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This week we will be starting our new story ‘The Magic Porridge Pot’. We will read the story and read simple sentences matching them to the correct part of the story.  Children will order the story and focus on vocabulary development looking at key words from the text.   


Learning Intention:

To read and understand simple sentences.











Adult has a pot of porridge. Mmmmm what’s that? It smells delicious. Have you ever had porridge before? What did it taste like? Do you have anything with your porridge?


Do you know any stories that have porridge in them? (Children may recall Goldilocks and the three bears). 


Have some captions that children have to match to the correct porridge pot. Can children sound it out and find the correct picture. Do this as a class and model finding the correct picture to match the sentence.


Read Aloud: Share the book, ‘The Magic Porridge Pot’. Stop at key parts to discuss what is happening and get children to predict what they think might happen next.


Use think aloud’s to support children’s understanding and comprehension of the story. Stop at key parts asking key questions throughout encouraging children to join in with repetitive refrains. Use MTYT to say the words to make the porridge pot work.


Talk about the character’s feelings throughout the story.


Reread the text (or part of)


Focus on vocabulary development: Pick some key words out of the text to focus on and talk about the words meaning.

  • Poor
  • Woods
  • Wept
  • Cottage
  • Rose
  • Halt
  • Oozed


Discuss what happens first, then and finally – model putting the pictures in the right order on the graphic organiser. Children to think of some actions to go with the three key parts of the story to support story retelling. 


First Rose got a magic pot.

Then it would not stop.

Finally Rose said that is the lot.


Model writing what happens first, then and finally.


Model concepts about print  

LA: Emphasise direction of text (L –R) and top to bottom MA/HA: Distinguishing between: Phase 2 capital letters/ lower case; & words/letters 

Supporting Resources and Provision Activities



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