Goldilocks Throughtalk

Teacher Edition
Goldilocks
and the
Baby
Bear
Three
Bears
Goes for a Walk
Retold by Jenny Feely
Illustrated by Peter Paul Bajer
alphakids
Published edition
Eleanor Curtain
Publishing 2004
First published 2004
Apart from any fair dealing for
the purposes of study, research,
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permitted under the Copyright
Act of Australia, no part of this
book may be reproduced by
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of the copyright owner. Where
copies of part or the whole of
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claim payment.
How to use this book
Developed by
Eleanor Curtain Publishing
Text: Kerrie Shanahan
Consultant: Susan Hill
Designed by
Alexander Stitt
Production by
Publishing Solutions
Printed in China
ISBN 0 7253 3403 7
123456789
04 05 06
Before reading: Talkthrough

Talk through the book with the children. Encourage
them to predict the text from the cover and the
pictures, and to think about the information they
provide. Direct the childrens attention to aspects of
the text that may challenge them. Support the children
to deal with these challenges by asking the
Talkthrough questions on each page.
During reading: Observe and support

Observe the children as they read. Encourage them to
monitor their own reading as they comprehend the
text. As needed, support the children by helping them
to discover and use reading strategies and cues to solve
problems and respond to reading challenges that arise
in the text. Interruptions to the childrens reading
should be minimal and focused on specified learning
needs.
After reading: Comprehension, returning to

the text, responding and writing links
To further develop childrens understanding of the
text, select from activities found on page 16 and the
inside back cover. These whole text, sentence and word
level activities reinforce the teaching focus of this
book. Assessment ideas are provided to assist with
planning for further teaching.
Text highlights
Vocabulary
An historic and rural Russian setting

(Russian bears), with the characters
dressed as peasants.
The story features repetitive text and
speech.
asleep, bears, broken, chair, Goldilocks,

jumped, once, porridge, someone, three, time,
upon
Setting the context

Ask the children to tell you the story of
Goldilocks and the three bears. It could be
helpful to tell the story before the guided
reading session. You could also discuss any
differences between this and other versions
of the story that the children may have
heard.
Introducing the book
Front cover
Title page
Point to the authors name.
All stories are set in a certain time and

place. Have a look at the picture on the
front cover. What kind of clothes are the
bears wearing? Are they the type of clothes
that would be worn by rich people? Are they
the sort of clothes that are worn now? The
bears are wearing the kind of clothes that
peasants in the Russian countryside wore a
long time ago.
Who has heard the story of Goldilocks and

the three bears? This story has been told
many, many times over a long time. A very
old story like this is called a traditional tale.
Today we are going to read one version of
Goldilocks and the Three Bears.
This book has been retold by Jenny Feely.

What does retold mean? Why would a story
like Goldilocks and the Three Bears be
retold?
Goldilocks and the Three Bears Pages 23
Talkthrough
Papa Bear, Mama Bear and Baby Bear are sitting down to
have their porridge. Are they eating their food? What do they
do instead?
Observe and support

Do the children use a range of strategies to help them
work out new words?
How did you know that word was porridge? What things did
you check on the page?
If a child is having difficulty, ask the following
questions:
Read on and come back to that word. What kind of word are we
looking for here? What letter does the word start with? What
sound might this letter make? What would make sense here?
Does the picture help?
Talkthrough
This is Goldilocks. She is walking in the woods. What do you
think she will do?
Observe and support

Can the children support their understanding of the
text with direct evidence from the book?
Where was Goldilocks walking? Who lives in the house? What
did Goldilocks do in the house? Why didnt she like Papa Bears
porridge? Why didnt she like Mama Bears porridge? How about
Baby Bears porridge?
Talkthrough
Goldilocks has broken a chair. Did Goldilocks try sitting on every
chair? Whose chair did she break?
Observe and support

Do the children pay attention to punctuation to
support expressive reading?
Where are the quotation marks? What do they tell us?
Where on the page are the exclamation marks? Why has the
author 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?
Talkthrough
Goldilocks is in the bedroom now. What does she do? What
happens after she jumps on Baby Bears bed?
Observe and support

Do the children check what they read with the phonic
information on the page?
Point to a word such as jumped.
How did you know what that word was? What did you check at
the start of the word? What did you look for at the end of the
word? What else did you check?
Talkthrough
The three bears are back home now. What have they
discovered? How do they feel about this? Do any of the bears
have any porridge left? What might Baby Bear be saying?
Observe and support

