Snow White Resources

The RNIB Pre-Braille Pack "Snow-White Resources"

Peter Lumley & Adrian Farnsworth

BACKUP_OF_SNOW WHITE STORY ALTERNATIVE APPLE SEPT 2004.jpg (20459 bytes)

The "New RNIB Pre-Braille Scheme" consists of around eighty swell-paper exercises, covering tracking, line discrimination, texture discrimination, matching and orientation, organised around the story of Snow-White. The scheme is designed not only to introduce literacy and develop skills needed for Braille work, but to set the child on the path towards constructive exploration, interpretation and understanding of tactile diagrams.

What is Pre-Braille and why should we teach it?

Generally, emergent literacy is the stage in which infants and toddlers begin to develop concepts related to reading and writing and participate in activities or have experiences that can lead to the later development of literacy.

INSTRUCTIONAL STRATEGIES for BRAILLE LITERACY by D. Wormsley & F. D'Andrea

During the ‘Foundation Stage’ and the 'Reception Year' according to the ‘National Literacy Strategy’ children should learn: those skills which lead to the development of literacy.

Children will begin to learn that reading in English is from left to right and top to bottom and begin to recognise favourite phrases… for example "Mirror, mirror, on the wall, who is the fairest one of all?"

Show interest in illustrations and print in the environment;

Have favourite books

Handle books carefully

Suggest how a story might end

Hold books the correct way up and turn pages

Understand the concept of a word

CURRICULUM GUIDANCE FOR THE FOUNDATION STAGE

RECEPTION YEAR

Pupils should be taught:

Understanding of print through shared reading

to recognise printed and handwritten words in a variety of settings…;

to understand and use correctly terms about books and print: book, cover, beginning, end, page, line, word, letter, title;

to track text in the tight order, page by page, left to right, top to bottom; pointing while reading/telling a story, and making one-to-one correspondences between written and spoken words;

Reading Comprehension

to understand how story book language works and to use some formal elements when re-telling stories e.g. "Once there was…";

to re-read frequently a variety of familiar texts…;

to use knowledge of familiar texts to re-enact or re-tell to others, recounting the main points in the correct sequence;

to locate and read significant parts of the text.

THE NATIONAL LITERACY STRATEGY

Butler and Clay suggest that by the end of this stage children should be prepared for reading and should have developed the following concepts:

Does he know that a book starts at the front and proceeds, page by page, to the back?

Does he know that the spoken words, as the story is read to him, arise from the black marks, the print, on the page?

Does he know that the print must be ‘read’ from left to right across the page?

Does he know that, if there is more than one line of print, we read the top one first, then the next down, and so on?

It helps if the child has heard terms like ‘word’, ‘letter’, ‘print’, and ‘title’ used casually during story sessions, and at other times.

READING BEGINS AT HOME by D. Butler and M. Clay

Children who are learning through touch should not be excluded from these pre-literacy experiences and should develop the same or equivalent concepts about their tactile medium.

It is difficult for children with very little or no sight to develop these concepts incidentally and their parents often feel at a loss as to what they should be doing to help them.

Sighted children become aware of written words long before they are able to read them. They see adults reading newspapers and books for pleasure and become motivated to learn the skill. Blind children, on the other hand, do not receive the same type of early exposure to Braille.

As a result it is important to provide children who are learning tactually direct and planned experiences to develop these early literacy concepts.

Young children who are blind need direct exposure to, and experiences with, literacy activities that are generally gained incidentally by children with normal vision.

FOUNDATIONS OF BRAILLE LITERACY by E. Rex, A. Koeng, D. Wormsley & R. Baker

The family also needs to feel part of their child's development and have access to materials they feel confident in using with them. Clay suggests that:

The most valuable pre-school preparation for school learning is to love books, and to know that there is a world of interesting ideas in them. Parents who love to share books with children transmit their feelings, their understanding and their language patterns to their little listeners.

READING: The Patterning of Complex Behaviour by Marie M. Clay

To overcome the lack of incidental exposure to written materials teachers of students who are blind and family members must work as a team to provide direct repeated and meaningful interactions with Braille literacy materials.

FOUNDATIONS OF BRAILLE LITERACY by E. Rex, A. Koeng, D. Wormsley & R. Baker

It is important that children enjoy using these materials and that parents and teachers talk with the child while they are handling them.

It is essential that parents talk to their blind infants and verbalise their interactions with them.

GUIDELINES AND GAMES FOR TEACHING EFFICIENT BRAILLE READING by Myrna R. Olson

Describe each activity to your child.

Explain what you are going to do together.

Describe what you are doing while you are doing it.

