Goldilocks and the Three Bears Sequencing Cards BW
These visual sequencing cards are a great resource for building on oral language and sequencing skills for Goldilocks and the Three Bears. This resource may be used on the interactive whiteboard or may be printed to physically sort the cards.
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Learning goals
- We are learning to understand texts can be in many forms such as signs, books and digital texts.
- We are learning to understand texts can be in many forms and that stories and informative texts have different purposes.
- We are learning to understand how texts work on screen and in print, e.g. reading left to right, top to bottom.
- We are learning that in narrative and informative texts, the words and pictures work together to create meaning.
- We are learning that in narrative and informative texts, the words and pictures work together to create meaning.
- We are learning to identify connections between texts and our personal experiences.
- We are learning to identify connections between texts and personal experiences.
- We are learning to respond to stories and share our feelings and thoughts about events and characters.
- We are learning to respond to texts, identifying favourite stories, authors and illustrators.
- We are learning to share feelings and thoughts about the events and characters in texts.
- We are learning to recognise characteristics of different types of texts, e.g. traditional beginnings and endings of fairy tales and rhyme in poetry.
- We are learning to identify some features of texts including events and characters and retell events from a text.
Curriculum alignment
AC9EFLE01
9
Share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators
AC9EFLE03
9
Recognise different types of literary texts and identify features including events, characters, and beginnings and endings
AC9EFLE02
9
Respond to stories and share feelings and thoughts about their events and characters
AC9EFLA03
9
Understand that texts can take many forms such as signs, books and digital texts
AC9EFLA07
9
Explore the contribution of images and words to meaning in stories and informative texts
AC9EFLA04
9
Understand conventions of print and screen, including how books and simple digital texts are usually organised
ACELA1786
8.4
Explore the different contribution of words and images to meaning in stories and informative texts
ACELT1785
8.4
Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry
ACELT1578
8.4
Identify some features of texts including events and characters and retell events from a text
ACELT1783
8.4
Share feelings and thoughts about the events and characters in texts
ACELT1577
8.4
Respond to texts, identifying favourite stories, authors and illustrators
ACELA1430
8.4
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes
ACELT1575
8.4
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences
ACELA1433
8.4
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality
ENe-7B
old
Recognises some different purposes for writing and that own texts differ in various ways
ENe-10C
old
Thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts
ENe-4A
old
Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
ENe-11D
old
Responds to and composes simple texts about familiar aspects of the world and their own experiences
ENe-8B
old
Demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter
ENE-UARL-01
new
Understands and responds to literature read to them
ENE-PRINT-01
new
Tracks written text from left to right and from top to bottom of the page and identifies visual and spatial features of print
ENE-VOCAB-01
new
Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts
ENE-OLC-01
new
Communicates effectively by using interpersonal conventions and language with familiar peers and adults
VCELT170
Respond to texts, identifying favourite stories, authors and illustrators
VCELT171
Share feelings and thoughts about the events and characters in texts
VCELT148
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences
VCELA142
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality
VCELA141
Understand that texts can take many forms, and that imaginative and informative texts have different purposes
VCELT150
Identify some features of texts including events and characters and retell events from a text
VCELT149
Recognise some different types of literary texts and identify some characteristic features of literary texts
VCELA145
Explore the different contribution of words and images to meaning in stories and informative texts
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Extensions
Write a sentence of each card to describe what is happening in the story.