Can the children identify apostrophes and explain
what they are used for?
Can you show me an apostrophe? What two words have been
shortened into one? How will you read the words with an
apostrophe?
10
11
Talkthrough
Baby Bear has found his broken chair. How would you be
feeling if you were Baby Bear? What do you think the bears will
do next?
Observe and support

Can the children use information from the text and the
illustrations to understand the meaning of new
vocabulary, such as broken?
What does the word broken mean? How do you know this?
What other words could you use instead of broken that would
keep the meaning the same?
12
13
Talkthrough
Who have the bears found? Whose bed is Goldilocks
sleeping in? What will she do when she wakes up?
Observe and support

Can the children draw inferences from the text?
How did the bears feel when they found out that someone had
been in their house?
Did Goldilocks do the wrong thing going into the bears house?
Why or why not?
Would you go into someone elses house without being invited?
Why or why not?
14
15
Goldilocks and the Three Bears Page 16
Talkthrough
What does Goldilocks do when she wakes up? Why do you think
she does this?
After reading
Being a meaning maker
Encourage the children to support their responses

with evidence from the book as they discuss these
comprehension questions.
Whose porridge did Goldilocks eat?
Why didnt Goldilocks eat Mama Bears 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 your
house?
16
Being a code breaker

Explore 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 are
formed; for example, someones, its.
Being a text user
Refer to the text when discussing these
questions:
Did you like this version of the story? Why or
why not?
How is this story the same as other versions?
How is it different?
Responding to text
Ask the children to work in
cooperative groups to practise and
perform a readers theatre of the story.
Provide the children with large
sheets of paper, felt tip markers
and pens and pencils. Encourage them to
make a poster of their favourite part of
the story. Their posters could include
pop-up features.
Ask the children to go through the
book and list all the words that
contain double letters. They could use
other familiar texts to add to their lists.
Being a text critic

The illustrator of this book has drawn the
characters as Russian peasants. How does
this add to or change the story? Are little girls
ever like Goldilocks?
Writing
Discuss the setting of this version of
Encourage the children to write their
own version of the story, using a different
setting, such as another country, the
present or the future.
Assessment
Can 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 the
book?
whole text activity
sentence activity
word activity
Goldilocks
and the
BabyBears
Bear
Three
Goes for a Walk
alphakids
Retold by Jenny Feely
Illustrated by Peter Paul Bajer
Teacher
Edition
Topic: Traditional tales

Curriculum link: English
Text type: Narrative
Reading level: 9
Word count: 275
High-frequency words: a, and, for, in, it, my, of,
on, said, saw, she, they, to, up, was, went, were
Vocabulary: asleep, bears, broken, chair,
Goldilocks, jumped, once, porridge, someone, three,
time, upon
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Exploring language associated with traditional tales;

for example, Once upon a time.
Recognising predictable language features in a text.
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Retold by Edel Wignell

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Summary
This text is a retelling of the traditional tale of
ISBN 0- 7253- 3403- 7
9 780725 334031
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Written by Sarah ONeil

Photography by
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Retold by Edel Wignell Illustrated by Marjory Gardner
and the
Possible literacy focus
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alphakids

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Teacher Edition

Illustrated by Peter Paul Bajer

How to use this book

Before reading: Talkthrough

During reading: Observe and support

After reading: Comprehension, returning to

An historic and rural Russian setting

asleep, bears, broken, chair, Goldilocks,

Setting the context

Introducing the book

All stories are set in a certain time and

Who has heard the story of Goldilocks and

This book has been retold by Jenny Feely.

Goldilocks and the Three Bears Pages 23

Observe and support

Goldilocks and the Three Bears Pages 45

Observe and support

Goldilocks and the Three Bears Pages 67

Observe and support

Goldilocks and the Three Bears Pages 89

Observe and support

Goldilocks and the Three Bears Pages 1011

Observe and support

Goldilocks and the Three Bears Pages 1213

Observe and support

Goldilocks and the Three Bears Pages 1415

Observe and support

Goldilocks and the Three Bears Page 16

Encourage the children to support their responses

Being a code breaker

Being a text critic

whole text activity

Retold by Jenny Feely

Illustrated by Peter Paul Bajer

Topic: Traditional tales

Photography by Michael Curtain

Exploring language associated with traditional tales;

Retold by Edel Wignell

ISBN 0- 7253- 3403- 7

Written by Sarah ONeil

Retold by Edel Wignell Illustrated by Marjory Gardner

Possible literacy focus

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