Guided Reading CardClick the relevant link below to load the

Guided Reading Card for your curriculum.

England

Scotland

Wales

Northern Ireland

Plot SummaryGoldilocks has problems making the perfect porridge. She has oats and milk but is not sure what else she needs so tries various ingredients. Fortunately, when the bears arrive for tea, they enjoy the unusual but tasty porridge that Goldilocks has made.

Goldilocks and the Porridge ProblemEnglish Curriculum

Curriculum Reference Objectives Progression Map Objective

Y2, RC, p.18 ReadingDevelop [...] vocabulary and understanding by: recognising simple recurring literary language [...].

Y2 t3, Literary LanguageRecognise interesting vocabulary in a text they have listened to or read.

Y2, RC, p.18 Spoken LanguageDevelop [...] vocabulary and understanding by: recognising simple recurring literary language [...].

Y2 t1, Literary LanguageRecognise clear patterns of language, such as the repetition of words or phrases.

Y2, WVGP, p.22 WritingLearn how to use: expanded noun phrases to describe and specify [for example, the blue butterfly].

Y2, Grammar and Vocabulary for ImpactThe child can include well-chosen details, words or phrases (which may have come from reading).

Book Band Turquoise ARR Level 17Genre Subverted traditional taleLength 24pp (353 words)Letters and Sounds Phase 6

Year 2, terms 1–2Phonics Bug Up to Unit 30Interest words chocolate, sour, spooned, spicy, dollop, gently

Download cards for other curricula from: http://mybugclub.pearson.com

PCMKeyRC = Reading – comprehension, National Curriculum in England (2013)

WVGP = Writing – vocabulary, grammar and punctuation, National Curriculum in England (2013)

Session 1: Reading Before Reading

Phonics for Reading(Re-read familiar texts fluently, introducing expression appropriate to the grammar.)Ask the children to re-read the text (or selected pages). Encourage them to think about punctuation, grammar and meaning, and expression when reading aloud (e.g. page 6, to lift their voice for questions; page 13, to use expression for the word ‘Ouch’, and also for words in capital letters/bold).

WalkthroughTalk about the front and back covers of the book. Read the title and blurb and encourage predictions:

• Have children ever made or eaten porridge? Discuss the ingredients with the group and share experiences.

• Focus on the expressions on Goldilocks’s face as you look through the illustrations. Can children identify and name the feelings? Can they recall a time when they have felt the same and explain why?

During ReadingWhile children read, ask them to think about the main question.

Main question: How does the author help us to imagine the different types of porridge? (Y2 t3, Literary Language)

Additional prompts to help you sample children’s reading:

Page 3: Why does Goldilocks think that porridge is perfect for the bears?

Pages 6–7: Which of these things would you like in your porridge?

Page 7: Why has the author put a picture of paper and a pencil on this page?

Page 10: What does Goldilocks put in the porridge after the oats and milk?

Page 13: Why is the porridge too spicy?

Page 15: Which words does the author use to tell us that Goldilocks does not like the porridge?

Pages 18–19: Why do the bears think there are different kinds of porridge?

Page 20: Which words are being spoken by each bear?

Pages 22–23: Why does Goldilocks want to have toast for her tea?

After ReadingDiscuss the main question with the group and encourage children to describe the different types of porridge, using the text to help them. Draw out the contrast in the way Goldilocks and the bears responded to the porridge, exploring why they might have different views. Identify the vocabulary used by the author to help us understand how the porridge tasted. Which type of porridge would the children like to try and how did they decide?

Quick FinishersDraw a picture of your favourite food and write words to describe it.

T 0845 630 33 33F 0845 630 77 77

www.pearsonschools.co.ukmyorders@pearson.com

Session 2: Spoken Language & Writing

Spoken LanguageRevise pages 11–15. Direct attention to the structure (e.g. page 11, ‘Goldilocks tasted the porridge/It was too [...]/So she got more [...]’. Can they find this on other pages? (Pages 13 and 15). How are these pages similar/different? How does this repetition compare with the traditional tale of Goldilocks and the three bears?

In preparation for the writing activity, divide children into groups to choose three ingredients they could add to make a delicious porridge. Each group chooses a name for their porridge and thinks of words to describe it. (Y2 t1, Literary Language)

WritingUsing the PCM, children design porridge with three added ingredients. Encourage them to use vocabulary that will describe how it will look, smell and taste. (Y2, Grammar and Vocabulary for Impact)

Making LinksChildren follow a recipe to make porridge, with adult support for the cooking. They could make the porridge they designed in their writing task, if appropriate.

