They guess which story element they think comes next, before I pull the picture through the “window”. So that you can quickly, and easily make an example, full-color patterns are included.Īfter we read the story, we retell the tale together, using the picture prompts on my slider. I introduce the lesson by reading this rhyming Halloween tale, then share my completed "slider craft” with my students. Students color the story elements on the “slider strip” then cut and glue it together.Īs they pull on the end of the “slider-strip” the various pictures go through the “window” on the witch’s cape, so that children can take turns retelling the story to a partner or reading buddy, then take their craftivity home to share with their family, once again practicing these standards. I make the big one for myself, and run the square craftivity off for my little learners.
Run these patterns off on brown construction paper, then add some shading details with a marker.įor extra pizzazz you can tie on a jute bow. I made some "broomstick" ends for the "slider strip" for the larger witch, as well as included a "broom straw" pattern to glue on, which results in the slider looking like a broom that the witch is riding on. While the other choice is a "cut me out" larger witch, for more advanced cutters. One is a square for easy-peasy straight cutting, which is perfect for little ones. There are 2 outside slider options to choose from. With that in mind, I designed this quick, easy and fun ”Room on the Broom” slider craftivity, which will help your students retell the story in the proper order. It’s one of my students’ all-time favorite Halloween stories and perfect for practicing the “sequencing and retelling a story” standards. The TV film was nominated for the Best Animated Short Film at the 2014 Academy Awards! 1-2-3 Come Do Some Activities For The "Room on the Broom" Storyĭo you read the story ”Room on the Broom” by Julia Donaldson?Ĭlick on the book cover or this LINK to zip on over to YouTube to see a really cute animated version.
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