Daniel’s Group Chat Choice

Reading together

Reading age 13–18 describes the audience for this adult-led Shared Reading book, not an independent reading-level assessment. This is a read-aloud story for young people aged 13–18, not an independent reading-level text. Read at the learner’s pace. Learners 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: permission, privately, reporting, mute, belonging. 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 learners to point, sign, gesture or join in if they want to.

After reading

Discuss an invented digital privacy situation without using real student images. Identify a trusted adult and the school’s reporting process; do not forward harmful material as part of the activity. Describe what the characters noticed and how their ideas changed. Invite different experiences and respect a learner’s choice not to share.

Explore the situation

Everyday situation

Respond to a shared photograph that may lack permission

Beginning

Daniel’s friends have a group chat for their school music project. At lunchtime, someone adds a photograph of another student making an awkward face. Several replies appear. Daniel does not know whether the student agreed to the photograph being shared. He leaves his own reply box empty.

What feels difficult

A group chat shares an uncomfortable photograph of another student

Support and choices

Daniel stops joining in and asks a trusted adult about reporting

What changes

He follows a reporting plan instead of forwarding the picture

Try together

Discuss an invented digital privacy situation without using real student images. Identify a trusted adult and the school’s reporting process; do not forward harmful material as part of the activity.

Adult support

Read at the learner’s pace with a trusted adult when helpful. Accept speech, AAC, writing, gestures or listening. Respect privacy, sensory needs and the right to pause or decline. Discuss choices without judging personal feelings.

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 learner’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 learner 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 learner’s interest. Offer pictures, drawings, gestures or spoken answers, and model word building when useful. Activities are optional.