Learning Activities for Little Red Riding Hood

Language Connections

Oral language / Comprehension / Inferences

Open-ended questions:

  • What makes Little Red Riding Hood a good character? What do you like about her?
  • Why is the wolf a bad character?
  • What did the wolves could not control? (appetite, voracity, to promote discussion about self-control which might include controlling one’s appetite)
  • Why some people cannot control their negative tendencies? (this is for a mature audience)
  • Why did Little Red Riding Hood believe the first wolf? Why was the wolf able to trick her?
  • How did Little Red Riding Hood know that the second wolf was bad?
  • What do you think Little Red’s mother told her when she went home the first and second time?
  • Why did the hunter called the wolf “disgusting scum’? What did he know about the wolf?
  • How does this story compare to other versions of Little Red Riding Hood?

Listening / follow directions

Children are Little Red Riding Hood friends and they are looking for stones to put inside the wolf’s belly. They will follow the Hunter’s (teacher) directions until they find the stones. Stones can be imaginary or manipulatives from the classroom. Sample directions: Walk 3 steps forward in the grass, jump the stream, climb the mountain pulling the rope five times, go down the mountain – Turn to the path on your right and walk 6 steps – turn left and walk 4 steps. Presto! You found the rocks. Grab 3 different rocks and return to the Grandmother’s house. Now each child describe the stones they got.

Listening / Short Term Memory game – children sit in a circle – first person says “I went to grandma’s house and I took an apple.” Second person says the same and add one item. The game goes on until someone cannot remember the previous items. To wrap up the whole group can help the teacher write on the board all the items mentioned.

Writing activities

Make a list of goodies you would like to take to your grandmother if you were Little Red Riding Hood. The teacher can do this as a shared writing activity for younger students. Draw the outside of the basket and cut it off. On the other side of the basket draw and write the names of the things in your basket.

Make a groceries list that you would take to your grandma’s house.

Write/draw about your favorite part of the story.

Write a card to Little Red Riding Hood – what do you want to tell her, are you going to congratulate her, praise her, counsel her, or anything else?

Write a card to the hunter to thank him for what he did.

Draw and/or write what happened at the beginning, middle and end of the story.

Which word(s) in the story rhyme with –  Ted (red, bed) – good (hood, wood) – mouse (house) – pies (eye) – pose (nose) Can you come up with more pairs of rhyming words inspired by the story? Write and draw them.


Math Connections

Guessing game – chose a container to be Little Red’s basket. Choose any kind of manipulatives to be fruits. Guess how many will fit in the basket. Write the prediction, count the manipulatives, and write the actual answer. How far were you from the real answer?

Create addition problems. For example Little Red got 5 red flowers and 2 blue flowers. How many flowers did she pick up? Draw, tell, write the problem. Write the equation in more than one form, such as vertical and horizontal. Use a number line to show the problem.

Pattern – Draw a flower pattern that Little Red collected for her grandmother. Tell what kind of pattern it is. Is it an AB, ABC, ABB pattern?

Establish a place at school that is Gradma;s house like a play structure in the playground, a reading corner at the school library, etc. Pretend Little Red is your classroom. How far does Little Red have to walk to arrive at Grandma’s House? Make predictions and then walk to Grandma’s house. If the children are very young you can make Little Red and grandma’s house in the classroom. This way they don’t have to count so high.

Graphing – Little Red Riding Hood is going to take fruits (or cookies) to grandma. But she needs to take only one or two kinds. The class make a list of possible fruits (or cookie types). Organize the fruits in a bar graph, using written names or manipulatives. Each child votes by recording on the graph to see the most popular fruit or fruits (if the class decided on two kinds of fruit).

Number game (memory, concept of one more) – First player says, “I went to grandma and took 1 apple”. The second player will add two of something. “I went to grandma and took 1 apple and 2 bananas.” The third player adds three of something else to the list. “I went to grandma and took 1 apple, 2 bananas, and 3 cupcakes.” And so on. Each player adds something that is one more than the previous. The children will need to focus and remember the previous objects in the basket. You can use the number line to show the next number.

The woodcutter put stones in the wolf’s stomach. Hide some river rocks under a piece of fabric and have the children guess how many are there. Have the children take turns hiding the rocks.

Little Red took 12 cookies to Grandma. Ask children to share them equally between Little Red and Grandma. Now ask them to divide the cookies between Little Red, Grandma and the hunter.

Visual Subtraction – place a certain number of objects representing a food item in a basket (Little Red’s basket). Put a piece of fabric over it and remove a few items and hide them. Remove the fabric and ask the children how many are missing. They can record the problem on their Math journals or a piece of paper.

Design & Technology

Make a diorama of grandma’s house, or grandma’s bedroom, forest, etc, using a shoe box.

Make a basket for Little Red Riding Hood to take to grandma. Make it a full size basket or scale it down.

Use play dough to make the basket. Here is a good play dough recipe.

Make an origami house for grandma.

Using pieces of fabric make a patchwork blanket for grandma. You can glue them on a large cardboard or better yet on a large piece of fabric or felt.