Scripting dialogues between teacher and student is a strategy used to intentionally teach the integration of written and spoken language. Scripted dialogues are used in a variety of contexts, and are especially helpful when students are practicing phonics, word recognition, and spelling.
Part 1: Scripting D
Stories
Minarik, Else Holmelund. Little Bear. Illustrated by Maurice Sendak. New York: HarperCollins, 1957. (1957) From “Birthday Soup”
“Mother Bear, Mother Bear, Where are you?” calls Little Bear.
“Oh, dear, Mother Bear is not here, and today is my birthday.
“I think my friends will come, but I do not see a birthday cake. My goodness – no birthday cake. What can I do?
The pot is by the fire. The water in the pot is hot. If I put something in the water, I can make Birthday Soup. All my friends like soup.
Let me see what we have. We have carrots and potatoes, peas and tomatoes; I can make soup with carrots, potatoes, peas and tomatoes.”
So Little Bear begins to make soup in the big black pot. First, Hen comes in. “Happy Birthday, Little Bear,” she says. “Thank you, Hen,” says Little Bear.
Hen says, “My! Something smells good here. Is it in the big black pot?”
“Yes,” says Little Bear, “I am making Birthday Soup. Will you stay and have some?”
“Oh, yes, thank you,” says Hen. And she sits down to wait.
Next, Duck comes in. “Happy Birthday, Little bear,” says Duck. “My, something smells good. Is it in the big black pot?”
“Thank you, Duck,” says Little Bear. “Yes, I am making Birthday Soup. Will you stay and have some with us?”
“Thank you, yes, thank you,” says Duck. And she sits down to wait.
Next, Cat comes in.
“Happy Birthday, Little Bear,” he says.
“Thank you, Cat,” says Little Bear. “I hope you like Birthday Soup. I am making Birthday Soup.
Cat says, “Can you really cook? If you can really make it, I will eat it.”
“Good,” says Little Bear. “The Birthday Soup is hot, so we must eat it now. We cannot wait for Mother Bear. I do not know where she is.”
“Now, here is some soup for you, Hen,” says Little Bear. “And here is some soup for you, Duck, and here is some soup for you, Cat, and here is some soup for me. Now we can all have some Birthday Soup.”
Cat sees Mother Bear at the door, and says, “Wait, Little Bear. Do not eat yet. Shut your eyes, and say one, two, three.”
Little Bear shuts his eyes and says, “One, two, three.”
Mother Bear comes in with a big cake.
“Now, look,” says Cat.
“Oh, Mother Bear,” says Little Bear, “what a big beautiful Birthday Cake! Birthday Soup is good to eat, but not as good as Birthday Cake. I am so happy you did not forget.”
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
appendix b | 15
“Yes, Happy Birthday, Little Bear!” says Mother Bear. “This Birthday Cake is a surprise for you. I never did forget your birthday, and I never will.”
TEXT COPYRIGHT © 1957 BY ELSE HOLMELUND MINARIK. ILLUSTRATIONS COPYRIGHT © 1957 BY MAURICE SENDAK. Used by permission of HarperCollins Publishers.
ialogues Table
Using the “Scripting Dialogues Table” with the “Birthday Soup” excerpt, create teacher‐student dialogues specific to using single‐letter and consonant digraphs, short vowel and long vowel sounds, and appropriate use of word building and word building‐spelling. Review the examples in your text as a guide.
Part 2: Rationale
In a 250‐500 word rationale, summarize how each dialogue is effective and developmentally appropriate for teaching phonics, word recognition, and spelling.
Explain how you will use your findings in your future professional practice.
Support your findings with 2‐3 scholarly sources.
