was yet to come!

42
 He reached out to hug
READER 4:
his daughter...

ALL: OH NO!

READER 8: I bet she is gold!

READER 1: Old, cold gold.

43
 Yay-Gung
Loves Dragons
From Draw Dragon, Dot Eyes,
and other Chinese fables, published by Starfall
Find on [Link]: I’m Reading!: Chinese Fables, “Yay-Gung Loves Dragons”

CAST OF CHARACTERS:

READER 1 READER 6
READER 2 READER 7
READER 3 READER 8
READER 4 READER 9
READER 5 READER 10

44
 READER 1: Yay-Gung loved dragons.

READER 8: Dragons,
READER 9: dragons,
READER 10: dragons.

READER 4: He loved to read about dragons.

READER 5: He loved to think about dragons.

Yay-Gung was enthralled

READER 2:
with dragons.

READER 8: Dragons,
READER 9: dragons,
READER 10: dragons.

READER 6: His house was full of dragons.

He even had dragons
READER 7:
on his pajamas.

Yay-Gung was enamored with

READER 3:
dragons and wanted to see a
REAL dragon.

45
 READER 8: Dragons,
READER 9: dragons,
READER 10: dragons.

He wanted to count the bumps

READER 4:
on their tails.
He wanted to see the fire on
READER 5:
their breath.

Mysteriously, a REAL dragon

READER 1:
heard about Yay-Gung’s wish.

READER 8: A dragon,
READER 9: a dragon,
READER 10: a dragon.

READER 6: It hopped onto a cloud.

READER 7: It floated down to meet Yay-Gung.

The dragon poked his long scary

READER 2:
nose into the bedroom window.

READER 8: A dragon,
READER 9: a dragon,
READER 10: a dragon.
46
 READER 4: Its tail curled around the house.
READER 5: Its tail was so long it hit the door!

READER 3: Yay-Gung heard the strange

thumping sounds coming from
somewhere outside his house.
“Who’s there?” asked
Yay-Gung curiously.

READER 8: A dragon,
READER 9: a dragon,
READER 10: a dragon.

He ran to the door and saw

READER 6:
the dragon’s tail.
He ran to the bedroom and saw
READER 7:
the dragon’s nose.

Yay-Gung was
READER 1:
terribly frightened.

READER 8: Of the dragon,

READER 9: of the dragon,
READER 10: of the dragon.
READER 4: He hid under his bed.

47
 He shut his eyes until the
READER 5:
dragon went away!

It took a long time for

READER 2:
Yay-Gung’s heart to stop
beating like a drum.

It took a long time for Yay-Gung to

READER 3:
venture out from under his bed.

But eventually, Yay-Gung was

READER 1:
okay again. He found that he
still loved dragons.

READER 8: Dragons,
READER 9: dragons,
READER 10: dragons.

READER 6: He loved to read about them.

READER 7: He loved to think about them.

READER 1,
READER 2,
But Yay-Gung NEVER wanted
READER 3:
to see a REAL dragon near his
house again!

48
 A Huge
Wooden Horse
Find on [Link]: I’m Reading!: Greek Myths, “The Wooden Horse”

CAST OF CHARACTERS:

READER 1 READER 6
READER 2 READER 7
READER 3 READER 8
READER 4 READER 9
READER 5

49
 READER 1: Almost 3,000 years ago,

someone named Virgil wrote

READER 2:
down a story.

READER 3: The story,

actually written as a very

READER 1:
long poem,

READER 3: wasn’t a new story.

READER 1,
READER 2,
READER 3: It was a myth,

a story that people have been

READER 2:
telling for years and years.

Many people believe it

READER 1:
really happened

because it has been told so

READER 2:
many times.

This is a retelling of the Greek

READER 3:
myth about…
50
READER 1: A huge wooden horse!
READER 4: A huge wooden horse?
READER 7: A huge wooden horse!

READER 2: Sat outside the gate!

READER 5: Sat outside the gate?
READER 8: Sat outside the gate!

ALL: A huge wooden horse

sat outside the gate!

READER 3: A gift from the Greeks!

