Goldilocks and the Three Bears: Key Details

Explicit Instruction/Teacher Modeling

• On the interactive whiteboard or chart paper, display a KWL chart.
• Show your students the three letters at the top of the chart, explaining that K stands for what they know, W stands for what they want to know, and L stands for what they learned.
• Choose a simple topic that students can relate to, such as apples, socks, or toys.
• Ask your students to contribute one thing they know about the topic chosen. Write it in the K column on the board.
• Have your students contribute questions about the topic that they want to learn about. Write these in the W column.
• Show your students the L column, explaining that they will complete this column after a story or research is finished.

Guided Practice/Interactive Modeling

• Display this sample KWL chart on the board.
• Choose a short story related to the topic of the KWL chart, such as apples, socks, or toys.
• Read the story to the students.
• When the story is complete, have your students contribute answers for you to finish the L column. Possible guiding questions include: Who was in the story? What problems did the main character(s) have? Why did the characters have this conflict? When did the events occur in the story? Where did the story take place? How did the story end?

Independent Working Time

• Distribute KWL charts and pencils to all your students.
• Ask your students to write what they know about Goldilocks and the Three Bears under the K column.
• Direct your students to write what they want to know about the story in the W column.
• Read Goldilocks and the Three Bears.
• When the story is complete, ask your students to fill out the L columns on their papers.

• Enrichment: Advanced students can read The Three Little Pigs. Have them compare and contrast the story elements with Goldilocks and the Three Bears using the Venn Diagram worksheet.
• Support: Keep the sample KWL chart on display during the reading of Goldilocks and the Three Bears. Instead of writing everything down, allow your students to verbalize their questions.

• Throughout the lesson, take note of which students are contributing.
• On the assessment sheet, write your students' names in the blank spaces.
• Fill out the columns according to what the students are doing.

• Guide a discussion about the story. Possible questions include: Who were the characters in the story? What problems occurred in the story? When did these problems occur? Where did the story take place? Why did the characters go for a walk?
• Ask your students to contribute questions they had about the story.
• Using the information that they learned and talked about aloud, have your students share the answers to those questions.