Phonics for WritingDirect children to pages 10–15. Ask them to identify the words that are used to describe the porridge (sour, sweet, spicy). Focus on the word spicy, asking children to notice what happens when spice is changed to spicy. (The ‘e’ is taken off when ‘y’ is added.)

Ask children to consider the word chocolate and check if this word follows the same rule.

Plot SummaryGoldilocks has problems making the perfect porridge. She has oats and milk but is not sure what else she needs so tries various ingredients. Fortunately, when the bears arrive for tea, they enjoy the unusual but tasty porridge that Goldilocks has made.

Goldilocks and the Porridge ProblemCurriculum for Excellence

Curriculum Reference Objectives Progression Map Objective

ENG 1–19a ReadingI can share my thoughts about structure, characters and/or setting, [...] and comment on the effective choice of words and other features.

Y2 t3, Literary LanguageRecognise interesting vocabulary in a text they have listened to or read.

ENG 1–03a Spoken LanguageI am exploring how [...] choice of words are used to engage others [...].

Y2 t1, Literary LanguageRecognise clear patterns of language, such as the repetition of words or phrases.

LIT 1–26a WritingI can select ideas [...], organise these [...] and use words which will be interesting and/or useful [...].

Y2, Grammar and Vocabulary for ImpactThe child can include well-chosen details, words or phrases (which may have come from reading).

Book Band Turquoise ARR Level 17Genre Subverted traditional taleLength 24pp (353 words)Letters and Sounds Phase 6

Year 2, terms 1–2Phonics Bug Up to Unit 30Interest words chocolate, sour, spooned, spicy, dollop, gently

Download cards for other curricula from: http://mybugclub.pearson.com

PCM

Session 1: Reading Before Reading

Phonics for Reading(Re-read familiar texts fluently, introducing expression appropriate to the grammar.)Ask the children to re-read the text (or selected pages). Encourage them to think about punctuation, grammar and meaning, and expression when reading aloud (e.g. page 6, to lift their voice for questions; page 13, to use expression for the word ‘Ouch’, and also for words in capital letters/bold).

WalkthroughTalk about the front and back covers of the book. Read the title and blurb and encourage predictions:

• Have children ever made or eaten porridge? Discuss the ingredients with the group and share experiences.

• Focus on the expressions on Goldilocks’s face as you look through the illustrations. Can children identify and name the feelings? Can they recall a time when they have felt the same and explain why?

During ReadingWhile children read, ask them to think about the main question.

Main question: How does the author help us to imagine the different types of porridge? (Y2 t3, Literary Language)

Additional prompts to help you sample children’s reading:

Page 3: Why does Goldilocks think that porridge is perfect for the bears?

Pages 6–7: Which of these things would you like in your porridge?

Page 7: Why has the author put a picture of paper and a pencil on this page?

Page 10: What does Goldilocks put in the porridge after the oats and milk?

Page 13: Why is the porridge too spicy?

Page 15: Which words does the author use to tell us that Goldilocks does not like the porridge?

Pages 18–19: Why do the bears think there are different kinds of porridge?

Page 20: Which words are being spoken by each bear?

Pages 22–23: Why does Goldilocks want to have toast for her tea?

After ReadingDiscuss the main question with the group and encourage children to describe the different types of porridge, using the text to help them. Draw out the contrast in the way Goldilocks and the bears responded to the porridge, exploring why they might have different views. Identify the vocabulary used by the author to help us understand how the porridge tasted. Which type of porridge would the children like to try and how did they decide?

Quick FinishersDraw a picture of your favourite food and write words to describe it.

T 0845 630 33 33F 0845 630 77 77

www.pearsonschools.co.ukmyorders@pearson.com

Session 2: Spoken Language & Writing

Spoken LanguageRevise pages 11–15. Direct attention to the structure (e.g. page 11, ‘Goldilocks tasted the porridge/It was too [...]/So she got more [...]’. Can they find this on other pages? (Pages 13 and 15). How are these pages similar/different? How does this repetition compare with the traditional tale of Goldilocks and the three bears?

In preparation for the writing activity, divide children into groups to choose three ingredients they could add to make a delicious porridge. Each group chooses a name for their porridge and thinks of words to describe it. (Y2 t1, Literary Language)

WritingUsing the PCM, children design porridge with three added ingredients. Encourage them to use vocabulary that will describe how it will look, smell and taste. (Y2, Grammar and Vocabulary for Impact)

Making LinksChildren follow a recipe to make porridge, with adult support for the cooking. They could make the porridge they designed in their writing task, if appropriate.

Phonics for WritingDirect children to pages 10–15. Ask them to identify the words that are used to describe the porridge (sour, sweet, spicy). Focus on the word spicy, asking children to notice what happens when spice is changed to spicy. (The ‘e’ is taken off when ‘y’ is added.)