READER 6: A gift from the Greeks?
READER 9: A gift from the Greeks!

READER 1: Bring the horse in!

READER 4: Bring the horse in?
READER 7: Bring the horse in!

ALL: A huge wooden horse

sat outside the gate,
a gift from the Greeks.
Bring the horse in!

51
READER 2: The people of Troy!
READER 5: The people of Troy?
READER 8: The people of Troy!

READER 3: Went to sleep that night!

READER 6: Went to sleep that night?
READER 9: Went to sleep that night!

ALL: A huge wooden horse

sat outside the gate,
a gift from the Greeks.
Bring the horse in!
The people of Troy
went to sleep that night.

READER 1: An army jumped out!

READER 4: An army jumped out?
READER 7: An army jumped out!

READER 2: Troy had been fooled!

READER 5: Troy had been fooled?
READER 8: Troy had been fooled!

52
 ALL: A huge wooden horse
sat outside the gate,
a gift from the Greeks.
Bring the horse in!
The people of Troy
went to sleep that night.
An army jumped out!
Troy had been fooled!
By the huge wooden horse
that sat outside the gate.

53
 The Maze
Find on [Link]: I’m Reading!: Greek Myths, “The Maze”

CAST OF CHARACTERS:

READER 1 READER 7
READER 2 READER 8
READER 3 READER 9
READER 4 READER 10
READER 5 READER 11
READER 6 READER 12

54
 READER 5,
READER 6: This is a story about a maze.

READER 7,
READER 8: A maze is made up of
many paths.

READER 9: Left turn, right turn,

left turn, right...

READER 5,
READER 6: This is also a story about
a monster.

READER 7,
READER 8: A monster is a scary creature
in stories.

READER 10: GRAAAAAR!

READER 5,
READER 6: And finally, the story is about
a ball of string.

READER 7,
READER 8: A ball of string is just a
ball of string.

55
 READER 1: It all started when a wicked
king put a scary monster —

READER 11: GRAAAAAR!

READER 1: — into the middle of a maze.

READER 12: Right turn, left turn,

right turn, left...

READER 2: When a person was inside,

the monster would pop out —

READER 9: GRAAAAAR!

READER 2: — and scare the person.

READER 3: The people in the kindom

were very afraid of the maze —

READER 10: Left turn, right turn,

left turn, right...

READER 3: — and the scary monster inside.

56
 READER 11: GRAAAAAR!
The king’s daughter did not
READER 4:
like for the people in the
kingdom to be so afraid.

She gave an idea to a brave

READER 1:
man named Theseus.

READER 2: She said to go into the maze —

Right turn, left turn,

READER 12:
right turn, left...

READER 2: defeat the monster —

READER 9: GRAAAAAR!

— and use a ball of string to

READER 2:
find his way out.

READER 3: Theseus went into the maze —

Left turn, right turn,

READER 10:
left turn, right...

57
 READER 3: — leaving his string as he walked.

READER 4: He found the scary monster —

READER 11: GRAAAAAR!

READER 4: — and bravely defeated him.

READER 1: Then he left the maze —

READER 12: Right turn, left turn

right turn, left...

READER 1: — finding his string as

he walked.

READER 2: The people in the

kingdom cheered!
READER 5,
READER 6,
READER 7,
READER 8: Theseus! Theseus!

58
READER 2: Because of his amazing bravery

READER 3: and a simple ball of string,

READER 4: Theseus became a hero in

the land!

59
 I Like
Who I Am
Find on [Link]: It’s Fun to Read!: “All About Me”

CAST OF CHARACTERS:

READER 1 READER 7
READER 2 READER 8
READER 3 READER 9
READER 4 READER 10
READER 5 READER 11
READER 6 READER 12

60
 READER 1: Some hair is wavy.

READER 2: Some hair is curly.

READER 5: Some hair is straight.

READER 6: Some hair is thick.

READER 9: And some hair is thin.

READER 10: I like who I am.

READER 3: Some eyes are blue.

READER 4: Some eyes are hazel.

READER 7: Some eyes are blue-green.

