Sensory Reading Quest

Overview

In this 30-minute supported reading session, pupils engage in multiple hands-on sensory activities designed to develop early comprehension. They actively explore tactile objects, participate in sensory play stations, and complete movement-based tasks that help them identify characters, retell key events, and consolidate learning through doing. The lesson aligns with KS1 Year 2 reading comprehension expectations and provides intensive, regulation-first scaffolds tailored to individual needs.

Learning intentions

Students will:

• Understand a short story they listen to by answering simple questions about characters and events.
• Recognise and use simple recurring language from the text to retell what happens.
• Discuss and clarify meanings of a few key words using pictures, gestures and concrete objects.
• Link new meanings to known vocabulary through guided talk (minimal written output).

Success criteria

I can:

• Point to the correct picture when asked what happened next.
• Tell (or help tell) the story sequence in order using picture prompts and sentence starters.
• Say (or identify) key recurring phrases from the story.
• Explain one word meaning using a gesture, object, or example.

Curriculum links

• Reading comprehension: explain and discuss understanding of books and material read to them.
• Participating in discussion about books and listening to others in turn.
• Recognising simple recurring literary language in stories and poetry.
• Discussing and clarifying the meanings of words and linking new meanings to known vocabulary.

Lesson structure (30 minutes)

1. 0–3 min · Sensory settle and goal setting.

   • Teacher greets each pupil and leads a playful sensory game: passing a soft sensory ball around while naming a favourite colour or texture, encouraging touch and sound exploration.
   • Pupils take turns holding the sensory token and show “ready” with a taught gesture.

2. 3–10 min · Sensory phonics and word matching stations.

   • Pupils rotate through tactile stations featuring magnetic letters, textured word cards, and picture tokens.
   • At each station, pupils handle materials to match sounds and words, supported by guided talk and repetition.

3. 10–20 min · Interactive story exploration through sensory play.

   • Pupils explore 4–6 large picture cards paired with real objects and sensory materials (e.g., fabric, small props).
   • In small groups, pupils manipulate objects to represent story events, using guided prompts to discuss characters and actions.

4. 20–27 min · Movement-based story retell and sequencing.

   • Picture cards are arranged on the floor mat; each card is linked to a simple movement (e.g., clap, jump).
   • Pupils retell the story by performing movements in sequence, using recurring phrases and gesture cues.

5. 27–30 min · Vocabulary review and exit check through sensory matching.

   • Pupils match key vocabulary objects to pictures and use gestures to demonstrate understanding.
   • Quick exit questions involve pointing to sensory items or pictures to assess comprehension.

Note: Activities minimize passive listening and transitions, maximizing active sensory participation throughout.

Step-by-Step Script

0–3 min · Sensory settle and goal setting

• What to say: "Hello everyone! Let's start by passing this soft ball around. When you have the ball, tell us your favourite colour or texture you like."
• Prompts: "Can you feel how soft the ball is? What colour do you like?"
• Timing: 3 minutes

3–10 min · Sensory phonics and word matching stations

• What to say: "Now, let's visit different stations where you can touch letters and words. Try to find the letters that make the sounds we say."
• Prompts: "Can you find the letter that sounds like /b/? What word matches this picture?"
• Timing: 7 minutes

10–20 min · Interactive story exploration through sensory play

• What to say: "Let's explore the story using these pictures and objects. Can you show me what this character is doing?"
• Prompts: "What do you think happens next? How does this fabric feel?"
• Timing: 10 minutes

20–27 min · Movement-based story retell and sequencing

• What to say: "Let's put the story pictures in order and do a movement for each one. When I say 'jump', you jump!"
• Prompts: "What comes after this picture? Can you clap for this part?"
• Timing: 7 minutes

27–30 min · Vocabulary review and exit check through sensory matching

• What to say: "Let's match these objects to the pictures and show me the gesture we learned for each word."
• Prompts: "Can you find the picture that matches this object? What gesture do we use for this word?"
• Timing: 3 minutes

Use clear, simple language and allow extra time for responses. Encourage all pupils to participate using gestures or words as they are able.