Ask children to consider the word chocolate and check if this word follows the same rule.

Plot SummaryGoldilocks has problems making the perfect porridge. She has oats and milk but is not sure what else she needs so tries various ingredients. Fortunately, when the bears arrive for tea, they enjoy the unusual but tasty porridge that Goldilocks has made.

Goldilocks and the Porridge ProblemWelsh National Curriculum

Curriculum Reference Objectives Progression Map Objective

RS8 ReadingRespond appropriately to books, considering what they read in terms of content, ideas, presentation, organisation and the language used.

Y2 t3, Literary LanguageRecognise interesting vocabulary in a text they have listened to or read.

OS7 Spoken LanguageRelating their contributions in discussion to what has gone on before by taking similar/different views into account, using the conventions of discussion and conversation.

Y2 t1, Literary LanguageRecognise clear patterns of language, such as the repetition of words or phrases.

WS10 WritingWriting with increasing confidence, fluency and accuracy, making choices about vocabulary.

Y2, Grammar and Vocabulary for ImpactThe child can include well-chosen details, words or phrases (which may have come from reading).

Book Band Turquoise ARR Level 17Genre Subverted traditional taleLength 24pp (353 words)Letters and Sounds Phase 6

Year 2, terms 1–2Phonics Bug Up to Unit 30Interest words chocolate, sour, spooned, spicy, dollop, gently

Download cards for other curricula from: http://mybugclub.pearson.com

PCM

Session 1: Reading Before Reading

Phonics for Reading(Re-read familiar texts fluently, introducing expression appropriate to the grammar.)Ask the children to re-read the text (or selected pages). Encourage them to think about punctuation, grammar and meaning, and expression when reading aloud (e.g. page 6, to lift their voice for questions; page 13, to use expression for the word ‘Ouch’, and also for words in capital letters/bold).

WalkthroughTalk about the front and back covers of the book. Read the title and blurb and encourage predictions:

• Have children ever made or eaten porridge? Discuss the ingredients with the group and share experiences.

• Focus on the expressions on Goldilocks’s face as you look through the illustrations. Can children identify and name the feelings? Can they recall a time when they have felt the same and explain why?

During ReadingWhile children read, ask them to think about the main question.

Main question: How does the author help us to imagine the different types of porridge? (Y2 t3, Literary Language)

Additional prompts to help you sample children’s reading:

Page 3: Why does Goldilocks think that porridge is perfect for the bears?

Pages 6–7: Which of these things would you like in your porridge?

Page 7: Why has the author put a picture of paper and a pencil on this page?

Page 10: What does Goldilocks put in the porridge after the oats and milk?

Page 13: Why is the porridge too spicy?

Page 15: Which words does the author use to tell us that Goldilocks does not like the porridge?

Pages 18–19: Why do the bears think there are different kinds of porridge?

Page 20: Which words are being spoken by each bear?

Pages 22–23: Why does Goldilocks want to have toast for her tea?

After ReadingDiscuss the main question with the group and encourage children to describe the different types of porridge, using the text to help them. Draw out the contrast in the way Goldilocks and the bears responded to the porridge, exploring why they might have different views. Identify the vocabulary used by the author to help us understand how the porridge tasted. Which type of porridge would the children like to try and how did they decide?

Quick FinishersDraw a picture of your favourite food and write words to describe it.

T 0845 630 33 33F 0845 630 77 77

www.pearsonschools.co.ukmyorders@pearson.com

Session 2: Spoken Language & Writing

Spoken LanguageRevise pages 11–15. Direct attention to the structure (e.g. page 11, ‘Goldilocks tasted the porridge/It was too [...]/So she got more [...]’. Can they find this on other pages? (Pages 13 and 15). How are these pages similar/different? How does this repetition compare with the traditional tale of Goldilocks and the three bears?

In preparation for the writing activity, divide children into groups to choose three ingredients they could add to make a delicious porridge. Each group chooses a name for their porridge and thinks of words to describe it. (Y2 t1, Literary Language)

WritingUsing the PCM, children design porridge with three added ingredients. Encourage them to use vocabulary that will describe how it will look, smell and taste. (Y2, Grammar and Vocabulary for Impact)

Making LinksChildren follow a recipe to make porridge, with adult support for the cooking. They could make the porridge they designed in their writing task, if appropriate.

Phonics for WritingDirect children to pages 10–15. Ask them to identify the words that are used to describe the porridge (sour, sweet, spicy). Focus on the word spicy, asking children to notice what happens when spice is changed to spicy. (The ‘e’ is taken off when ‘y’ is added.)

