Rolling Along with Goldilocks Interactive Story Time & Prompt Cards

Interactive Story Time & Printable Prompt Cards

Rolling Along with Goldilocks Book

Here's your Book Prompt Card for Rolling Along with Goldilocks and the Three Bears!

What's a Book Prompt Card? A card designed to be cut out and placed inside your Anywhere Pocket.

What's an Anywhere Pocket? A self-adhesive, clear pocket that can be placed on the end pages at the beginning of a book.

Prompt Cards

The questions below are written as if they’re being read by a teacher or parent. Please adapt them as needed to reflect your own voice and teaching style. Learn more about using prompt cards and interactive reading with children.

 Print Cards

Ctrl + P to print entire page.

Side A

Rolling Along with Goldilocks Book Cover
Before the Story

Do you know the story of Goldilocks and the Three Bears?  Who do you think is on the cover of this book? This story is called Rolling Along with Goldilocks . . . Look at the picture on the cover. What do you think is “rolling along” in this story? Let’s find out where baby bear is going. 

During the Story

Look at the bears’ faces on the first page. How do you think they feel?  Pay close attention to the pictures and tell me when the bears or Goldilocks look angry, surprised, or scared.  Describe what you see happening when baby bear is at physical therapy. What do you think the bears will see when they get home?

After the Story

Let’s talk about what happened at the end of this story.  Goldilocks explained why she went into the three bear’s house. She said she was lost. How did that make baby bear feel? Goldilocks wanted to be baby bear’s friend. What did Goldilocks learn from baby bear?  Tell us some things that you learned from your friends. 

Becker's School Supplies, ShopBecker.com, Rolling Along with Goldilocks and the Three Bears, Item # WH126

Side B

Vocabulary Boosters
  • Ramp – Some houses and buildings have ramps built out of wood or concrete. You can use a ramp to enter a building.  Look for the ramp on the first page of this story. There’s another ramp inside the house. Tell me when you see that.
  • Spunky – Baby bear is described as “spunky.”  That means he has a lot of energy and a happy spirit. 
  • Big, middle-sized, little – These words describe the size of things.
  • Hot, cold – These words describe the temperature of things.
  • Hard, soft – These words describe how something feels to the touch
  • Porridge – This is hot cereal like oatmeal.
Your Notes

Becker's School Supplies, ShopBecker.com, Rolling Along with Goldilocks and the Three Bears, Item # WH126

 
 Print Cards

Ctrl + P to print entire page.

Interactive and Dialogic Reading

Interactive and Dialogic Reading are two approaches to reading aloud that are based on the belief that children can and should be active participants in the experience. Teachers take on an expanded role, as well and employ strategies to engage their audience with more than just the story itself! These methods which involve children asking and answering questions at designated intervals throughout a story have shown promising results in research studies. We know that actively involving children before, during, and after a story, is an effective way to build critically important reading skills. For more information on these approaches, visit these links:
http://www.readingrockets.org/article/400/
http://www.readingrockets.org/article/16287/

In Becker's Book Corner, we'll feature different books each month and always provide a Book Prompt Card that can be printed, adhered to a 4 x 6 index card and placed inside your book for easy reference.

The Book Prompt Card offers prompts to use before, during, and after the story is read.

Before the Story

  • Story Prompts - This is your opportunity to pose intentional questions to build some intrigue about what’s to come!
  • Vocabulary Boosters - The trick here is to select a handful of key words or phrases from the story that you think children should hear before you read aloud but not to “teach” the words until you come across them in the story. Be dramatic and creative as you introduce new words.

During the Story

  • Talk Times - Typically during a story, we’ll suggest you stop and make comments to help children comprehend story events and understand the actions of the characters.

After the Story

  • Make it Stick - Children who have an opportunity to talk about books after a shared reading experience make a smoother transition into becoming independent readers. Be prepared with follow up “why” questions that require a thoughtful response. If there’s a topic that captures their attention, run with it!
  • Follow-Up Activities – Try to think outside the box here. Think of one element, one new vocabulary word, one new concept, or anything else worthy that was introduced and prepare an activity to reinforce that learning.
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