Goldilocks Please Say Sorry!
44 pages – USA CCSS and Aus Curriculum aligned
This pack focuses on one Fairytale and writing about it in a variety of ways. Choose which aspects will suit your grade before you print. Explore all facets of the story with these planners and the prepared prompt sheets. Encourage planning before writing and allow for lots of discussions. There are two extra pages to copy at the end for extra writing spaces.
Pink Vocab Cards – Use these cards to discuss character attributes, descriptions and interactions between story components. You can print and go or laminate for longer use.
I see, I think, I wonder - Read part of the story and complete each component. Then read the rest of the story and discuss your options
Beginning, middle and ending - this helps to write a recount
Recount planner – focuses on each part of a recount
Jigsaw Cards - Color copy and laminate – sequence in order of size and use for language vocab, size vocab, adjectives
Character Traits – Interactive Notebook page for all four characters
Story Parts – Interactive Notebook page, including complications and resolutions
Goldilocks can, is, has
Baby Bear can, is, has
Mama Bear can, is, has
Papa Bear can, is, has
Real Bears can, are, have
Use adjectives to describe the chairs, beds, porridge and characters
What would Goldilocks say to Baby Bear, Mama Bear and Papa Bear?
What else could the bears have had for breakfast?
Emotions for each character
Describe what each character looks like - adjectives
Goldilocks – Beginning, middle, ending and rewrite the story with different characters
Venn Diagram for story bears and real bears
Text to text, text to self, text to world
Letters to Baby Bear, Mama Bear and Papa Bear from Goldilocks to say sorry
I am sorry
Conflicts and Resolutions
Venn Diagrams – Goldilocks and The Three Bears making comparisons to another Fairytale
How would you persuade Papa Bear to not ring the Police? This is your plan - use the lined paper for your draft
Two pages of lines for extra writing space
With prompting and support, ask and answer questions about key details in a text with prompting and support, retell familiar stories, including key details
Ask and answer questions about key details in a text retell stories, including key details, and demonstrate understanding of their central message or lesson
Ask and answer such questions as to who, what, when, why and how to demonstrate understanding of key details in a text. Recount stories…
Interpreting, analysing, evaluating
Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
Read supportive texts using …emerging text processing strategies, (ACELY1659)
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts …(ACELY1660)
Read less predictable texts with phrasing and fluency …using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting( ACELY1669)
Use comprehension strategies to build …meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features …(ACELY1670)