Detailed Activities

1. Tactile Exploration Activity

• Materials: Fabric swatches, textured overlays, mini props (e.g., cup, door, hat).
• Instructions:
  1. Pupils explore different textures by touching and describing each fabric swatch and prop.
  2. Encourage pupils to match textures to story elements.
  3. Use guided questions to prompt sensory vocabulary.
• SEN Adaptations:
  • Easier: Provide fewer textures and allow extra time.
  • Challenging: Encourage pupils to describe textures using full sentences or compare textures.

2. Sensory Stations Rotation

• Materials: Magnetic letters, textured word cards, picture tokens.
• Instructions:
  1. Set up 3 stations with different tactile materials.
  2. Pupils rotate every 3 minutes, matching sounds to letters and words.
  3. Support with repetition and guided talk.
• SEN Adaptations:
  • Easier: Provide visual cues and one-on-one support.
  • Challenging: Include spelling simple words using magnetic letters.

3. Movement Game: Story Sequencing

• Materials: Picture cards, floor mat.
• Instructions:
  1. Arrange picture cards on the floor.
  2. Assign a movement to each card (e.g., clap, jump).
  3. Pupils perform movements in story order, retelling events aloud.
• SEN Adaptations:
  • Easier: Use fewer cards and simpler movements.
  • Challenging: Encourage pupils to create their own movements and phrases.

4. Interactive Story Play

• Materials: Large picture cards, real objects, sensory materials.
• Instructions:
  1. In small groups, pupils manipulate objects to act out story parts.
  2. Use prompts to discuss characters and actions.
• SEN Adaptations:
  • Easier: Provide step-by-step guidance and model actions.
  • Challenging: Encourage pupils to narrate story parts independently.

5. Vocabulary Review Matching

• Materials: Key vocabulary objects, pictures, gesture cue cards.
• Instructions:
  1. Pupils match objects to pictures.
  2. Use gestures to demonstrate word meanings.
  3. Conduct quick exit questions using sensory items.
• SEN Adaptations:
  • Easier: Use fewer vocabulary items and provide visual aids.
  • Challenging: Ask pupils to use vocabulary in sentences or explain meanings.

Resources

• Large picture sequence cards (4–6) paired with tactile materials (e.g., fabric swatches, textured overlays) for a short age-appropriate story.
• Mini props/objects for key vocabulary (e.g., cup/mug, door, hat, animal figure) with varied textures.
• Magnetic letters, textured word cards, and sound/word tokens.
• Floor mat or card-tray for “story walk” ordering.
• Soft sensory balls and sensory tokens/comfort items (one per pupil).
• Gesture cue cards for recurring phrases and sentence starters.
• Stations materials for sensory phonics and word matching (e.g., tactile letters, picture tokens).
• Teacher-made sentence starters with icons (no requirement to write).

Assessment

• During interactive read-through: accuracy of A/B picture choices and whether pupils point to the correct event.
• During retell: whether pupils use the recurring phrase or repeat a key sentence starter (teacher checklist).
• Exit check: each pupil’s “what happened next” pointing response and one word meaning match.

Differentiation

• SA pupil: 1:1 adult support with sensory regulation breaks; use picture schedules and allow extra response time.
• LL pupil: use highly visual, tactile prompts; allow pointing or matching before verbal responses; reduce verbal demands.
• SEN pupils needing challenge: increase repetition of phrases; encourage verbal attempts with sentence starters and gestures.
• All pupils: use movement and sensory items to support engagement; adjust pace to maintain focus and reduce overload.
• Extension: for pupils finishing early, offer choice questions with picture prompts and encourage simple explanations using key phrases.

Note for the teacher (what to choose for the story)

Choose a very short, familiar story structure (3–4 pages or a picture book excerpt) with clear events and a repeated phrase. Aim for recurring lines you can gesture and repeat (e.g., “Then…” / “Oh no!”). This maximises recognition of simple recurring literary language and supports comprehension through predictable stopping points.