Curr. Ref. Objectives APP Assessment Focus

7:1 (PNS) Reading Draw together ideas and information from across a whole text, using simple signposts in the text

AF7 (Level 1)• A few basic features

of well-known story and information texts distinguished

4:2 (PNS) Speaking and Listening Present part of traditional stories, their own stories or work drawn from different parts of the curriculum for members of their own class

AF4 (Level 1)• notice simple differences

in speakers’ use of language

11:2 (PNS) Writing Compose sentences using tense consistently (present and past)

AF6 (Level 1)• mostly grammatically

accurate clauses• some awareness

of use of full stops and capital letters

SummaryIn this version of the traditional story, two beetles meet the different characters. They find out that the Billy Goats like to eat grass but the Troll likes to eat goats. They describe how Big Billy Goat successfully tricks the Troll into letting the others cross before butting him into the water.

The Billy Goats Gruff

PCM

Book Band TurquoiseRR Level 17, 18Genre Play: Traditional taleLength 20 pages (519 words)Letters and Sounds Phase 6

NC Level 1AAPP Level 1, HighPhonics Bug Up to Unit 30Interest words creatures, tadpoles, phew, worms, excellent, delicious

Session 1: Reading & Speaking and Listening

Before Reading

Reading playsCheck that children can recall the features of a play and how to read a play script. Look for examples in the play you are reading.Scene: look at the pictures to identify where the play takes place.Scene setting: find a sentence describing an action (page 10).Characters: find the list of characters and decide who will play each part. (Note that the character with the most speeches is at the top or left of page 2, and the others are laid out in descending order.)Lines: identify which character is speaking and what is to be read out loud.

• Read the title and look at the cover illustration. Ask children whether this reminds them of another story that they know and what is different about this version.

• Turn to pages 2–3 and look at the list of characters. Identify the unexpected characters (Beetle and Water Beetle) and ask children to predict what their role might be in the play.

• Check that they can read and understand particular words: delicious, juicy.

• Remind children to apply their phonic knowledge and skills as they decode words when they are reading the play.

During First Reading• Read the play together with each child reading the line for

their character out loud when it is their turn, whilst the others follow in their own books.

Main question: Can you identify and explain the differences between this version and the traditional story? (Reading AF7)

After First Reading (collecting evidence for AF7)• Talk about the similarities and differences between the play

and other versions of the Billy Goats Gruff story. • Encourage them to comment on structure and layout of the

play, the characters and the story plot. • Focus on Beetle and Water Beetle – how accurate were

children’s predictions about their roles? Ask children what these characters did, drawing out the idea that they told us what was happening in the play. Ask children to find a line in the play that tells them how one of the goats crossed the bridge.

During Second Reading • Give time for children to think about the character they were

reading. Consider what they are like and what their voice might sound like.

• Ask pairs of children to try out different voices for their character and decide what will sound best when they read the play again.

Main question: What did you change or improve to make your character stand out in the play? (Speaking and Listening AF4)

After Second Reading (collecting evidence for Speaking and Listening AF4)• Ask children to give one another feedback about the voice

that they used. Talk about whether they were able to make their character stand out as being different to the others.

• Talk about performing the play to an audience and ways to change or develop their reading to help the audience understand and enjoy it.

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Session 2: Writing

Main focus: Writing captions for a map using complete sentences written in the past tense. (Writing AF6)

Before Writing• Introduce children to the PCM. Look at the map showing the fields,

river and bridge. Talk about what happened in each location.• Challenge children to compose one or two sentences orally to use

as a caption for each place, summarising what happened there. • Demonstrate how to write one of the captions, using a complete

sentence in the past tense, e.g. River: This is where the Troll fell after Big Billy Goat butted him.

During Writing (collecting evidence for Writing AF6)• Ask children to write their own caption for each place on the map.• Check that they are using capital letters and full stops and writing in

the past tense.

After Writing• Ask pairs of children to read and check one another’s captions,

helping each other to make corrections or improvements where necessary.

Extension: Ideas for Performance• Children could use model animals to act out the story and create

their own model troll. • They could create a simple set using coloured fabric for the fields

and river and a bridge made of wooden bricks. They could move the animals around as they read their lines.

• Once they have practised, they could invite another group to watch the performance.