Week 2
Objectives
Teaching sequence – shared time
Teaching and Learning Activities – group work
Learning Outcomes
familiarisation, capturing ideas, demonstrating, teacher scribing, independent
writing
NLS YEAR 1
AUTUMN TERM
TEXT 3
Familiarisation – Teacher reads and children listen to a second published
Goldilocks and the three Bears text (not a picture book version this week).
Encourage discussion about the difference between Week 1 and Week 2
versions. Ask children to talk about their preferences and encourage them to
state reasons for their choices
TEXT 3
Children listen to a taped version of the Goldilocks story- at various key points
in the story teacher will stop the tape and ask certain children to continue.
*Refer to teacher scribing section
TEXT 7
Capturing Ideas – Using wooden mask of Goldilocks and the three Bears
volunteers from the class are encouraged to act out the story in three clearly
defined sections: Beginning, Middle and End. (Discuss and agree task with
children prior to dramatisation) (
Teacher Demonstration – Teacher demonstrates re-ordering of cut up sentence
and then encourages children to continue the activity. This links with role play
sentences composed in Week 1. This week all the sentences are cut up and reordered.
Children are given the opportunity to read through different
versions of Goldilocks and the three Bears independently)
Children use headphones to listen to the taped version of
Goldilocks independently.
Familiarisation with the narrative
Familiarisation with the narrative
Children to use masks/props for independent role play tasks
SENTENCE 8 & 9
1c and 3c
Familiarisation of dialogue and
sequence of events
Children re-order cut up sentences independently
Children sequence Goldilocks pictures independently
TEXT 3
1b
SENTENCE 8&9
1C
WORD 4
Teacher Scribing

Teacher scribes children’s story links as they listen to the taped version of
Goldilocks

Teacher presents class with a set of Goldilocks pictures to sequence. After
sequencing children are encouraged to compose appropriate sentences for
each picture. Teacher scribes children’s ideas (Focus on capital letters and
full stops).
Supported Writing - Close procedure activity – Teacher writes 5 sentences
about Goldilocks, leaving out crucial CVC words. Children are encouraged to
predict missing words from the text and asked to write them on individual
whiteboards.
Independent cloze procedure activity – identify and write
missing CVC words from Goldilocks text
Further Independent Activities

Children write their own zigzag Goldilocks books)

Children design a Goldilocks ‘Wanted’ poster
To use capital letters for the start of a
sentence.
To use full stops to demarcate
sentences
Familiarisation of sequence of events
Further practice in segmenting and
spelling CVC words

I.T. program (My World 3) Goldilocks – ongoing from
Week 1
To sequence the order of events in
story form.
To extend story into an imaginative
level using ideas beyond the literal
Evaluation
At the end of Week 2, the majority of children have a greater understanding of the sequence of events in this story
(particularly EAL pupils). This was very apparent when they were asked to link the taped extracts of the story together.
Drop In Box: Week 2
Ongoing weekly Literacy activities
 Guided Reading
 Further independent activities e.g. Look Cover
Write Check, etc.
 Handwriting
 Spelling test
 SEN programme of work
Familiarisation of sequence and
events
Plenary Activities
1. Re-reading Goldilocks
sentences composed by class
during word work.
2. Re-ordering further cut up
unseen Goldilocks sentences.
3. Revisit and re-read close
procedure activity completed
during word work.
4. Using wooden Goldilocks story
masks, the three bears tell the
class which one of Goldilocks’
misdemeanours upset them the
most.