READER 8: Some eyes are green.

READER 11: And some eyes are brown.

READER 12: I like who I am.

61
 READER 1: Some eye shapes are round.

READER 2: Some eye shapes are almond.

READER 5: Some eye shapes are oval.

READER 6: Some eyes are large.

READER 9: And some eyes are small.

READER 10: I like who I am.

READER 3: Some kids are tall.

READER 7: Some kids are short.

READER 4: Some kids are in-between.

READER 8: Some kids have long legs.

READER 11: And some kids do not.

READER 12: I like who I am.

62
 READER 1: Some kids are light-skinned.

READER 2: Some kids are dark.

READER 5: Some kids are in-between.

READER 6: Some kids have freckles.

READER 9: And some kids do not.

READER 10: I like who I am.

READER 7: I am respectful.

READER 3: I am courageous.

READER 8: I am fair.

READER 4: And I am honest.

READER 11: I like who I am.

ALL: We like who we are.

63
Tory and Glory
From My Horse Glory, published by Starfall
Find on [Link]: Learn to Read: Row 13, “My Horse Glory”

CAST OF CHARACTERS:

READER 1 READER 4
READER 2 READER 5
READER 3 READER 6

64
READER 1: My name is Tory.
I live on a farm —
an enormous farm with a
big red barn.
READER 2: An enormous farm
READER 3: with a big red barn.

READER 4: Inside the barn,

you’ll find my horse.
I love her with all my heart,
of course.
READER 5: I love her with all
READER 6: my heart, of course.

READER 1: Her name is Glory.

She loves to run.
Over the hills,
out in the sun.
READER 2: Over the hills,
READER 3: out in the sun.

READER 4: She was in the corral,

outside one day,
when all of a sudden the
sky turned dark gray.

65
READER 5: When all of a sudden
READER 6: the sky turned dark gray.

READER 1: The lightning struck,

the thunder roared,
and Glory kicked against
the board.
READER 2: And Glory kicked
READER 3: against the board.

READER 4: Into the storm,

she ran like a racer.
I dropped everything
and started to chase her.
READER 5: I dropped everything
READER 6: and started to chase her.

READER 1: I ran and I ran,

calling her name.
I was just losing hope
and here she came.
READER 2: I was just losing hope
READER 3: and here she came.

66
READER 4: She was wet and shaking,
her eyes open wide.
I stroked her and calmed her
and took her inside.

READER 5: I stroked her and

calmed her
READER 6: and took her inside.

READER 1,
READER 4: Then Glory and I
were safe from the storm
back in the barn,
happy and warm.
READER 2,
READER 5: Back in the barn,

READER 3,
READER 6: happy and warm.

67
 Surfer Girl
From Surfer Girl, published by Starfall
Find on [Link]: Learn to Read: Row 14, “Surfer Girl”

CAST OF CHARACTERS:

READER 1 READER 5
READER 2 READER 6
READER 3 READER 7
READER 4 READER 8

68
 Once upon a time, there was a
READER 1:
girl who wanted to learn to surf
more than anything in the
whole world.
She had visited the beach the
READER 2:
summer before, and ever since
that trip, she had been
fascinated by surfers.
READER 1,
All day long she would say to
READER 2:
her parents...

READER 3: “I want to swirl

READER 4: I want to twirl
READER 5: I want to whirl
READER 6: inside the waves!

READER 6: Surf,
READER 7: surf,
READER 8: surf.
READER 6,
READER 7,
READER 8: All I want to do is surf!”

69
 It took months of trying to
READER 1:
convince her parents, but
eventually they agreed that
she could try surfing.
So they went to the store and
READER 2:
brought a beautiful teal blue
surfboard with flowers painted
on it.
READER 1,
As she was leaving, she said to
READER 2:
the store clerk...

READER 3: “I want to swirl,

READER 4: I want to twirl,
READER 5: I want to whirl
READER 6: inside the waves!

READER 6: Surf,
READER 7: surf,
READER 8: surf.

READER 6,
READER 7,
READER 8: All I want to do is surf!”

