Languages and literacy
Goldilocks cards
Cut out six picture cards from a Goldilocks and the Three Bears sequence, place them in story order and retell the events. The adult can write down the child’s words while the child points to each picture.
Put the Goldilocks pictures in order, then retell the story in your own words.
Read the complete materialRead the material
Cut out six picture cards from a Goldilocks and the Three Bears sequence, place them in story order and retell the events. The adult can write down the child’s words while the child points to each picture.
Shared activity record. Use the preview for diagrams and layout.
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NAME DATE LEARNING GOAL Retell a story in the right order using pictures. SUCCESS CRITERIA I can say what happens first. I can put the pictures in order. I can retell it with first, then, last. 1 Cut out the cards Cut on the dashed lines. Mix up the cards. Which picture comes first? Story sequencing cards Glue in order ENGLISH AGES 4 TO 6 STORY ORDER Goldilocks cards Goldilocks and the Three Bears: cut out six picture cards and put the story in order. Goldilocks curly hair Daddy Bear big Mummy Bear middle-sized Baby Bear little SNIP, SNIP! NEXT Page 1 of 2
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NAME DATE 2 Glue the story in order Find the first picture. Glue it in box 1. Keep going to box 6. 3 Tell the story Point to the cards and tell the story. An adult writes your words. 1 First, 2 Then, 3 Last, HOW DID I DO? Not yet Getting there Got it Story sequencing cards Adult guide ENGLISH STORY ORDER Put the story in order 1 first GLUE HERE 2 GLUE HERE 3 GLUE HERE 4 GLUE HERE 5 GLUE HERE 6 last GLUE HERE Who has been eating my porridge? NEXT Page 2 of 2
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Goldilocks cards Teacher companion English | Children aged 4 to 6 with an adult Use with the exact 2-page original file. Keep pupil or staff activity pages separate from this teacher companion. When to use it Use this for a supported retelling activity with young children who can handle picture cards or point to choices. An adult reads the prompts and gives pupils time to place and describe the sequence. Use the pictures to build confidence. Purpose Put six story pictures in order and retell the sequence using first, then and last. Start here Review the pictures and decide how to introduce the story. Make sure the adult can guide the sequence and record what the child says. A teaching sequence 1. Cut out the six picture cards and mix them up. Ask which picture may come first and what clue helps the child decide. 2. Place the first card in box 1, then choose a card for each next box until all six are in order. 3. Point to the cards and retell the story using the prompts “First”, “Then” and “Last”. An adult can record the child’s words. 4. Use the self-rating to talk about what helped with the order and what may happen next. Checking guidance Check that the child can point to or describe the beginning, middle and end of the sequence. Ask for a reason for one placement without expecting a single verbal response. Give wait time before suggesting a first event. Ask the child to point to a pictured clue for the first or next card and retell the sequence with first, then and last. Accept gesture or adult-recorded language; use a suitable story alternative if needed. Support Begin with two cards and add more as the child is ready. Model “first” and “last”, use the pictures to support recall and allow the adult to write the child’s spoken words. Take it further Ask the child to choose a different order for one event and explain what would change in the story, or draw another picture that could fit between two cards. Things to keep in mind Use the story as a familiar picture-sequencing prompt and let a child choose another story if this one is not suitable. Follow school print and glue supervision practices. Review image and cutting choices with the adult. Offer another story version. Goldilocks cards Teacher companion | Page 1
A teaching sequence
Put six story pictures in order and retell the sequence using first, then and last.
Put the Goldilocks pictures in order, then retell the story in your own words.
Read the complete materialFind the opening picture
Cut out the six picture cards and mix them up. Ask which picture may come first and what clue helps the child decide.
What clue suggests this picture comes before the others?
Put the Goldilocks pictures in order, then retell the story in your own words.
Read the complete materialArrange all six cards
Place the first card in box 1, then choose a card for each next box until all six are in order.
Which event needs to happen before this one?
Point and retell
Point to the cards and retell the story using the prompts “First”, “Then” and “Last”. An adult can record the child’s words.
Can your listener follow first, then and last?
Reflect on the order
Use the self-rating to talk about what helped with the order and what may happen next.
Which picture helped you remember what came next?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Check that the child can point to or describe the beginning, middle and end of the sequence. Ask for a reason for one placement without expecting a single verbal response. Give wait time before suggesting a first event. Ask the child to point to a pictured clue for the first or next card and retell the sequence with first, then and last. Accept gesture or adult-recorded language; use a suitable story alternative if needed.
Give a little support
Begin with two cards and add more as the child is ready. Model “first” and “last”, use the pictures to support recall and allow the adult to write the child’s spoken words.
Take the idea further
Ask the child to choose a different order for one event and explain what would change in the story, or draw another picture that could fit between two cards.
Things to keep in mind
Use the story as a familiar picture-sequencing prompt and let a child choose another story if this one is not suitable. Follow school print and glue supervision practices. Review image and cutting choices with the adult. Offer another story version.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas for using this resource
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
The Curious Pencil
Children cut out six Goldilocks and the Three Bears pictures, mix them up, order and glue them, then retell with first, then and last.
Quietly Curious
The cards make story order tangible before the child has to retell it. The short sequence words support an oral account as well as the placed pictures.
Storytime Sidekick
Discuss one picture at a time and ask what may have happened before or after it. Offer adult help with cutting, and let the child say the sequence before gluing the cards.
Tea at Breaktime
The six images represent one version of the story and may omit details from a class text. Check the picture order against the version being taught and do not infer full comprehension from ordering alone.