Evie’s Worm Window

Reading together

Reading age 6–7 describes the audience for this adult-led Shared Reading book, not an independent reading-level assessment. This is a read-aloud story for ages 6–7, 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: evidence, earthworm, moist, tunnel, temporary. Invite a prediction about what might happen.

During reading

Use Talk Together for a prompt on each page. Talk about observations, predictions, materials, living things and changes. Compare what the characters expected with what they noticed. Invite children to join in with repeated words or gestures.

After reading

Describe the temporary observation, the evidence Evie found and the care they took before returning the earthworm. Describe what the characters noticed and how their ideas changed. Invite different experiences and respect a child’s choice not to share.

Explore and investigate

Science idea

Earthworms move through and mix soil, and help break down dead plant material. Their activity can be inferred from tunnels and changed layers.

Notice together

Separate what the characters observed from what they predicted. Use the pictures and story to explain an answer.

Try together

Prefer photographs or observing an existing compost habitat. Any temporary observation needs an informed adult, suitable conditions and prompt return to the original place.

Careful thinking

Do not damage or stretch worms. Keep them moist, cool and shaded with air available; release promptly and wash hands afterwards.

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. 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.