70
READER 1: When summer finally came,
her family headed out to the
beach and there were
surfers everywhere.
READER 2: One of them offered to teach her
to surf, to ride the waves as she
had seen them do many
times before.
READER 1,
READER 2: As they walked down to the
water, she said to the surfer...

READER 3: “I want to swirl,

READER 4: I want to twirl
READER 5: I want to whirl
READER 6: inside the waves!

READER 6: Surf,
READER 7: surf,
READER 8: surf.

READER 6,
READER 7,
READER 8: All I want to do is surf!”

71
READER 1: It took a while to learn how
to watch for the perfect wave
and how to paddle with
the tide.
READER 2: But she learned it! She chose a
wave, paddled to it, stood up,
and rode the wave!

READER 1,
READER 2: As she surfed successfully for
the first time ever, she said
to herself...
READER 3: “Now I can swirl
READER 4: now I can twirl
READER 5: now I can whirl
READER 6: inside the waves!

READER 6: Surf,
READER 7: surf,
READER 8: surf.

READER 6,
READER 7,
READER 8: All I want to do is surf!”

72
The Little Red Hen
and Her “Not I”
Friends
From The Little Red Hen and other Folk Tales,
published by Starfall
Find on [Link]: I’m Reading!: Folk Tales, “The Little Red Hen”

CAST OF CHARACTERS:

READER 1 READER 6
READER 2 READER 7
READER 3 READER 8
READER 4 READER 9
READER 5 READER 10

73
READER 1: This is the story of the
little red hen and her friends.

READER 2: We’re going to call them her

“Not I” friends.

READER 3: Every time she needed help from

her friends, they said, “No way!”

READER 1: No they didn’t! They said,

“Not I”!

READER 2: Well, it means the same thing!

READER 3: But later on in the story, her

friends were very sorry they
chose not to help.

READER 1: Let’s go back to the beginning

and tell the whole story. This is
the story of the little red hen.

READER 2: It all started when the little

red hen was in the farmyard
with her chicks and her bird
friends and...
READER 6: ...she found some kernels of corn.
74
 “Who will help me plant
READER 4:
this corn?”

READER 5: she asked.

READER 7: “Not I,”

READER 8: said the goose.

READER 9: “Not I,”

READER 10: said the duck.

READER 4: “I will, then,”

READER 5: said the little red hen.

READER 3: And
she marched out to the
garden and planted the kernels
of corn.

READER 1: The
little red hen watered
the kernels of corn and watched
until they sprouted into
healthy plants.

READER 3: Months
passed before the corn
was finally ripe. She picked the
corn and then asked,

75
 “Who will help me take this corn
READER 4:
to the mill?”

READER 7: “Not I,”

READER 8: said the goose.

READER 9: “Not I,”

READER 10: said the duck.

READER 4: “I will, then,”

READER 5: said the little red hen.

READER 6: And
she took the corn
to the mill.

READER 3: As
the water wheel turned, the
millstone ground the corn
into cornmeal.

READER 1: The
miller poured the cornmeal
into a bag and the little red
hen dragged the heavy bag of
cornmeal home.

76
 READER 2: Exhausted from the trip,
she asked,

“Who will help me make some

READER 4:
muffins with this cornmeal?”

READER 7: “Not I,”

READER 8: said the goose.

READER 9: “Not I,”

READER 10: said the duck.

READER 4: “I will, then,”

READER 5: said the little red hen.

READER 3: So
she gathered all of the
ingredients she needed for
her muffins.

READER 1: She
mixed the cornmeal, some
eggs, some milk, and some
salt together.

READER 2: She
poured the batter into some
muffin tins.

READER 3: Then the little red hen put

77
 the
muffins into the oven.

READER 1: When
the muffins were baked,
she asked,

“Who will help me eat

READER 4:
these muffins?”

READER 7: “I will,”

READER 8: said the goose.

READER 9: “I will,”

READER 10: said the duck.

READER 4: “No, you won’t,”

READER 5: said the little red hen.

“I shall eat them myself.

READER 4:
Cluck! Cluck!”

READER 6: And that’s just what she did.

