Goldilocks story sequencing
7 May 2010
Rate this content
Go on a bear-sized adventure, as you talk about, sequence and role play the story of ‘Goldilocks and the Three Bears’
Share a version of the story of ‘Goldilocks and the Three Bears’ together – you may wish to tell it yourself or use a big book. Talk about the story and how it compares to other versions the children may have heard.
Use the Story pictures to talk about the Goldilocks story and its plot. Move from the obvious to the detailed, and then to the inferred. Ask questions for each picture, such as: Who can you see? Where are they? What are they doing? How are they feeling? How do you know? Point out the expressions on the characters’ faces.
Children can use the Story pictures to sequence the story individually, or use the ‘What happened next?’ Interactive resource to display and sequence the pictures on an interactive whiteboard. This provides opportunities for reinforcing vocabulary such as ‘first’, ‘next’, ‘then’ and ‘finally’. You could also use the story pictures to explore the characters’ actions, feelings and motives. Why did the bears take a stroll? How did they feel when they discovered Goldilocks in Baby Bear’s bed?
The plot of Goldilocks is quite complex, and involves lots of threes. Encourage children to look for threes in the plot, such as the bears, porridge bowls, chairs and beds. Each set of three is also based on size, offering scope for work using comparative words such as smaller, smallest, bigger and biggest.
The plot has a three-part theme in the porridge/chairs/beds sequence, so the story also offers opportunities for using the ordinal numbers, first, second and third. You could make labels for these words to use as you ask questions such as: What was the first thing that Goldilocks did? (Tried the porridge) What was the second thing? What was the third?
You could also ask: Whose porridge/chair/bed did she try first/second/third? When the bears were finding the things that Goldilocks had done, who spoke first/second/third?
Ask the children what other stories they know that features threes (possibilities include ‘The Three Little Pigs’ and ‘The Three Billy Goats Gruff’).
Retelling the story
Use discussion about the story as a stimulus for free play. Provide a suitable location and appropriate props, and encourage the children to act in role, using voice, expression and movements. You could recreate the setting of the bears’ kitchen using a table and three chairs and a simple range constructed from painted cardboard boxes. Try to include some artefacts from ‘kitchens long ago’, such as a besom broom, a carpet beater and rug, a washboard, an old-fashioned kettle, a candlestick and some old cooking pots. The bears’ beds and chairs could be made from construction kits or with card. Again, make sure that size is appropriate for each character. Encourage the children to role play the story and explore the workings of the kitchen.
Encourage the children to retell the story of Goldilocks aloud for the class – perhaps using the ‘What happened next?’ Interactive resource for support. Encourage them to think of ways of moving for each character. They could walk like that character, or create appropriate actions. Think about the voices and expressions of each of the bears. Ask the children to use high, middle and low voices when they enact that character. They could progress to telling their own stories.
When children have explored the story through talk and role play, encourage them to capture the ideas and language they have developed by writing a story summary, or the complete story, on the lines under the Story pictures. These could then be turned into a book for your book corner or sent home to share with parents.
These ideas and activities are taken from Yellow Door’s ‘Goldilocks and the Three Bears’ resource pack and interactive CD-ROM, by Tim Harding and Debbie Pullinger. For more information about this and other titles in the Come Alive Stories range, visit www.yellow-door.net or call 0845 603 5309.