Use the story of 'Snow White' to make the activities more interesting.

Read other versions of Snow White to your child along with other popular fairy stories.

Encourage your child to pretend to Braille their own 'Snow White' story. They can tell you their story as they feel the dots they have made. (Don't expect words or even letters at this stage – just dots.)

To start with you will need to physically guide your child's hands during the activities. It may be helpful to ask your child to place their hands over yours as you track along a line or ask if you can put your hands gently over theirs to guide them. Remember clear impressions cannot be gained through touch unless the hands are moving, so keep your child's hands moving slowly along the lines and while exploring the pictures.

Through using the Pre-Braille materials with your child they will be experiencing:

Reading the story of 'Snow White' together.

Handling books and turning pages.

Exploring tactile pictures based on the characters from the 'Snow White' story.

Recognising different symbols for objects in the story such as a comb and an apple.

Discriminating between different textures such as the dwarves' hats.

Tracking along different kinds of lines as characters make different journeys.

Following different directions as Snow White locks the cottage door to keep the evil queen out.

Practising backtracking and learning to use both hands while joining in "Mirror, mirror on the wall".

Practising using a light fingered touch as they spot Bashful beginning to blush.

As well as the materials provided you could also buy or make toys and puppets to go with the story for your child to play with as you read or act out the story with them. You can also make your own pictures together, using different materials such as: bubble-wrap, fur fabric, plastic, metal foil, sand paper, velvet, etc. To begin with use textures that are soft and warm to the touch. Gradually introduce new textures, perhaps building up a 'touch scrap book' of interesting textures and shapes. Try to use lots of words to describe the different textures like: smooth, rough, irregular, hard, soft, crinkly, solid, even, bristly, knobbly, rugged, bumpy, polished, firm, delicate, warm, cold, fine, feathery, hairy, hairless, level, sleek, shaggy, ridged, glassy, plain, velvety, fluffy, flexible, spotty, fury, slimy, uneven, jagged, mouldable, mushy, glossy, coarse and fine.

Other words that should be introduced to your child while using the activities in the pack will include:

Words that describe and compare the size of different things: small, medium, large, big, little, wide, narrow, thick, thin, smaller, bigger, thicker, thinner, smallest, biggest, thickest and thinnest.

Words that describe the shape of different things: square, triangle, rectangle, circle and round.

Words that describe the position of things: top, bottom, left, right, up, down, in, out, over and under.

Words that describe the position of things in a number sequence: first, last, 1st, 2nd, 3rd, 4th, 5th, 6th and 7th.

Take time to make sure your child understands the key words in the story. Some of them may have to be described but try to provide your child with at least one real experience whenever possible. For cold white snow, if none is available, try using some of the frost out of a freezer or grinding up an ice-cube. For warm red blood try using warm tea or similar liquid after describing to your child what blood is and how you bleed after pricking yourself with something sharp. For the smooth ebony window frame explore your own window frames and perhaps create a sorting activity by placing several things that are smooth and several that are rough onto a tray for your child to sort.

Wherever possible let your child explore real objects mentioned in the story before you use the tactile symbols. E.g. examine a real key with your child, showing how it fits into a lock and turns, before using 'Snow White's Keys'.

The activities have been grouped together in several books, which can be used on their own or whilst reading the story. It is probably a good idea to read the whole story to your child first, focusing on the plot, encouraging your child to predict what is going to happen next, before attempting to integrate the activities. In some cases the activities in a book have been graded, the later ones being more difficult. So start using only the simplest ones, until your child is confident, before moving on.

Explore the cover of each book with your child, pointing out the picture of each character on the cover, the book's title in print (the letters can be traced by the child) and the name of the character in Braille (the letters are double spaced to make it easier for your child to recognise individual letters). Later you can encourage your child to choose a book using the cover to guide them.

It is important when using the books with your child that you start at the front of the book with the cover, then practice turning the pages together. Explore each new page together before starting the activity by gently moving your child's hand across the page from top to bottom, whilst explaining what is on the page and what your child has to do. Try to make the activities sound exciting and use your child's own ideas from the story to make them fun.

Also included in the pack is a version of Snow White for your child to begin to 'read'. Explore the cover of the book together, practice turning the pages, examine and talk about the pictures and show your child how to move their fingers over the Braille symbols. You can then encourage your child to 'follow along' while you read the story to them. As your child becomes familiar with the book they may enjoy handling it and telling their own version of the 'Snow White' story.

You can also buy or borrow a taped version of Snow White for your child to listen to as they 'read' the book, or better still you can make your own version together with your child using lots of sound effects and silly voices.