78
 Chicken Little
(The Sky Is Falling)
From The Little Red Hen and other Folk Tales,
published by Starfall
Find on [Link]: I’m Reading!: Folk Tales, “Chicken Little”

CAST OF CHARACTERS:

NARRATOR GOOSEY LOOSEY

CHICKEN LITTLE TURKEY LURKEY
HENNY PENNY FOXY LOXY
DUCKY LUCKY

79
 One
day, a leaf landed on
NARRATOR:
Chicken Little’s tail. He ran to
Henny Penny and cried,

CHICKEN LITTLE: “The sky is falling!”

HENNY PENNY: “How do you know that?”

“I saw it with my eyes,

CHICKEN LITTLE:
heard it with my ears,
and felt it with my tail.”

HENNY PENNY: “I must tell everyone!”

Soon
Henny Penny met
NARRATOR:
Ducky Lucky.

HENNY PENNY: “The sky is falling!”

DUCKY LUCKY: “How do you know that?”

HENNY PENNY: “Chicken Little told me.”

DUCKY LUCKY: “We must tell everyone!”

80
 Soon
they met
NARRATOR:
Goosey Loosey.

DUCKY LUCKY: “The sky is falling!”

GOOSEY LOOSEY: “How do you know that?”

DUCKY LUCKY: “Henny Penny told me.”

HENNY PENNY: “Chicken Little told me.”

GOOSEY LOOSEY: “We must tell everyone!”

Soon
they met
NARRATOR:
Turkey Lurkey.

GOOSEY LOOSEY: “The sky is falling!”

TURKEY LURKEY: “How do you know that?”

GOOSEY LOOSEY: “Ducky Lucky told me.”

DUCKY LUCKY: “Henny Penny told me.”

HENNY PENNY: “Chicken Little told me.”

81
TURKEY LURKEY: “We must tell everyone!”

Soon
NARRATOR: they met Foxy Loxy.

TURKEY LURKEY: “The sky is falling!”

FOXY LOXY: “How do you know that?”

TURKEY LURKEY: “Goosey Loosey told me.”

GOOSEY LOOSEY: “Ducky Lucky told me.”

DUCKY LUCKY: “Henny Penny told me.”

HENNY PENNY: “Chicken Little told me.”

“Look!”
FOXY LOXY:
“Do you see the sky falling?”

“No, we don’t see

ALL:
it falling.”

“Listen!
FOXY LOXY:
Do you hear the
sky falling?”

82
 “No, we don’t hear
ALL:
it falling.”
“Feel!
FOXY LOXY:
Do you feel the
sky falling?”

“No, we don’t feel

ALL:
it falling.”

“Silly birds! Next time you

FOXY LOXY:
should see, hear, and feel
for yourselves before you
tell everyone else!”

83
 The
Four Friends
From The Little Red Hen and other Folk Tales,
published by Starfall
Find on [Link]: I’m Reading!: Folk Tales, “The Four Friends”

CAST OF CHARACTERS:

NARRATOR 1 PEACOCK
NARRATOR 2 MONKEY
NARRATOR 3 ELEPHANT
RABBIT NARRATOR 4

84
 One day, a peacock planted
NARRATOR 1:
a little seed.

NARRATOR 2: Along came a rabbit.

RABBIT: “ Can I help?”

PEACOCK: “ Yes. Please water the seed.”

NARRATOR 3: The rabbit watered the seed.

NARRATOR 2: Along came a monkey.

MONKEY: “ Can I help?”

RABBIT: “ Yes. Please feed the seed.”

NARRATOR 3: The monkey fed the seed.

NARRATOR 2: Along came an elephant.

ELEPHANT: “ Can I help?”

MONKEY: “ Yes. Please watch the seed.”

85
NARRATOR 3: The elephant watched the seed.

NARRATOR 4: The
little seed grew into a
little plant.

NARRATOR 1: The
little plant grew into
a big tree.

NARRATOR 4: Big red apples grew on the tree!

ELEPHANT: “ I cannot reach the apples!”

MONKEY: “ I can help!”

NARRATOR 1: The
monkey stood on the
elephant’s back.

