Story Corner: Short Read-Aloud Stories with French Words
Five short stories to read together, or press "Read it to me" and listen.
Ages 4 to 8listeningearly readingFrench words
These five stories are short enough to read in a few minutes and simple enough for a four-year-old to follow. Each one has two or three French words tucked inside, and the story itself tells you what they mean, so nobody needs to know French to enjoy them. Read them aloud yourself, or press the button beside each story to hear it read. The notes for grown-ups are after the stories.
Story 1: The Lost Mitten
Nora had two red mittens. In Canada, a mitten is called une mitaine. Her grandpa always said it that way. "Put on your mitaines, Nora!"
One snowy morning, Nora went out to play. She made a snow angel. She made a snowball. She made a tiny snowman with a stick for a nose.
When she came inside, she had only one mitten.
"Oh no," said Nora. "Where is my other mitaine?"
She went back outside. She looked by the snow angel. No mitten. She looked by the big pine tree. No mitten. She looked under the porch. Only a sleepy cat.
Then Nora saw something red. It was moving!
She tiptoed closer. A little squirrel was pulling her mitten across the snow. It pulled and pulled. Then it pushed the mitten into a hole in the tree.
Nora peeked inside. The squirrel was curled up in her red mitten. It looked warm and cozy.
"You were cold," said Nora softly. "You needed a blanket."
Nora went back inside. She told Grandpa all about it.
Grandpa smiled. He found an old wool sock. "Here," he said. "Give your friend this. Then you can have your mitaine back."
Nora put the sock by the tree. The next morning, the sock was in the hole. And her red mitten was lying on the snow.
"Merci," whispered Nora. That means thank you.
Story 2: Pip the Hen Counts to Ten
Pip was a little brown hen. She lived on a farm with lots of other hens. Every morning, Pip liked to count her eggs.
But Pip could only count to three.
"One, two, three," said Pip. "Three eggs! Or maybe more?"
The farmer's dog came by. His name was Max. "I can help you count," said Max. "On this farm we count in English and in French. Let's do both!"
"One," said Max. "In French, that is un."
"One, un!" said Pip.
"Two," said Max. "That is deux. It sounds a bit like 'duh'."
"Two, deux!" said Pip, and she fluffed her feathers.
They counted three, four, five. They counted six and seven. Pip said every number twice, once in English and once in French. Her feathers were very fluffy now.
"Eight, nine," said Max.
Pip looked at the last egg. It was big and speckled. "Ten!" she shouted. "In French, what is ten?"
"Ten is dix," said Max. "You say it like 'deese'."
"Dix!" said Pip. "I have ten eggs!"
Just then, one egg began to wiggle. Crack! Out came a tiny yellow chick.
"Now how many?" asked Max.
Pip looked at her nine eggs and one chick. She thought very hard.
"Still ten," said Pip. "Nine eggs and one baby. That makes ten!"
Max wagged his tail. "Pip, you can count to ten now."
"And so can my chick," said Pip. "I will teach her tomorrow."
Story 3: The Snail Who Raced the Rain
Sol was a small grey snail. He lived in a garden under a big green leaf. Sol was slow. All snails are slow.
One day, the sky turned dark. The wind began to blow.
"Rain is coming," said a robin. "Sol, you should go home."
Home was a flower pot at the end of the garden. In French, rain is la pluie. The robin knew lots of words. "La pluie is coming fast," she said.
So Sol began to move. He went slowly past the carrots. He went slowly past the beans.
A rabbit hopped by. "Sol, you will never get home before the rain!"
"I will try," said Sol. He kept going, a little at a time.
Then the first drop fell. Plip! Then another. Plop! Soon the whole garden was wet.
The rabbit ran away to hide. The robin flew into a tree.
But Sol did not hide. Sol smiled. Snails love the rain! The ground was wet and slippery. Now Sol could slide.
Whoosh! He slid past the tomatoes. Whoosh! He slid past the lettuce. He was going faster than ever.
Sol reached the flower pot. He was not dry. He was wet and happy.
When the sun came out, the robin flew down. "Sol! How did you get home so fast?"
"The rain did not chase me," said Sol. "It helped me."
The robin laughed. "Bravo, Sol!" That means well done.
Story 4: A Kite Named Bleu
Amir had a new kite. It was blue, like the sky. Amir's big sister said, "In French, blue is bleu. Let's call him Bleu!"
So the kite was named Bleu.
Amir and his sister went to the park. The wind was gentle. Amir ran with Bleu. Bleu went up a little. Then Bleu came down. Bump.
"Bleu is too tired," said Amir.
"Wait for the wind," said his sister. "In French, wind is le vent. We need le vent to help."
They sat on the grass. They waited. A leaf blew by. Then a hat blew by. Then a big wind came.
"Now!" said his sister.
Amir ran. Bleu went up, up, up. He went higher than the trees. He went higher than the birds. His long tail danced.
"Bleu is flying!" shouted Amir.
Then the wind pulled very hard. The string slipped from Amir's hand!
Bleu flew away across the park. He landed in a tall tree.
Amir was sad. A girl from the park came over. She had a long stick.
