Lucy’s New Colour

Reading together

Reading age 3–4 describes the audience for this adult-led Shared Reading book, not an independent reading-level assessment. This is a read-aloud story for ages 3–4, 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: blue, yellow, green, mix, leaf. Invite a prediction about what might happen.

During reading

Use Talk Together for a prompt on each page. Pause before each observation. Invite a prediction, then compare it with what happens. Revisit the pictures to notice changes. Encourage children to point to what changed in the illustration and join in with repeated phrases.

After reading

Use the pictures to tell what happened first, next and last. Show what changed. What did Lucy notice? Children may point, gesture, sign or talk with an adult. Name what was noticed and what changed. Keep predictions separate from observations; it is fine to change an idea after looking again.

Explore the science

Science idea

Mixing these blue and yellow paints makes green. This is paint mixing, not mixing coloured light.

Look and wonder

Notice the pictures. Ask what might happen before turning the page.

Try together

Use age-appropriate washable paints with an adult and separate small amounts on a palette. Compare the original colours with the mixture. Keep paint out of mouths and wash hands after painting.

Talk together

Compare what the character expected with what happened. Accept different predictions, then look again at the evidence.

Activities with an adult

The eleven separate question cards include recall, word meaning, observation, simple “why” 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 at a time, according to the child’s interest. Use the adult-led exploration described above, or drawings and gestures, according to the child’s interest. Activities are optional; use only a few at a time.