MONKEY: “ I cannot reach the apples!”

RABBIT: “I can help!”

NARRATOR 4: The
rabbit stood on the
monkey’s back.

RABBIT: “ I cannot reach the apples!”

86
 PEACOCK: “I can help!”

NARRATOR 1: The
peacock stood on the
rabbit’s back.

PEACOCK: “Now I can reach them!”

NARRATOR 4: The
four friends had
worked together.

ALL: “Now we have yummy
apples to eat.”

87
 Mr. Bunny’s
Carrot Soup
From The Little Red Hen and other Folk Tales,
published by Starfall
Find on [Link]: I’m Reading!: Folk Tales, “Mr. Bunny’s Carrot Soup”

CAST OF CHARACTERS:

NARRATOR 1 MR. BUNNY

NARRATOR 2 MR. RAT
NARRATOR 3 MISS PIG
NARRATOR 4 MR. DUCK
NARRATOR 5 MISS HEN

88
 NARRATOR 4: This
is the story of Mr. Bunny
and his dream meal!

NARRATOR 5: All
Mr. Bunny wanted was to
make some carrot soup. Now,
for a rabbit, carrot soup is a
BIG deal.

NARRATOR 4: But
before he had a chance
to make his carrot soup,
Mr. Bunny chose to be
generous over and over again.
Every time he chose to be
generous, he realized he
would probably NOT be able
to have his dream meal.

Listen to find out how

NARRATOR 5:
Mr. Bunny’s generosity
was rewarded.

NARRATOR 4: It
all started one sunny
morning in a
vegetable garden.

NARRATOR 1: Mr. Bunny picked four carrots.

89
 “Ahh! What beautiful carrots
MR. BUNNY:
these are! I finally have enough
of them to make some delicious
carrot soup.”

Then
NARRATOR 2: he met Mr. Rat.

MR. RAT “May I have a carrot, please?”

NARRATOR 4: Now
Mr. Bunny was usually
very generous and kind to
his friends. But these were the
most beautiful and perfect
carrots he had ever seen! This
was a time it would be hard
to share.

He took a deep breath and

NARRATOR 5:
said pleasantly...

“Yes. Here is a delectable carrot

MR. BUNNY:
for you to enjoy. Have a
wonderful day!”

MR. RAT: “Thank you.”

NARRATOR 3: Now
Mr. Bunny had only
three carrots.

NARRATOR 2: Then he met Miss Pig.

90
 MISS PIG: “May I have a carrot, please?”

Mr. Bunny looked at his three

NARRATOR 4:
beautiful carrots. This time it
would be even harder to share.

He took a deep breath and

NARRATOR 5:
said pleasantly...

“Yes. Here is a delicious carrot

MR. BUNNY:
for you to enjoy. Have a
wonderful day!”

MISS PIG: “Thank you.”

Now Mr. Bunny had only

NARRATOR 1:
two carrots.

NARRATOR 2: Then he met Mr. Duck.

MR. DUCK: “May I have a carrot, please?”

Mr. Bunny looked at his last

NARRATOR 4:
beautiful carrots. This was
going to be really difficult!

He took a deep breath and

NARRATOR 5:
said pleasantly....

91
 “Yes. Here is a scrumptious
MR. BUNNY:
carrot for you to enjoy. Have a
wonderful day!”

MR. DUCK: “Thank you!”

NARRATOR 3: Now
Mr. Bunny had only
one carrot.

Then
NARRATOR 2: he met Miss Hen.

MISS HEN: “May I have a carrot, please?”

NARRATOR 4: Mr.
Bunny looked at his last
beautiful carrot. This was
going to be really difficult!

He took a deep breath and

NARRATOR 5:
said pleasantly...

“Yes. Here is a luscious carrot

MR. BUNNY:
for you to enjoy. Have a
wonderful day!”

MISS HEN: “Thank you.”

Mr.
Bunny went home without
NARRATOR 1:
any carrots.

92
 “Now all of my friends are
MR. BUNNY:
enjoying my carrots and that
makes me happy. But I can’t
make my delectable, delicious,
scrumptious, and luscious
carrot soup!”

