Jump to content

Sub-Navigation

Key Stage 1: English task: Goldilocks

Goldilocks

About the task

This task is a guided group activity over two sessions, led by the teacher. It is based on an alternative version of the story of Goldilocks and the Three Bears, entitled Baby Bear and the Intruder, a copy of which is provided. Prior knowledge of the traditional version of the story is assumed. The task is designed to assess reading comprehension. Evidence will be collected based on the children's oral responses and in written form.

The guided reading sessions are designed to take place within the usual literacy lesson.

Resources

Challenge for the more able

  • Study different versions of the same story, identifying similarities and differences. Recognise how stories change over time and how differences of culture are expressed.
  • Study the point of view from which a story is told to discover how this can affect the reader's response.
  • Change a point of view, eg tell incident or describe a situation from the point of view of another character or perspective.

Collecting children's responses

Children's responses are collected in two different ways as detailed below. This evidence will be used to assess the level of achievement.

Oral Response During the guided reading sessions teachers will need to collect evidence of the children's oral responses. This can be done using a tape recorder, or through making notes during the session.
Written Response Children will be asked to make notes on the response sheets, prepare questions for characters, and to complete a longer piece of writing changing the narrative perspective.

Baby Bear and the Intruder - Session 1

Guided Reading
Teaching sequence
Focus
  • Identify and discuss the differences between the opening chapter of Baby Bear and the Intruder, and the traditional version of Goldilocks and the Three Bears.
  • Begin to study the point of view from which the story is told to discover how this can affect the reader's response.
Book introduction
To orientate the children, and encourage prediction and speculation.

Invite prediction and discussion around the title, with questions such as:

  • which character will be the main focus of the story?
  • what does the word intruder mean?
  • who do you think the word intruder might be referring to?
Strategy check
To help the children recall reading strategies, and to set the focus for reading.

Remind children of strategies to tackle unfamiliar vocabulary.

Ask the children to make a mental note of any differences between this opening chapter and the traditional version of the story, as they read. This will be the focus for the discussion after their independent reading.

Independent reading
 Children read Chapter 1 of Baby Bear and the Intruder independently.Give each child focused attention, as required.
Returning to the text and response
To establish an authentic dialogue around the text, and assess comprehension.

Discuss the similarities between this opening chapter and the traditional version of the story, eg Did the children recognise the story? How? (characters, setting, bowls of porridge, going for a walk through the woods, general pattern of events, etc.)

Encourage the children to share their thoughts about the differences. This should include:

  • modern culture, eg Baby Bear is dreaming about a shiny, red bike; watching television; duvet; fleece.
  • the extended dialogue between Mummy Bear and Baby Bear, and its subject matter, may not appear in traditional versions.
  • Baby Bear leaves the door open for the 'intruder'.
  • point of view, eg Is this story told in first or third person? Who do you feel closest to? Can you say why? Whose eyes are you seeing it through?
Next steps
To reinforce the focus, and prepare for the next session.

Complete the 'Similarities and Differences' Table.
Explain to the children that during the next guided reading session they will be looking more closely at how they feel about the characters in the new version of the story. In this grid, children will justify their comments with direct reference to the text. Alternatively children can be asked to highlight evidence of similarities and differences in two colours on the text itself.



Assessment
Guided reading session
The more able child will be able to:
Book orientation
  • explain who they think the main character is going to be
  • refer to the text to explain how they made this inference, eg The story isn't called Goldilocks and the Three Bears, it's called Baby Bear and the Intruder
  • make a connection between Goldilocks and the Three Bears, and this new story, and tell you that this story is told through Baby Bear's eyes
  • explain what the word 'intruder' means and relate that to Baby Bear's perception of Goldilocks. Other children may be able to infer the meaning of the word and see that it relates to Goldilocks. Not all children will be able to make this inference. In itself, this should not be used as evidence that the child is not working at a higher level.
Strategy check/ independent read
  • remain focused on the task set by the teacher, for the duration of the independent read.
Returning to the text and response
 (It may be beneficial to tape record this discussion in order to analyse children's responses.)
  • comment on the similarities and differences in the two versions of the story.
  • identify specific evidence (words and/or phrases) from the text, to support their arguments, eg Mummy Bear makes porridge in both versions. In the traditional tale, the reason the bears went for a walk is that the porridge was too hot - Come on darling....porridge is ready.
Next steps
 In this grid, children will justify their comments with direct reference to the text. Alternatively children can be asked to highlight evidence of similarities and differences in two colours on the text itself.