Ask children to consider the word chocolate and check if this word follows the same rule.

Plot SummaryGoldilocks has problems making the perfect porridge. She has oats and milk but is not sure what else she needs so tries various ingredients. Fortunately, when the bears arrive for tea, they enjoy the unusual but tasty porridge that Goldilocks has made.

Goldilocks and the Porridge ProblemNorthern Ireland Curriculum

Curriculum Reference Objectives Progression Map Objective

R8 ReadingUse a range of comprehension skills, bothoral and written, to interpret and discuss texts.

Y2 t3, Literary LanguageRecognise interesting vocabulary in a text they have listened to or read.

T&L 2 Spoken LanguageListen to, respond to and explore stories, poems, songs, drama, and media texts through the use of traditional and digital resources and recreate parts of them in a range of expressive activities.

Y2 t1, Literary LanguageRecognise clear patterns of language, such as the repetition of words or phrases.

W2 WritingUnderstand and use a range of vocabulary by investigating and experimenting with language.

Y2, Grammar and Vocabulary for ImpactThe child can include well-chosen details, words or phrases (which may have come from reading).

Book Band Turquoise ARR Level 17Genre Subverted traditional taleLength 24pp (353 words)Letters and Sounds Phase 6

Year 2, terms 1–2Phonics Bug Up to Unit 30Interest words chocolate, sour, spooned, spicy, dollop, gently

Download cards for other curricula from: http://mybugclub.pearson.com

PCM

Session 1: Reading Before Reading

Phonics for Reading(Re-read familiar texts fluently, introducing expression appropriate to the grammar.)Ask the children to re-read the text (or selected pages). Encourage them to think about punctuation, grammar and meaning, and expression when reading aloud (e.g. page 6, to lift their voice for questions; page 13, to use expression for the word ‘Ouch’, and also for words in capital letters/bold).

WalkthroughTalk about the front and back covers of the book. Read the title and blurb and encourage predictions:

• Have children ever made or eaten porridge? Discuss the ingredients with the group and share experiences.

• Focus on the expressions on Goldilocks’s face as you look through the illustrations. Can children identify and name the feelings? Can they recall a time when they have felt the same and explain why?

During ReadingWhile children read, ask them to think about the main question.

Main question: How does the author help us to imagine the different types of porridge? (Y2 t3, Literary Language)

Additional prompts to help you sample children’s reading:

Page 3: Why does Goldilocks think that porridge is perfect for the bears?

Pages 6–7: Which of these things would you like in your porridge?

Page 7: Why has the author put a picture of paper and a pencil on this page?

Page 10: What does Goldilocks put in the porridge after the oats and milk?

Page 13: Why is the porridge too spicy?

Page 15: Which words does the author use to tell us that Goldilocks does not like the porridge?

Pages 18–19: Why do the bears think there are different kinds of porridge?

Page 20: Which words are being spoken by each bear?

Pages 22–23: Why does Goldilocks want to have toast for her tea?

After ReadingDiscuss the main question with the group and encourage children to describe the different types of porridge, using the text to help them. Draw out the contrast in the way Goldilocks and the bears responded to the porridge, exploring why they might have different views. Identify the vocabulary used by the author to help us understand how the porridge tasted. Which type of porridge would the children like to try and how did they decide?

Quick FinishersDraw a picture of your favourite food and write words to describe it.

T 0845 630 33 33F 0845 630 77 77

www.pearsonschools.co.ukmyorders@pearson.com

Session 2: Spoken Language & Writing

Spoken LanguageRevise pages 11–15. Direct attention to the structure (e.g. page 11, ‘Goldilocks tasted the porridge/It was too [...]/So she got more [...]’. Can they find this on other pages? (Pages 13 and 15). How are these pages similar/different? How does this repetition compare with the traditional tale of Goldilocks and the three bears?

In preparation for the writing activity, divide children into groups to choose three ingredients they could add to make a delicious porridge. Each group chooses a name for their porridge and thinks of words to describe it. (Y2 t1, Literary Language)

WritingUsing the PCM, children design porridge with three added ingredients. Encourage them to use vocabulary that will describe how it will look, smell and taste. (Y2, Grammar and Vocabulary for Impact)

Making LinksChildren follow a recipe to make porridge, with adult support for the cooking. They could make the porridge they designed in their writing task, if appropriate.

Phonics for WritingDirect children to pages 10–15. Ask them to identify the words that are used to describe the porridge (sour, sweet, spicy). Focus on the word spicy, asking children to notice what happens when spice is changed to spicy. (The ‘e’ is taken off when ‘y’ is added.)

Ask children to consider the word chocolate and check if this word follows the same rule.