A sensory storytelling journey with ‘Thank You’ by Jarvis

Overview 

We’ve worked with Sensory Storyteller and Founder of My Kind of Book, Ailie Finlay, to create this resource to accompany Jarvis’ thoughtful and heartfelt book, Thank You. 

This book makes a lovely sensory story with its simple text and theme of gratitude. One thing that makes it particularly suitable for turning into a sensory story for children with additional needs is that it is easy to pick and choose pages to include and pages to miss out. (The pages you miss out could either be omitted completely or you could read them but not have any accompanying props.) Choose some pages that you know your child will enjoy and create a story that is just the right length for both of you.  

Take time to explore the props with your child as you tell the story. You could try repeating the text from each page several times as you do this.  

Note to teachers: We recommend reading the book carefully before using it in the classroom or recommending it to pupils, using your best judgement to determine whether the topics covered are appropriate for your class. 

Outcomes and impacts 

The content and activities in this learning resource are designed to support learning outcomes in relation to the curriculum as well as the UNCRC articles 

Curriculum of Excellence: 

• Health and Wellbeing (Mental and emotional wellbeing) - I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. HWB 0-08a 
• Health and Wellbeing (Mental and emotional wellbeing) - I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. HWB 0-05a 
• Literacy (Reading - Understanding, analysing and evaluating) - I can share my thoughts about structure, characters and/or setting, recognise the writer’s message and relate it to my own experiences, and comment on the effective choice of words and other features. ENG 1-19a
• Literacy (Reading - Tools for reading) - I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. ENG 1-12a
• Literacy (Listening - Understanding, analysing and evaluating) - I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1-07a 

UN Convention on the Rights of the Child (UNCRC): 

• Article 3 (best interests of the child) The best interests of the child must be a top priority in all decisions and actions that affect children.
• Article 13 (freedom of expression) Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.
• Article 14 (freedom of thought, belief and religion) Every child has the right to think and believe what they choose and also to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights and responsibilities of parents to guide their child as they grow up.
• Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
• Article 31 (leisure, play and culture) Every child has the right to relax, play and take part in a wide range of cultural and artistic activities