Isabel’s Little Film

Reading together

Reading age 7–8 describes the audience for this adult-led Shared Reading book, not an independent reading-level assessment. This is a read-aloud story for Year 3 children aged 7–8, 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: flicks, compares, version, springy, perched. Invite a prediction about what might happen.

During reading

Use Talk Together for a prompt on each page. Talk about the marks, colours, sounds, space, movement and materials the characters explore. Notice their choices and how the artwork or performance changes. Compare what the characters expected with what they noticed. Invite children to join in with repeated words or gestures.

After reading

Make a short flipbook with an adult. Keep the cards aligned and change one simple shape a little at a time. Compare two endings and ask a viewer which movement they notice. 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

Arts idea

Make a little film of a bouncing ball

Beginning

Isabel sees Peter flick the corner of his notebook. A tiny drawing seems to jump. She wants to make a little film of a ball bouncing, using a stack of plain cards and a pencil at the kitchen table.

Problem or question

The ball flashes between two places instead of falling

Exploration

She adds small changes between the first drawings

Review and response

She tests two endings and asks Dad what he notices

Try together

Make a short flipbook with an adult. Keep the cards aligned and change one simple shape a little at a time. Compare two endings and ask a viewer which movement they notice.

Adult support

Prepare suitable materials and a comfortable space. Invite observations, comparisons and different interpretations. Children may talk, sign, gesture, draw, move or observe. Participation is 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. 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.