The Day Mr Finch Lost His Voice

Reading together

This story is designed for shared reading in Year 4. It is not a formally assessed independent reading level. An adult can model fluent reading, revisit sentences and invite children to join in. 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: corridor, mimed, extravagant, thoughtfully, barely. Invite a prediction about what might happen.

During reading

Use Talk Together for a prompt on each page. Pause to compare what characters say with what they might feel. Invite predictions, look for evidence in the words and pictures, then read on to check. Notice how dialogue, small actions and humour reveal character.

After reading

Retell the changes in the classroom and Vincent’s dragon voice. Explain how gestures, pauses and expressions communicate information that is not spoken directly. Discuss who helped and how the characters might feel. Accept different personal responses.

Narrative map

Character

Mae, Vincent, teacher Mr Finch and their class.

Setting

A classroom over two mornings.

Problem

Mr Finch cannot use his usual voice for instructions and storytelling.

First attempt

Cards and symbols need interpretation, and the children initially misunderstand.

New action

Gestures, close attention and shared reading change the classroom routine.

Resolution and ending

Vincent’s accidental squeak becomes a young dragon’s voice that Mr Finch invites again.

Activities with an adult

The eleven separate question cards include recall, word meaning, feelings, 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. Invite children to say the word, notice its letters and build it; offer letter and sound support where needed. 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. Compare the characters and their points of view. Children can use drawings, a short dialogue or gestures to show what each person knows, assumes and feels.