Goldilocks and the Three Bears

Goldilocks and the Three Bears Pages 6–7?TalkthroughGoldilocks has broken a chair. Did Goldilocks try sitting on everychair? Whose chair did she break?Observe and supportDo the children pay attention to punctuation tosupport expressive reading?Where are the quotation marks? What do they tell us?Where on the page are the exclamation marks? Why has theauthor used these? How will you read these sentences?Look at the word ‘CRASH!’ Why is it written in capital letters?Why does it have an exclamation mark? How will you read it?6

Goldilocks and the Three Bears Pages 8–9?TalkthroughGoldilocks is in the bedroom now. What does she do? Whathappens after she jumps on Baby Bear’s bed?Observe and supportDo the children check what they read with the phonicinformation on the page?Point to a word such as ‘jumped’.How did you know what that word was? What did you check atthe start of the word? What did you look for at the end of theword? What else did you check?8

Goldilocks and the Three Bears Pages 10–11?TalkthroughThe three bears are back home now. What have theydiscovered? How do they feel about this? Do any of the bearshave any porridge left? What might Baby Bear be saying?Observe and supportCan the children identify apostrophes and explainwhat they are used for?Can you show me an apostrophe? What two words have beenshortened into one? How will you read the words with anapostrophe?10

Goldilocks and the Three Bears Pages 12–13?TalkthroughBaby Bear has found his broken chair. How would you befeeling if you were Baby Bear? What do you think the bears willdo next?Observe and supportCan the children use information from the text and theillustrations to understand the meaning of newvocabulary, such as ‘broken’?What does the word ‘broken’ mean? How do you know this?What other words could you use instead of ‘broken’ that wouldkeep the meaning the same?12

Goldilocks and the Three Bears Pages 14–15?TalkthroughWho have the bears found? Whose bed is Goldilockssleeping in? What will she do when she wakes up?Observe and supportCan the children draw inferences from the text?How did the bears feel when they found out that someone hadbeen in their house?Did Goldilocks do the wrong thing going into the bears’ house?Why or why not?Would you go into someone else’s house without being invited?Why or why not?14

Goldilocks and the Three Bears Page 16? TalkthroughWhat does Goldilocks do when she wakes up? Why do you thinkshe does this?16After readingBeing a meaning makerEncourage the children to support their responseswith evidence from the book as they discuss thesecomprehension questions.Whose porridge did Goldilocks eat?Why didn’t Goldilocks eat Mama Bear’s porridge?How might Baby Bear feel about Goldilocks? Why?What kind of person do you think Goldilocks is?What would happen if someone did what Goldilocks did in yourhouse?

Being a code breakerExplore the following language features:• High-frequency words: a, and, for, in,it, my, of, on, said, saw, she, they, to,up, was, went, were.• Contractions and how they areformed; for example, someone’s, it’s.Being a text userRefer to the text when discussing thesequestions:Did you like this version of the story? Why orwhy not?How is this story the same as other versions?How is it different?Being a text criticThe illustrator of this book has drawn thecharacters as Russian peasants. How doesthis add to or change the story? Are little girlsever like Goldilocks?Responding to textAsk the children to work incooperative groups to practise andperform a readers’ theatre of the story.Provide the children with largesheets of paper, felt tip markersand pens and pencils. Encourage them tomake a poster of their favourite part ofthe story. Their posters could includepop-up features.Ask the children to go through thebook and list all the words thatcontain double letters. They could useother familiar texts to add to their lists.WritingDiscuss the setting of this version ofGoldilocks and the Three Bears.Encourage the children to write theirown version of the story, using a differentsetting, such as another country, thepresent or the future.AssessmentCan the children:• identify the type of text (traditional tale) and explain what this means?• predict what will come next in the story based on the repetitive structure of thebook?whole text activity sentence activity word activity

Goldilocks and theThreeBaby BearGoes for Bears a WalkRetold by Jenny FeelyIllustrated by Peter Paul BajeralphakidsTeacherEditionOtherbooksat thislevelMakingMaking SpaghettiWritten by Jack HastingsSpaghettiPhotography by Michael CurtainalphakidsTopic: Traditional talesCurriculum link: EnglishText type: NarrativeReading level: 9Word count: 275High-frequency words: a, and, for, in, it, my, of,on, said, saw, she, they, to, up, was, went, wereVocabulary: asleep, bears, broken, chair,Goldilocks, jumped, once, porridge, someone, three,time, uponPossible literacy focusExploring language associated with traditional tales;for example, ’Once upon a time’.Recognising predictable language features in a text.SummaryThis text is a retelling of the traditional tale ofGoldilocks and the Three Bears.TwoSnakesalphakidsRetold by Edel Wignell Illustrated by Marjory GardnerTheFoxand theSnailalphakidsRetold by Edel WignellIllustrated by Alex StittCampingalphakidsWritten by Sarah O’NeilPhotography byMichael CurtainWhalesWritten by Hannah ReedIllustrated by Liz CogleyalphakidsISBN 0- 7253- 3403- 79 780725 334031alphakids