DING-DONG!
NARRATOR 3:
The doorbell rang.

MR. BUNNY: “Who is it?”

MR. RAT,
MISS PIG,
MR. DUCK,
MISS HEN: “Hello!”

MR. BUNNY: “Why are you all here?”

MR. RAT,
“You shared your carrots
MISS PIG:
with us,”
MR. DUCK,
“So we will share our food
MISS HEN:
with you.”

“Thank you. What did

MR. BUNNY:
you make?”

93
 MR. RAT,
MISS PIG,
[Link],
MISS HEN: “We made...”
NARRATOR 4: And we probably don’t need to
tell you this, but it was his

NARRATOR 5: DELECTABLE

NARRATOR 4: DELICIOUS

NARRATOR 5: SCRUMPTIOUS

NARRATOR 4: LUSCIOUS

ALL: dream meal of carrot soup!

94
 One Rice
Thousand Gold
From Draw Dragon, Dot Eyes,
and other Chinese fables, published by Starfall
Find on [Link]: I’m Reading!: Chinese Fables, “One Rice Thousand Gold”

CAST OF CHARACTERS:

HAN-SHIN READER 5
OLD WOMAN READER 6
READER 1 ECHO READER 1
READER 2 ECHO READER 2
READER 3 ECHO READER 3
READER 4 ECHO READER 4

95
 In the history of China,
READER 1:
there are important fables
to tell.

This Chinese fable teaches

READER 2:
us a lesson about being kind
to people in need.

It all begins with Han-Shin,

READER 3:
a very poor boy, who lived in
a fishing village near a river
in China.

READER 4: His family had nothing to eat.

ECHO READER 1: Nothing to eat.

ECHO READER 2: Nothing to eat.

Every day, Han-Shin’s family

READER 1:
was hungry. So every day
Han-Shin spent his days
fishing on the riverbank.

He sat and sat, but the fish

READER 4:
did not bite.

ECHO READER 3: No fish.

96
 No
ECHO READER 4: fish.

READER 2: One
day, some elderly
women were washing
clothes in the river. They
noticed the young boy sitting
on the riverbank and
fishing patiently.

READER 5: One
old woman looked
at Han-Shin.

OLD WOMAN: “You look very hungry.”

ECHO READER 1: Very hungry.

ECHO READER 2: Very hungry.

READER 6: The
old woman walked
over to Han-Shin.

“Here is a bowl of rice for you.

OLD WOMAN:
Eat it up.”

ECHO READER 3: Eat it up.

ECHO READER 4: Eat it up.

97
 Han-Shin bowed down
READER 4:
before the woman.

HAN-SHIN: “Thank you.”

Every day, the old woman

READER 3:
was generous and gave
Han-Shin a bowl of rice.

“Eat this so you can grow

OLD WOMAN:
strong and find food for
your family.”

“You have been so very kind

HAN-SHIN:
to me. Someday I will find a
way to pay you back.”

When Han-Shin grew up,

READER 1:
he became a brave and
kind man.

ECHO READER 1: Brave and kind.

ECHO READER 2: Brave and kind.

He helped everyone who was

READER 2:
in need, because Han-Shin
remembered what it was like
to need help.
98
 The people loved him so
READER 5:
much that they made
him king!

Han-Shin and his family

READER 1:
now had all the food they
wanted. They had rice and
fish flavored with spices
and vegetables brought from
far away.

Han-Shin never forgot his

READER 2:
promise to the old woman.

He looked far and wide

READER 6:
to find her.

At last, Han-Shin found the

READER 3:
generous old woman who had
been so kind to him.

READER 5: He took her to his palace.

Han-Shin bowed down

READER 4:
before her.

“I promised I would pay

HAN-SHIN:
you back someday. You were
generous to me when I was a
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 very hungry boy. I remember
all of the days you gave me
a bowl filled with rice. Here,
this is a gift for you!”

He gave the old woman

READER 6:
a bowl filled with a thousand
pieces of GOLD!

ECHO READER 3: A bowl filled with gold.

