Benjamin’s Busy Corridor

Reading together

Reading age 9–12 describes the audience for this adult-led Shared Reading book, not an independent reading-level assessment. This is a read-aloud story for children aged 9–12, not an independent reading-level text. Read at the child’s pace. Children can listen, point, gesture, sign or join in with familiar words. Joining in is optional.

Before reading

Look at the title and cover. Introduce the characters and setting. Explore these five words with pictures, actions and familiar examples: corridor, route, briefly, transition, prepared. Invite a prediction about what might happen.

During reading

Use Talk Together for a prompt on each page. Talk about what happens, how the characters feel and which support or choices help. Accept different experiences. Do not use the story to demand a particular behaviour. Invite children to point, sign, gesture or join in if they want to.

After reading

Walk through a transition with a trusted adult when it is quiet. Identify a safe waiting place, an available alternative route and a communication signal; check access arrangements rather than assuming a route stays open. Describe what the characters noticed and how their ideas changed. Invite different experiences and respect a child’s choice not to share.

Explore and play

Everyday situation

Find a supported way through a busy change of rooms

Beginning

When the bell rings, Benjamin’s class moves towards the hall. Shoes squeak, lockers close and voices bounce along the corridor. Benjamin knows where to go, but the moving crowd makes it difficult to judge the space around him. He slows beside the classroom doorway.

What feels difficult

Noise and a moving crowd make the corridor difficult

Support and choices

Benjamin chooses a quieter route and helps make a transition plan

What changes

The plan includes a waiting place, signal and different routes

Try together

Walk through a transition with a trusted adult when it is quiet. Identify a safe waiting place, an available alternative route and a communication signal; check access arrangements rather than assuming a route stays open.

Adult support

Read with a familiar adult at the child’s pace. Accept pointing, gestures, signs, AAC, speech or listening. Feelings and sensory needs vary. Offer choices and practical support; participation, touch, tasting and sharing are optional.

Activities with an adult

The eleven separate question cards include recall, word meaning, observation, “why”, inference and evidence questions and discussion. Read the questions and choices aloud and offer picture support. The feedback checks recall of this story, not whether the child’s own feelings or needs are right or wrong. Explore five vocabulary words, build them from movable letters and order three story pictures. Model a vocabulary word for the child to copy; letter recognition and independent decoding are not required. Mouse dragging, finger dragging, tap controls and keyboard controls are available. Use the light green and red feedback as a chance to look at the story again.

Choose a few activities that suit the child’s interest. Offer pictures, drawings, gestures or spoken answers, and model word building when useful. Activities are optional.