Puppy Mystery

Overview

In this 30-minute reading session, pupils share and re-read a short age-appropriate text (“Puppy Mystery”) using sensory, play-based support. The focus is on checking understanding, discussing key events, and using phonics strategies to decode key words with minimal written output, aligning with KS1–KS2 reading comprehension expectations while providing repetition and regulation support.

Learning intentions

• Students will participate in discussion about a shared text, taking turns and listening to others.
• Students will check that the text makes sense by linking pictures, events, and key words.
• Students will explain the meaning of some words in context.
• Students will use phonics to decode and read key words from the text (with adult support).
• Students will remain regulated and on task during short, repeated activities.

Success criteria

• I can answer a question about what happened next (with a choice of answers or gesture).
• I can match a key word to its picture/part of the story.
• I can blend or read a few targeted sounds/words with adult prompts.
• I can listen when others speak and take a turn (even with a short response).

Curriculum links

• Reading comprehension: participate in discussion about books read to them and those they can read for themselves.
• Reading comprehension: checking that the text makes sense by discussing understanding and explaining meaning of words in context.
• Reading for understanding: read structured texts and use them for a clear purpose (e.g., “to find out what happens”).
• Reading for purpose and attitude: develop positive attitudes by listening to and discussing a range of texts.

Lesson structure (30 minutes)

1. 0–4 min · Sensory hook + turn taking. Teacher brings a small “mystery box” containing a toy puppy and a scent item (e.g., lavender) to create anticipation, shows a large picture of a puppy, and prompts a predictable turn-taking routine (“My turn / Your turn”). Pupils feel the items (JO uses most sensory exploration), then each chooses one picture card: “lost” / “found” and says or gestures their choice with the adult’s model.

2. 4–10 min · Read-aloud with repeated stops. Teacher reads the short text aloud with clear pacing and shows the same sequence of pictures. Stops at 2 key points: (a) the puppy is missing, (b) the puppy is found. Teacher models comprehension language (“I think… because…”, “That makes sense because…”) and uses “Who/Where/What next?” prompts. Pupils point to the correct picture for each stop and repeat a simple sentence frame after the teacher: “Next, the puppy…” (LL verbal prompts with visuals; SA responds with a short, overlearned phrase; JO uses concrete choice-making).

3. 10–17 min · Phonics focus: target sounds + word reading (minimal output). Teacher uses a small phonics station with chunky sound cards (e.g., m/a/t blending to make “mat”, plus targeted CVC words from the story such as “lost”, “found”, “dog”, or a teacher-chosen set aligned to their phonological needs). Pupils play “sound hunt” using a tray of objects/picture tiles:

• Teacher says the phoneme, pupils touch the correct tile/object.
• Teacher blends the word aloud; pupils then echo-blend with hand cues.
• Pupils “read” by selecting the matching picture of the target word (no copying).
• Adult gives immediate repetition (“Try again, same word, same sound.”) and uses brief regulation prompts as needed (SA: short pause + deep breathing, JO: sensory reset with a fidget).

4. 17–24 min · Guided comprehension: make the story make sense. Teacher shows 3 picture cards in order (beginning/middle/end). Teacher asks two comprehension questions:

• “What happens first?”
• “How do we know the puppy is found?” (word meaning in context: “found” = “we can see the puppy / we have it again”). Pupils choose cards and build the sequence on the table. They respond using one of: pointing, single word, or the sentence frame after adult modeling.

5. 24–28 min · Social communication game: “Agree or Different”. Teacher says two statements, one correct and one incorrect, supported with pictures and exaggerated intonation. Example: “The puppy is lost.” (true) and “The puppy is flying.” (false). Pupils take turns choosing a “Yes” or “No” card, listening for the peer’s choice first. Adults prompt regulated turn-taking and encourage “I agree” / “I think different” using picture symbols (especially for JO and LL).

6. 28–30 min · Exit check + praise. Teacher presents one final “mystery word” card from the story and a matching picture, asks one question: “What happens next?” Pupils respond with the picture choice and echo-blend the word together once. Teacher gives specific praise tied to the success criteria.

Resources

• Large picture cards for beginning/middle/end
• Short “Puppy Mystery” reading text (or teacher script) with matching illustrations
• Mystery box, toy puppy, sensory item (safe scent), soft fidget/visual timer
• Phonics sound cards (chunky or laminated) and CVC/picture word tiles
• Object tray or picture tiles for sound hunt (e.g., mat/hat/dog/rose—choose items that match targets)
• “Yes/No” symbol cards and agree/different picture supports
• Sentence frame visuals: “Next, the puppy…”

Assessment

• Formative: observe whether each pupil can match picture choices at story stopping points and maintain turn-taking.
• Formative: check phonics by tracking whether pupils can echo-blend targeted words or select the correct picture for the word.
• Exit: one final picture-sequencing and one targeted word recognition/choice recorded informally by the teacher (notes during lesson).

Differentiation

• JO (concrete, play-based, sensory, minimal written output; phonics/early reading; social communication focus):

• Uses the mystery box/toy handling each time the story pauses.

• Responds through physical choice (pointing/placing cards) and echo-sentences with full adult scaffolding.

• Short, repeated phonics rounds (touch tile → echo-blend → choose picture) with sensory resets.

• Strong turn-taking prompts using “My turn/Your turn” cards and visual modelling.

• SA (1:1 adult support; repetition/overlearning; regulation/on-task):

• Receives 1:1 support at each step transition, with a visual timer and clear “next activity” signal.

• Phonics and comprehension questions repeated in the same format each time (“Same question, same answer choices.”).

• Regulation checkpoints: brief movement break (standing squeeze ball, shoulder rolls) before phonics and before agree/different.

• LL (concrete, play-based, sensory; highly visual/pictorial; minimal written output; verbal engagement):

• Uses pictorial sentence frames and picture-word matching cards to reduce language load.

• Verbal responses are supported with model + wait time; encourage short answers (“First…”, “Next…”).

• Emphasis on active participation: picking cards, placing sequences, choosing Yes/No.