Oxford Level 10

Sleeping Beauty
Original author: Charles Perrault
Author: Pippa Goodhart
Illustrator: Bee Willey
Teaching notes author: Gill Howell
Book type: novel

Synopsis
When the King and Queen fail to invite a nasty fairy to their party celebrating the birth of their
daughter Aurora, the fairy casts a spell on the baby: that she will prick her finger on a spindle and
die. But a kind fairy alters the spell so that Aurora sleeps for a hundred years until a prince wakes
her with a kiss.

Group or guided reading

Introducing the book
• Ask the children to look at the cover image and read the title. Ask them if they are familiar with
the story of Sleeping Beauty.

• Ask them if they have read the story of Sleeping Beauty or seen a film version. Do they expect this
version to be the same or different?

• Ask the children to turn to the back cover and read the blurb to confirm their ideas.
Strategy check
• Remind the children to find the root word to help them work out longer unfamiliar words, e.g.
how the verb invite (page 5) changes to a noun when the suffix -ation is added.

• Ask the children to look out for other words in the text where a prefix or suffix is added and see
whether the spelling of the root word has changed, e.g. invited (page 8), waving, caring
(page 11).

• Ask the children to look for silent letters in words, e.g. k in knives (page 6), b in climbed
(page 16).

• If children encounter words they find challenging, encourage them to use their phonic skills to
decode them. If necessary, read the word for the child.

During reading
• Ask the children to read pages 3–7 aloud and help them where necessary. Praise and encourage
them as they read.

• If the children meet words where the meaning is unclear, remind them to read the whole
sentence to try to work out the meaning from the context.

• Ask the children if the story is as they expected it to be so far. Is there anything different about it
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 compared to any versions they are familiar with? Ask the children to give their opinion about the
characters of the King and Queen. Prompt them by asking them why the King wanted to invite
the fairies.

• (Prediction) Ask them to predict what will happen next.

Independent reading
• (Questioning) Ask the children to continue to read the book independently. Explain that you want
them to think about the following question while they are reading: Why was the nasty fairy so
angry?

• (Summarization) At the end of a section or chapter, encourage the children to summarize that
section.

• (Clarification) Encourage them to reread any sentences that they find difficult to understand.
• (Clarification) As the children read the text, check that they are dealing with difficult vocabulary.
Returning and responding to the book
• (Questioning) Ask the children to give a reason for the nasty fairy’s anger.
• (Summarization) Ask the children to summarize the story and describe any differences from
versions they are familiar with.

• Invite the children to identify words they found in the text where the addition of a suffix altered
the spelling of the root word.

• Ask them to identify words with silent letters.

• Invite the children to give personal opinions about the story ending. Do they think it was a good
ending? Would they have invited the nasty fairy? Why?

Speaking and listening activities

• Ask small groups to choose a scene from the story and freeze frame it. Allow time to plan. Invite
one group at a time to perform their freeze frame and invite the other children to say what each
character would say next.

• Invite children to choose one of the main characters from the story, e.g. the nasty fairy, the King
or the Queen, Aurora, Prince Florimond, and sit in the hot seat in role. Ask the other children to
ask the character questions about their part in the events of the story. Encourage them to focus
their questions on drawing out feeling and motives. Provide them with some question starters to
help them, e.g. How did you feel when …? Why did you …?

• Invite the children to discuss the plot of the story. Encourage them to say how the story might
change if it was in a modern setting.

Writing activities
• Invite the children to choose a character from the story and write a character profile. Provide
them with some headings to structure the profile, e.g. background, appearance, personality,
what the future holds. Encourage them to use a thesaurus to find interesting vocabulary to
describe the character.

• Ask the children to share their character profiles and discuss any differences in profiles of the
same character.

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except by subscribers to Oxford Owl.
 Sleeping Beauty
Curriculum links and assessment
Links to Oxford Reading Criterion Scale:
• Can apply phonic skills and knowledge to recognize an increasing number of complex words.
(RCS Standard 3, 3)
• Can make predictions about a text using a range of clues, e.g. experience of books written by the same
author, experience of books already read on a similar theme, or book title, cover and blurb.
(RCS Standard 3, 7)
• Can use syllables to read unknown polysyllabic words, including knowledge of common prefixes and suffixes
(e.g. un-im-por-tant). (RCS Standard 3, 13)
• Can summarize a story, giving the main points clearly in sequence. (RCS Standard 3, 18)
• Is beginning to read between the lines, using clues from text and illustrations, to discuss thoughts, feelings
and actions. (RCS Standard 3, 23)

ENGLAND The National Curriculum in England: English Programme of Study, Years 3–4
National Curriculum objectives Book-related assessment pointers

Spoken ask relevant questions to extend their Encourage the children to ask open
language understanding and knowledge (SpokLang.2) questions to draw out characters’
feelings in role play.

participate in discussions, presentations, Check that the children take turns

performances, role play, improvisations and to ask and answer questions during
debates (SpokLang.9) discussion of the story plot.

