Thomas’s Magnet Hunt

Reading together

Reading age 6–7 describes the audience for this adult-led Shared Reading book, not an independent reading-level assessment. This is a read-aloud story for ages 6–7, 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: attract, steel, material, predict, distance. Invite a prediction about what might happen.

During reading

Use Talk Together for a prompt on each page. Talk about observations, predictions, materials, living things and changes. Compare what the characters expected with what they noticed. Invite children to join in with repeated words or gestures.

After reading

Retell the hunt. Explain how the tests changed Thomas’s prediction and helped him retrieve the clip. Describe what the characters noticed and how their ideas changed. Invite different experiences and respect a child’s choice not to share.

Explore and investigate

Science idea

Magnets attract some materials strongly, including iron and many steels, but not all metals. Attraction depends on distance and can act through thin non-magnetic layers.

Notice together

Separate what the characters observed from what they predicted. Use the pictures and story to explain an answer.

Try together

Use a large classroom magnet and adult-selected objects. Predict, test and sort. Keep small items in a tray with close supervision.

Careful thinking

Use large handled magnets, never loose powerful magnets or button magnets. Keep magnets away from mouths and follow relevant device guidance.

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.