Goldilocks, please say sorry! #betterthanchocolate

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3.83 MB   |   44 pages

PRODUCT DESCRIPTION

Goldilocks Please Say Sorry!
44 pages – USA CCSS and Aus Curriculum aligned

#betterthanchocolate

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

Police Report

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

USA CCSS
Literature
RL.K.1, RL.K.2
With prompting and support, ask and answer questions about key details in a text with prompting and support, retell familiar stories, including key details
RL.1.1, RL.1.2
Ask and answer questions about key details in a text retell stories, including key details, and demonstrate understanding of their central message or lesson
RL.2.1, RL.2.2
Ask and answer such questions as to who, what, when, why and how to demonstrate understanding of key details in a text. Recount stories…


Aus Curriciculum
Foundation
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)
Year One
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)
Year Two
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)
Total Pages
44
Answer Key
N/A
Teaching Duration
N/A

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Goldilocks, please say sorry! #betterthanchocolate
Goldilocks, please say sorry! #betterthanchocolate
Goldilocks, please say sorry! #betterthanchocolate
Goldilocks, please say sorry! #betterthanchocolate
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