Is It My Turn Yet?
Reading focus
Four short narratives about waiting longer than expected. Identify what each character is waiting for, why there is a delay, what they ask and what support they choose. Intended reading level: Year 4. The characters and school situations are for adult learners.
Before reading
Introduce James, Emma, William and Sarah. James’s story is on pages 1–4; Emma’s on pages 5–8; William’s on pages 9–12; Sarah’s on pages 13–16. Read one scenario at a time if that suits the reader. Personal experiences do not need to be shared.
Words to explore
Turn: a person’s chance to take part. Expected: thought would happen. Frustrated: upset because something is not happening as wanted. Impatient: finding it hard to wait. Meanwhile: during the time before something else happens.
During reading
Use Talk Together to discuss each character’s feelings, questions and choices. Read at a comfortable pace. Accept speech, signs, pointing, drawing or communication devices. A reader does not have to feel the same way as a character.
What helps in the four stories
James: learns what must happen before the blender is ready and asks Helen to let him know. Emma: checks the turn order and chooses a quieter seat. William: explains his worry and agrees what he can work on meanwhile. Sarah: checks the turn list and prepares questions for her project.
After reading
Retell a story using “First”, “Then” and “At the end”. How is waiting for equipment different from waiting to speak to a teacher? Who knows the turn order? Who cannot give an exact waiting time? What can a person ask if they need more information or different support?
Connect with the reader’s routine
These are fictional examples. Find out how the reader’s own school explains turn-taking and longer waits. Agree how someone will tell them that their turn is ready, and what support or alternative they can request. Show only confirmed information. Use a timer only when the time is known and meaningful; do not invent a countdown for an uncertain wait.
Respectful support
Waiting can remain frustrating even when a person understands the reason. The stories do not require silent waiting or hiding feelings. A reader can ask questions, explain discomfort or request a break or another option. An urgent need should be communicated straight away rather than treated as an ordinary turn-taking task. Individual use may need different details, language or visuals.
Practical notes
Kitchen equipment in James’s story is used with teacher support. Follow the school’s own equipment and food-safety arrangements. Quieter seating, marking a question and preparing a list are choices made by these characters, not instructions that suit every reader.
Comprehension and activities
Each story has its own comprehension questions. Choose a scenario for picture sequencing, or discuss how the characters ask for help.
Activities →About this edition
Original I Read Smart story, 2026. © 2026 I Read Smart. All rights reserved.
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