"I can help," she said. The girl reached up. Amir's sister reached up. Amir stood on his toes.
Together, they wiggled the string free. Bleu floated down into Amir's arms.
"Thank you," said Amir. "Do you want to fly Bleu with us?"
The girl smiled. That afternoon, three friends and one blue kite played in the wind until the sun went down.
Story 5: The Night the Moon Came Down to the Pond
It was a quiet night. A little frog named Lulu sat on a lily pad. She looked up at the sky.
There was the moon, round and bright. In French, the moon is la lune.
"La lune is so far away," said Lulu. "I wish I could touch it."
Lulu looked down at the pond. And there, in the water, was the moon!
"The moon came down!" cried Lulu. "It came to visit me!"
She hopped to the edge of her lily pad. She reached out one green foot. Splash! The moon broke into a hundred shiny pieces.
"Oh no," said Lulu. "I broke the moon!"
An old turtle swam up slowly. "Do not worry, little one," he said. "Wait and see."
Lulu waited. The water grew still. The shiny pieces came back together. The moon was round again.
"It is only a picture of the moon," said the turtle. "The pond is like a mirror. The real moon is still in the sky."
Lulu looked up. The moon was there, smiling down. She looked down. The moon was there, smiling up.
"Now I have two moons," said Lulu.
The turtle laughed softly. "Good night, Lulu," he said. "Bonne nuit." That means good night in French.
Lulu curled up on her lily pad. One moon above, one moon below. And she fell asleep.
Reading these stories aloud
You do not need a special voice or a dramatic performance. What helps most is a steady, unhurried pace. Young listeners need time to picture each sentence before the next one arrives, so slow down a little more than feels natural. Pause at the dots, the turns of the page and the moments where something is about to happen ("Then Nora saw something red. It was moving!").
Give characters small differences rather than full impressions. Pip can be a bit squeaky, the turtle a bit slow, Max the dog a bit bouncy. Even a tiny change helps a four-year-old keep track of who is talking.
If your child wants the same story five nights in a row, that is wonderful. Repetition lets them start saying lines with you, and joining in is one of the first signs that a child is connecting spoken and written words.
What to ask before, during and after
Keep questions light. One or two at each stage is plenty; a story is not a test.
| When | Sample questions | What it helps with |
|---|---|---|
| Before | "This one is called The Lost Mitten. What do you think happens?" | Making a guess, getting curious |
| During | "Where do you think the mitten went?" "Why is Sol smiling?" | Following the story, predicting |
| After | "What was your favourite part?" "What would you do if a squirrel took your mitten?" | Remembering, connecting to their own life |
The best questions have no wrong answer. "What do you think" is always better than "What did the squirrel do", because it invites a child to talk instead of checking whether they listened.
Pointing at words
With children who are starting to read, run your finger under the words as you read the title and a line or two. You do not need to do it for the whole story. The point is to show that the marks on the page are the words you are saying, and that we read from left to right.
Good words to point at are the repeated ones. "No mitten" appears three times in Story 1. Point to it the second and third time, and your child may start "reading" it with you. In Story 2, each number repeats in a pattern your child can predict.
If your child enjoys watching the words light up as they are spoken, the listen-along stories in our games collection are a good companion to these.
Using the French words
Each story explains its French words inside the story, so you can read them even if you never learned French. Here is a simple guide to saying them, in rough English spellings:
| French | Meaning | Say it roughly like |
|---|---|---|
| une mitaine | a mitten (the Canadian word; in France, une moufle) | "oon mee-TEN" |
| merci | thank you | "mair-SEE" |
| un, deux, dix | one, two, ten | "uh", "duh", "deese" |
| la pluie | the rain | "la PLWEE" |
| bravo | well done | "bra-VO" |
| bleu | blue | "bluh" (with rounded lips) |
| le vent | the wind | "luh VAHN" (no clear n at the end) |
| la lune | the moon | "la LOON" (lips pushed forward) |
| bonne nuit | good night | "bun NWEE" |
Do not worry about getting the sounds perfect. A child who hears you try, and maybe laughs with you about it, learns that a new language is something you play with. If your child is in French immersion, they may well correct you, and that is a lovely moment for them. More ideas for French at home are in the French at Home articles.
After a few readings, try leaving the French word out and letting your child fill it in: "Put on your..." and they shout "mitaines!"
Retelling the stories
Retelling is one of the best things a young child can do with a story. It asks them to remember what happened, put it in order and find their own words. A gentle way to start is with three questions: "What happened first? What happened next? How did it end?"
For Story 3, a five-year-old might say: "The snail was slow. Then it rained. Then he slid home fast." That is a complete retelling, with a beginning, a middle and an end. Praise the order.
You can also retell with props. A sock and a red mitten for Story 1. A ball of string for the kite. Some children prefer to draw three pictures and tell the story from those. For more ideas on early reading, have a look at the Reading and Writing articles.
One more idea: after a few readings, ask your child to change one thing. What if the squirrel kept the mitten? What if Bleu landed on a roof? The new ending they invent is a story of their own, and you can write it down for them in a single sentence on the back of their drawing.
Notes by Maud Harcastle · First published