ECHO READER 4: A bowl filled with gold.

“Thank you for the gold,

OLD WOMAN:
but you’ve already paid me
back by becoming a strong
and kind man.”

This story was told all

READER 1:
across the kingdom for
generations. And even
now in China, when
someone says,

ALL: “One rice thousand gold,”

it reminds us how important

READER 2:
it is to be kind and generous.
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 The
Turnip
From The Little Red Hen and other Folk Tales,
published by Starfall
Find on [Link]: I’m Reading!: Folk Tales, “The Turnip

CAST OF CHARACTERS:

FARMER NARRATOR 2
WIFE NARRATOR 3
LITTLE GIRL NARRATOR 4
BLACK DOG NARRATOR 5
YELLOW CAT NARRATOR 6
NARRATOR 1 NARRATOR 7

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 ALL: A farmer planted a turnip.

NARRATOR 3: The
turnip got bigger
and bigger.

NARRATOR 1: One day the farmer said,

“I am going to pull up
FARMER:
that big turnip.”

NARRATOR 2: The farmer pulled the turnip.

NARRATOR 3: He
pulled and pulled, but
the turnip did not come up.

NARRATOR 1: The
farmer called his wife.
He said,

“Please come here.

FARMER:
Help me pull up this turnip.
Hold on to me.
Pull when I pull.”

NARRATOR 2: The farmer pulled the turnip.

NARRATOR 3: The wife pulled the farmer.

102
NARRATOR 2,
They pulled and pulled,
NARRATOR 3:
but the turnip did not come up.

The wife called a little girl.

NARRATOR 1:
She said,

“Please come here, little girl.

WIFE:
Help us pull up this turnip.
Hold on to me.
Pull when I pull.”

NARRATOR 2: The farmer pulled the turnip.

NARRATOR 3: The wife pulled the farmer.

NARRATOR 4: The little girl pulled the wife.

NARRATOR 2,
NARRATOR 3,
NARRATOR 4: They
pulled and pulled,
but the turnip did not come up.

NARRATOR 1: The
little girl called a
black dog. She said,

103
 “Please come here, black dog.
LITTLE GIRL:
Help us pull up this turnip.
Hold on to me.
Pull when I pull.”

The
NARRATOR 2: farmer pulled the turnip.

NARRATOR 3: The wife pulled the farmer.

NARRATOR 4: The little girl pulled the wife.

The black dog pulled

NARRATOR 5:
the little girl.

NARRATOR 2,
NARRATOR 3,
NARRATOR 4,
NARRATOR 5: They
pulled and pulled,
but the turnip did not come up.

The black dog called a

NARRATOR 1:
yellow cat. He said,

“Please come here, yellow cat.

BLACK DOG:
Help us pull up this turnip.
Hold on to me.
Pull when I pull.”

104
NARRATOR 2: The farmer pulled the turnip.

NARRATOR 3: The wife pulled the farmer.

NARRATOR 4: The little girl pulled the wife.

The
black dog pulled the
NARRATOR 5:
little girl.

The yellow cat pulled the

NARRATOR 6:
black dog.

NARRATOR 2,
NARRATOR 3,
NARRATOR 4,
NARRATOR 5,
They pulled and pulled,
NARRATOR 6:
but the turnip did not come up.

The yellow cat called a

NARRATOR 1:
brown mouse. She said,

“Please come here,

YELLOW CAT:
brown mouse.
Help us pull up this turnip.
Hold on to me.
Pull when I pull.”

105
 NARRATOR 2: The farmer pulled the turnip.

NARRATOR 3: The wife pulled the farmer.

NARRATOR 4: The little girl pulled the wife.

NARRATOR 5: The
black dog pulled the
little girl.

NARRATOR 6: The
yellow cat pulled the
black dog.

NARRATOR 7: The
brown mouse pulled
the yellow cat.

NARRATOR 2,
NARRATOR 3,
NARRATOR 4,
NARRATOR 5,
NARRATOR 6,
NARRATOR 7: They
pulled and pulled
and pulled.

ALL: And up came the turnip!

106