Trying Something New
Reading focus
Two narratives about an unfamiliar activity and place. Identify each character’s worry, questions, choices and support. Intended reading level: Year 4. Characters and settings are for adult learners.
Before reading
Introduce Daniel and Charlotte. Daniel’s pottery story is on pages 1–5; Charlotte’s library visit is on pages 6–10. Read one scenario at a time if useful. Readers may discuss the characters without sharing personal experiences.
Words to explore
Pottery: making objects from clay. Pattern: marks or shapes arranged in a way. Unfamiliar: not yet known well. Demonstration: showing how something can be done. Pause: a short stop.
During reading
Use Talk Together to explore what the characters know, what they ask and what they choose. Accept speech, signs, pointing, drawing or communication devices. Give time to think. A reader may experience the situation differently.
What helps
Daniel watches a demonstration, chooses a tool and tries a small part. Charlotte sees pictures beforehand, stays with a familiar teacher and asks for a quieter place. These are their choices, not rules every reader must follow.
After reading
Retell each scenario using First, Then and At the end. Compare trying a new activity with visiting a new place. Which questions help the characters? Does taking part mean a person has stopped feeling worried?
Prepare for a real activity or visit
Use accurate information and current pictures of the actual place. Explain the first steps and who can help. Check access and quieter spaces beforehand rather than promising they will be available. Agree how the reader can ask questions, pause or request another option.
Respectful support
Trying something new is not a test of obedience. Listen to concerns and respect sensory preferences, consent and communication. Offer meaningful choices, including watching, doing a smaller part, pausing or declining where possible. Do not require someone to hide worry, touch an uncomfortable material or finish every step.
Practical notes
Follow the school’s guidance for clay, tools, handwashing and visits. Daniel uses a rounded wooden tool with teacher support. Plan individual support with the reader; fictional examples cannot describe every person’s needs.
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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