Modelling sensory storytelling

In this video, Joanna Holmes from the YouTube channel Mummy vs. AAC(this link will open in a new window) shares a sensory story with her daughter Lucy, using a book called Stone Soup.

This video provides a unique look at sensory storytelling in action, demonstrating how to engage children through touch, smell, sound, and more. You’ll see practical examples of tracking a child’s responses, adjusting storytelling techniques to suit their engagement, and expanding on sensory experiences that capture their attention.

With insightful annotations, the video guides you through Joanna’s methods, showing not only how she connects with Lucy but also how self-filming can deepen understanding of a child's responses and improve storytelling practices.

Discovering and reflecting on sensory literacy: Our journey with AAC and Stone Soup

Written by Joanna Homes (Mummy VS AAC)

We love books in our house and I’m keen to make sure my daughter Lucy has lots of chances for literacy opportunities. I know that she really appreciates a sensory-rich experience too. We’ve been using symbols for communication and literacy activities at home but integrating sensory elements is new to me.

In this video we’re exploring a traditional story Stone Soup using a book from My Kind of Book(this link will open in a new window). Adapted from a traditional folktale, this retelling by Ailie Finlay, with illustrations from Kate Leiper, has been specifically designed for sensory storytelling. The story is about a couple who make soup for a wandering man and it features a lot of repetition and opportunities to use props or other sensory elements.

Lucy is learning to use symbols for AAC (Augmentative and Alternative Communication). Lucy has an iPad with software called TouchChat. Lucy uses the iPad by looking at the button with the word she wants to say. The camera on the iPad tracks her movements and when she holds her head in position for a second it speaks the word. The words on the screen are a selection of words that are specific to the activity of reading a book.

In the video I use a strategy called 'modelling' or 'aided language stimulation'. This means showing Lucy words relevant to what we’re talking about. This helps Lucy to associate symbols and words with what is going on, much like how we all learn words by hearing them in different situations. You can hear her say 'read' at the beginning. I’m not sure if she was intending to choose that word but I say 'I’m going to read it' to acknowledge that she had said something. This strategy is called 'attributing meaning'.

In terms of literacy skills, at the beginning of the video I’m intentionally pointing to the words in the book. This is to develop Lucy’s print awareness and help her to learn that the printed word has meaning and is related to the words I say. 

I enjoy building a sensory aspect into the story and I can see she’s really engaged with it. On the line “walking through the hills”, I’m tapping on her tray, her knees and my knees and it’s clear she likes it as she asked for it again by reaching for me and then tapping on the tray. I do this a few times and then I’m keen to press on with the story (that’s just like me!). Luckily there’s more walking to be done so we can return to that experience. This also gives me the chance to show her the word “more” on her iPad. She obviously loves this part of the storytelling – she was really keen on the repetition of the sensory elements of the story like the “pit pat” on her arms and the step on the tray.

Lucy communicates in lots of ways and definitely doesn’t want to hold the stone (I only noticed when watching back how pleased she is to get rid of everything!). It’s nice to see that as she’s seen things going in the pot she joins in putting things in the pot herself. 

There are things for me to try and do differently in future. When I give Lucy the salt grinder she shakes it. This is how Lucy usually interacts with something new. Looking back, I missed an opportunity for her to shake the salt into the pot herself. I can see that, again, I want to move on with the story. When we get to the carrots, she is holding my arm and I can see that she probably wants more “pit pat”. There are also times I think if I waited longer, she would have told me what was next (like after she says “stop” just after we’ve been looking at the carrot). There are times when Lucy finds the book itself quite sensory and likes to grab the pages. As you can see, I’m very keen to get the book out of her hands and save the pages! Each time we sit down to tell a story it is a little bit different, and with reflection, I can see what I might tweak or change for next time.

We really enjoyed this sensory storytime together. The fact that the book was clear and integrated the sensory experiences was really helpful to me as a novice sensory storyteller. 

Receive a copy of Stone Soup for your setting

Thanks to My Kind of Book(this link will open in a new window) we are able to offer 25 free copies of the book Stone Soup by Ailie Finlay and Kate Leiper. One book per person or setting, UK only, available while stock lasts. If you would like to receive a copy in the post, please answer the questions below