Use these prompts to look at Transcripts A and B


Baby Bear and the Intruder - Session 2

Guided Reading
Teaching sequence
Focus
  • Study the point of view from which the story is told to discover how this can affect the reader's response.
  • Change a point of view eg tell of an incident or describe a situation from the point of view of another character or perspective.
Book introduction
To orientate the children, and encourage prediction and speculation.		 Working in pairs, ask the children to summarise the opening chapter of Baby Bear and the Intruder to each other.
Strategy check
To help children recall reading strategies, and to set the focus for reading.

Remind children of strategies to tackle unfamiliar vocabulary.

Ask the children, as they read, to note their feelings about Baby Bear on the response sheet. Remind them of the previous session and to keep looking out for differences from the traditional version of the story.

Independent reading
 Children read Chapter 2 of Baby Bear and the Intruder independently, and make notes on the response sheet based on their feelings about Baby Bear.
Support each child as required.
Returning to the text and response
To establish an authentic dialogue around the text, and assess comprehension.

Invite the children to feedback their feelings about Baby Bear, using their notes as a prompt. Encourage them to justify their feelings with reference to the text.

Demonstrate 'hot seating': Ask the children to think of a question that they would like to ask Baby Bear and note it on the 'question sheet'. With the teacher in the role of Baby Bear, the children 'hot seat' the teacher, posing their questions. The teacher responds to the children's questions in character.

Encourage the children to evaluate their questions and the teacher's responses, eg Did you find out as much about Baby Bear as you wanted to? What more did you want to know? How could you improve your questioning? Were any of the answers a surprise? Why?

Changing the point of view: Ask the children to think of a question to ask Mummy Bear, and note it on the 'question sheet'. Choose a child to take on the role of Mummy Bear. The children ask their questions and the child responds in character. Give each child a turn acting out the role of Mummy Bear. During this part of the session note the children's ability to appreciate 'points of view'. Assess whether they are able to present the events and incidents from Mummy Bear's perspective.

Further response
To provide further written evidence.		 Ask the children to imagine that they are Mummy Bear.
Mummy Bear is going to write a letter to her friend, describing the events of the story. The children will need a copy of the story Baby Bear and the Intruder to refer to. They will need to think about the character of Mummy Bear, the events as she saw them and how she was feeling during the story.
Assessment
Guided reading session
The more able child will be able to:
Strategy check/ independent read
  • either make notes as they are reading, or read the whole chapter before beginning to note their findings
  • show their personal responses to the character of Baby Bear, eg Baby Bear is right to be grumpy.
Returning to the text and response
  • explain their notes, inferring why Baby Bear behaves in a particular way. They will make reference to the text to support their views, eg Baby Bear doesn't want to be there. He's dragging his feet and trying to pull the ribbon off.
  • show empathy towards Baby Bear, eg I would feel grumpy too if my mum was treating me like that!
  • ask questions in the hot seating that demonstrate their ability to infer from the text, eg (to Mummy Bear) Why do you bother to make that porridge every morning?, (to Baby Bear) What made you growl at your mum?
  • realise that asking literal questions does not enable them to find out any more than they already know from the text. Questions involving inference will elicit much deeper responses and the children will find out more.
  • when taking on the role of Mummy Bear, interpret the events from her point of view. They will assume aspects of her character, eg I treat Baby Bear like that because he's my baby. I'm looking after him. I wouldn’t be a good mummy if I didn't.
Further response
 In order to complete this task, children will need to orchestrate a range of writing skills, eg awareness of reader, writing in the first person, awareness of genre. However, the purpose is not to assess writing, but, the child's ability to present the events and incidents of the story from Mummy Bear's point of view. They will use their knowledge of the text, the characters, and the overall style of the story, to support their retelling.

Use these prompts to look at Transcript C

Back to top