Four pages of Goldilocks and the Three Bears for Year 1 reading comprehension. Pupils label three story pictures with Bear, Porridge and Chair from a word bank. They then say how Baby Bear feels about his broken chair and predict what happens when Goldilocks wakes up in his bed. The last page links the tale to their own breakfast, with a box to draw and write in. Answers are open, so there is no key. The questions fit the England National Curriculum comprehension strand.
Reading - comprehension
“Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently”
Read the full tale aloud before the sheet, since pupils answer about scenes they have heard rather than read.
Reading - comprehension
“Being encouraged to link what they read or hear read to their own experiences”
Question 3 moves from the porridge to each pupil's own breakfast.
Reading - comprehension
“Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics”
The sheet assumes pupils know the tale well enough to picture the chair and bed scenes.
Reading - comprehension
“Discussing word meanings, linking new meanings to those already known”
The Story Pictures labels give a chance to talk about what porridge is.
Reading - comprehension
“Drawing on what they already know or on background information and vocabulary provided by the teacher”
Pupils draw on the story you told to answer both the feelings and the prediction question.
Reading - comprehension
“Checking that the text makes sense to them as they read and correcting inaccurate reading”
Pupils can check their word bank labels against the pictures before they move on.
Reading - comprehension
“Discussing the significance of the title and events”
Talk about why the story is called Goldilocks and the Three Bears when you reach the bed scene.
Reading - comprehension
“Making inferences on the basis of what is being said and done”
Question 1 asks pupils to work out Baby Bear's feelings from what happened to his chair.
Reading - comprehension
“Predicting what might happen on the basis of what has been read so far”
Question 2 stops the story at the bed and asks what comes next.
Reading - comprehension
“Participate in discussion about what is read to them, taking turns and listening to what others say”
Questions 1 and 2 have no single answer, so they work well as turn-taking talk first.
Reading - comprehension
“Explain clearly their understanding of what is read to them.”
Pupils explain their answer to question 1 with a reason, not only a feeling word.
Pupils write Bear, Porridge or Chair next to each of three pictures from the story.
Goldilocks has broken Baby Bear's chair. Pupils say how he feels and why.
The bears find Goldilocks asleep upstairs. Pupils predict what happens when she wakes.
Pupils draw and label their own favourite breakfast, linked to Goldilocks and her porridge.
Traditional tales unit
Tell the story on day one and use this sheet on day two, once pupils can retell the main events.
Talk partners
Ask pairs to discuss questions 1 and 2 aloud before anyone writes. Their spoken answers are often better than the written ones.
Breakfast display
Pin up the Your Turn drawings as a class breakfast chart next to a picture of the three bowls.
Get started today
