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Readers’ Theater
S c r i p t s f o r Yo u n g R e a d e r s
The Three
Billy Goats
Gruff
Primary Concepts®
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Readers’ Theater
S c r i p t s f o r Yo u n g R e a d e r s
The Three
Billy Goats
Gruff
Primary Concepts®
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Story Retold by Joan Westley
Edited by Stephanie Kruse
Illustrated by John Palacios
Design and Production by Candy Wesen
©2006 Primary Concepts
No part of this book may be reproduced by any means without written permission
from the publisher. All rights reserved. Published in the U. S. A.
ISBN: 978-1-893791-41-1
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Once there were three billy goats.
2
They were all named “Gruff.”
3
The three goats were hungry.
4
They wanted to eat grass in the meadow.
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To get to the meadow, they had to cross
a deep river.
2
Over the river was a bridge.
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Under the bridge lived a troll.
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The troll was ugly and mean.
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First, the smallest billy goat started over
the bridge.
All
“Trip, trap, trip, trap,” went the bridge.
2
“Who’s that crossing over my bridge?”
yelled the troll.
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“It’s me, the smallest billy goat. I’m going
to the meadow to make myself fat.”
2
“No, you’re not,” said the troll.
“I’m going to eat you up.”
1
“Please don’t eat me,” said the smallest goat.
“Wait for the next billy goat.
He is much bigger.”
2
“Be off with you, then,” said the troll.
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3
The next billy goat crossed the bridge.
All
“Trip, trap, trip, trap ,” went the bridge.
2
“Who’s that crossing over my bridge?”
yelled the troll.
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“It’s me, the second billy goat.
I’m going to the meadow to make myself fat.”
2
“No, you’re not,” said the troll.
“I’m going to eat you up.”
3
“Please don’t eat me,” said the second goat.
“Wait for the next billy goat.
He is much bigger.”
2
“Be off with you, then,” said the troll.
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Then the biggest billy goat crossed the bridge.
All
“TRIP, TRAP, TRIP, TRAP,” went the bridge.
2
“Who’s that crossing over my bridge?”
yelled the troll.
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“It’s me, the biggest billy goat. I’m going to
the meadow to make myself fat.”
2
“No, you’re not,” said the troll.
“I’m going to eat you up.”
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“Come and get me,” said the biggest goat
in a great big voice. “I have strong horns
and hooves.”
1
With his t wo big horns he tossed the troll
into the river.
3
The troll was never seen again.
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The billy goats went to the meadow.
2
The meadow was full of grass.
3
They ate and ate and ate.
4
They all grew big and fat.
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Snip. Snap. Snout.
This tale’s out.
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A Note to the Teacher
Primary Concepts Readers’ Theater scripts are a powerful way to help
children develop fluent reading skills as they become acquainted with
children’s literature classics. Readers’ Theater provides the following
benefits:
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develops skill in pacing, articulation, phrasing, and expression
in oral reading
encourages children to monitor their own reading for fluency
builds cooperative skills in a small group
acquaints young readers with time-honored favorites from
children’s literature
Readers’ Theater is the performance of literature that is read aloud
expressively rather than acted. Because the goal is to perform the
selections in front of a group, Readers’ Theater gives children an
incentive for reading familiar text over and over, thus improving their
fluency.
Using the Scripts
Students work in groups of four. They either choose or are assigned a
part (1, 2, 3, or 4) to practice.
Practice Makes Perfect
Each child should be given his or her own script book. The group
reads and rereads the text, perfecting their fluency, pacing, phrasing,
expression, and the flow from one reader to the next. The group can
listen to the audio model of the script, or you may wish to model the
reading yourself.
Students typically listen critically to their own readings and try to
improve with each reading. Members of the group should be encouraged
to listen attentively and give each other feedback on the readings.
Remind students how to give positive feedback by first telling what is
working, then what might be improved and how.
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As the groups become proficient in their readings, you might want to
encourage them to experiment with special ways to read the text:
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using expressive voices
saying some words or phrases loudly and others softly
slowing down or speeding up text
shortening or lengthening pauses
Performance Time
After the children have practiced to near perfection, have them read
selections in front of an audience: their classmates, another classroom,
or parents. Consider inviting parents for a Readers’ Theater Tea. Students
will enjoy making the invitations. The formal tea will make all their hard
work pay off with the applause of pleased parents.
No costumes or props are required for these performances. The main
focus is on the celebration of reading.
Other Resources
Readers’ Theater script books and audio are available in several genres.
For these and other resources for teachers, please consult a Primary
Concepts catalog or visit our website at www.primaryconcepts.com.
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©Primary Concepts