Bibliographic Information: Trivizas, Eugene. The Three Little Wolves and the Big Bad Pig. New York: Scholastic, 1993.
Three little wolves set out into the world to build a house. They were warned by their mother against the big bad pig. They built a brick house and played croquet, and ran inside when they saw the big bad pig. He huffed and puffed and tried to blow their house down, but it didn’t work, so he got a sledgehammer. The three little wolves escaped, frightened. They built their next house out of concrete and played shuttlecock, and ran inside when they saw the big bad pig. He again tried to blow their house down, but it didn’t work, so he got a pneumatic drill. Again, the wolves were frightened but got away. They built a house out of barbed wire and armor plates and played hopscotch, and ran inside when they saw the big bad pig. He couldn’t cblow the house down, so he blew it up, with dynamite. The three little wolves escaped with their tails scorched. They decided they had been building their houses wrong, and built a house out of scaffolding and flowers. The big bad pig took a deep breath to huff and puff, and smelled the pretty flowers instead. He realized that he’d been mean, so he decided to be a big good pig instead. The three little wolves and the big good pig played together and lived happily ever after.
Quantitative Reading Level: Lexile: 700; Accelerated Reader: 4.6
Qualitative Reading Analysis:
This book is written in third-person, focusing on the resourcefulness of the wolves and the antagonism the pig has for the wolves. It teaches the reader that destroying other people’s possessions is mean.
Content Area: English, Adventure, Family
Content Area Standard:
- CCSS for Literature for K-5: #1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text; #3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events; #7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story; #9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures; #10 Read and comprehend literature in grade level text complexity range.
- CCSS for Informational Text for K-5: #2 Determine the main idea of a text and explain how it is supported by key details; summarize the text; #7 Use the illustrations and details in a text to describe its key ideas.
- CCSS for Foundational Skills for K-5: #4 Read with sufficient accuracy and fluency to support comprehension.
This is a great modern book to use in English Language Arts Curriculum. It is best suited to 3rd grade through 5th grade. It explores themes like family and creativity.
Note: This is one of my favorite books because it twists the classic folk tale.