Reading: apply their growing knowledge of root words, Can the children identify when a
Word reading prefixes and suffixes (etymology and morphology) root word has been changed with
as listed in Appendix 1, both to read aloud and to the addition of a suffix?
understand the meaning of new words they meet
(Y3/4 ReadWord.1)

Reading: drawing inferences such as inferring characters’ Can the children give a reason for the
Comprehension feelings, thoughts and motives from their actions, fairy’s anger and elaborate on it?
and justifying inferences with evidence (Y3/4
ReadComp.2iii)

identifying main ideas drawn from more than Can the children summarize the story
one paragraph and summarizing these (Y3/4 and compare it with previously read
ReadComp.2v) or seen versions?

Writing: in non-narrative material, using simple Can the children organize their
Composition organizational devices such as headings and character profiles around given
sub-headings (Y3/4 WritComp.2iv) headings logically?

SCOTLAND Curriculum for Excellence: Literacy and English experiences and outcomes, First Level
Experiences and outcomes Book-related assessment pointers

Listening and I can show my understanding of what I listen to or watch Encourage the children to ask open
talking by responding to and asking different kinds of questions questions to draw out characters’
(LIT 1-07a) feelings in role play.

When listening and talking with others for different Check that the children take
purposes, I can exchange information, experiences, turns to ask and answer questions
explanations, ideas and opinions, and clarify points by during discussion of the story
asking questions or by asking others to say more plot.
(LIT 1-09a)

Reading I can use my knowledge of sight vocabulary, phonics, Check the children use their
context clues, punctuation and grammar to read with phonic knowledge with other
understanding and expression (ENG 1-12a) strategies to read new vocabulary.

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 Reading I can share my thoughts about structure, characters Can the children give a reason for
and/or setting, recognize the writer’s message and the fairy’s anger and elaborate on
relate it to my own experiences, and comment on the it? Can they discuss and compare
effective choice of words and other features the story with other previously
(ENG 1-19a) read or seen versions?

To show my understanding across different areas of Can the children summarize the
learning, I can identify and consider the purpose and story?
main ideas of a text (LIT 1-16a)

Writing By considering the type of text I am creating, I can Can the children organize their
select ideas and relevant information, organize these character profiles around given
in a logical sequence and use words which will be headings logically?
interesting and/or useful for others (LIT 1-26a)

WALES Programme of Study for English in Wales: Year 3

Objectives Book-related assessment pointers

Oracy check understanding by asking relevant Encourage the children to ask open
questions or making relevant comments questions to draw out characters’ feelings in
(Y3_OracList.2) role play.

keep in role and support others in role play Check that the children take turns to ask
(Y3_OracSpea.7) and answer questions during discussion of
the story plot.

Reading use a range of strategies to make meaning Check the children use their phonic
from words and sentences, including knowledge with other strategies to read
knowledge of phonics, word roots, word new vocabulary.
families, syntax, text organization and prior
knowledge of context (Y3_ReadStrat.1)

make links between what they read and Can the children discuss and compare the
what they already know and believe about story with other previously read or seen
the topic (Y3_ReadResp.5) versions?

use information from texts in their discussion Can the children summarize the story?
or writing (Y3_ReadResp.1)

Writing write for different purposes and readers Can the children organize their character
choosing words for variety and interest profiles around given headings logically?
(Y3_WritMean.1)

NORTHERN IRELAND Levels of Progression in Communication across the curriculum: Primary Level 2
Levels of progression Book-related assessment pointers

Talking and ask and answer questions to develop Encourage the children to ask open questions
listening understanding (L2_com_talk.2ii) to draw out characters’ feelings in role play.

take part in role-play, interacting with Check that the children take turns to ask and
others (L2_com_talk.1ii) answer questions during discussion of the story
plot.

Reading use a range of reading strategies (L2_com_ Check the children use their phonic knowledge
read.2) with other strategies to read new vocabulary.

express opinions and make predictions Can the children give a reason for the fairy’s
(L2_com_read.5ii) anger and elaborate on it? Can they discuss and
compare the story with other previously read or
seen versions?

understand, recount and sequence events Can the children summarize the story?
and information (L2_com_read.1)

Writing show a sense of structure and organization Can the children organize their character
(L2_com_writ.2ii) profiles around given headings logically?

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