Freddie’s Wind Spinner

Reading together

Reading age 5–6 describes the audience for this adult-led Shared Reading book, not an independent reading-level assessment. This is a read-aloud story for Year 1 children aged 5–6, 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: blades, breeze, spacer, gap, turn. Invite a prediction about what might happen.

During reading

Use Talk Together for a prompt on each page. Talk about the need, the design, the tools or materials and the results of each test. Compare what the characters expected with what they noticed. Invite children to join in with repeated words or gestures.

After reading

An adult can demonstrate a ready-made child-safe wind spinner. Notice the gap around the moving part and compare gentle puffs with still air. 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

Technology idea

Leave space around a moving part so a wind spinner can turn.

Notice together

Identify the need, the materials and the change. Ask the child to predict what might happen, then compare the prediction with the test.

Try together

An adult can demonstrate a ready-made child-safe wind spinner. Notice the gap around the moving part and compare gentle puffs with still air.

Adult support

An adult makes and adjusts the spinner. Use a covered child-safe fastener with no exposed pin or small detachable part. Keep it away from faces and do not run with the stick.

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.