ACTIVITY GUIDE

Character and Object Cards

These sheets are intended to introduce your child to the symbols used in the exercises.

They can be used as A4 sheets or cut up into cards.

Object Cards (Try to have a selection of real objects ready to use.)

Let's examine some of the things in the story of Snow White.

This is a comb. (Hand your child a real comb to examine.) Feel the teeth on the comb. What do you use a comb for? Yes, to comb your hair. Comb your hair with the comb?

This is a picture of a comb. Feel the teeth on the comb. In the story the wicked Queen tried to poison Snow White with a comb.

You can recognise the comb because it has teeth.

This is a mirror. Feel the smooth surface of the mirror. What do you use a mirror for? People look at themselves in mirrors to see what they look like and what they are wearing.

If we had a talking mirror it would tell you what you look like. You look… (Think of some words to describe how your child looks.)

This is a picture of a talking mirror. Feel the mouth on the talking mirror. In the story the wicked Queen had a talking mirror and when she looked it, it told her… what did it tell her?

You can recognise the talking mirror because it has a mouth.

Discuss each card with your child, pointing out the print, Braille, and features of the symbol. Encourage your child to talk about the things represented by the symbols, e.g. "What do you use a comb for?" Encourage the child to ask about aspects of the objects represented, which they do not understand. For example, "What's a mirror for?"

To begin with, use the comb, fork, knife, plate, mug, apple, and bread symbols with real objects. The child can be encouraged to match the object to the card in a matching game.

These cards can also be used to introduce an important skill; orienting work. Play a game where the child lines the card up, all the right way round, print at the top, then Braille, then symbol. To begin with, your child will need help, and the cards should be presented the right way up, or stick a piece of Blu-tack at the top of each card.

Character Cards

Now let's meet the people in the story of Snow White.

This is Snow White. Feel the ribbon in her hair.

You can recognise Snow White because she has a ribbon in her hair.

These words says 'Snow White', let's trace over the letters together – SNOW WHITE – now can you find 'Snow White' written in Braille.

This is Sneezy. Sneezy is one of the seven dwarves. He has a cold and is always sneezing. Feel the pattern on his hat. Feel his mouth – it's all spiky because he's sneezing, "Achoo!"

You can recognise Sneezy by the pattern on his hat and his spiky mouth….

The Character Cards can be used to introduce the characters in the story, and in the case of the dwarves, to discriminate between the different textures of the hats and the shapes of the mouths.

The Braille and print is not there for your child to read (children are never expected to read print through touch). It is put on the cards and the book covers in order that you can talk about it with your child, and practice saying the words as the child feels the Braille.

You can devise lots more games using the cards to help your child develop orientation, discrimination and recognition skills. E.g. "Find the Dwarf".

The Woodcutter's Tracking Book.

This book contains exercises designed to develop tracking skills.

In the story the Woodcutter takes Snow White deep into the forest.

The Woodcutter has a feather in his hat.

You can recognise the Woodcutter because he has a feather in his hat.

He knows all the paths in the forest and never gets lost.

People use maps to help them find their way around.

We use a map when we go on holiday.

This book has some of the Woodcutter's maps inside.

The first seven exercises have the same structure, the 'straight road, wiggly road and zig-zag road' in the Snow White story. On each page, a different quality of line is presented, ranging from a wide groove to a faint dotted line. Snow White travels along these roads to the dwarves' house.

On the first page, introduce the child to each road individually. Then help your child to track along the first, straight road, and then back again to find the start of the wiggly road, and so on to the little house.

This map shows Snow White's journey to the dwarves' house.

Find Snow White.

Now find the dwarves' house.

When we follow these maps we use both our hands together. (To begin with place your hands gently over your child's and slowly move along the straight line to the end then back again to Snow White.

Move down to the wiggly line and move slowly along that line to the end and back again.

Move down to the zig-zag line and move to the dwarves' house and stop.

Encourage your child to join in with the quotation from the story.) 'Snow White ran along a straight road, and then a wiggly road, and then a zig-zag road until finally she came to a little house.'

It is important, at this stage, to make sure that each line is tracked accurately.

Talk with your child about the qualities of the different lines, a wide road, a narrow road, a cobbled road (the large dotted lines), and so on.

At the end of the book are three more complex journeys:

The Woodcutter travelling to the forest, the dwarves' journey to the mine, and Dopey searching for his mug, which he has left in the mine.

These journeys can be tracked in both directions, and you can make up small stories to go with them.

Mirror Mirror

This book further develops the skill of horizontal tracking and back-tracking. It is divided into two sections, Mirror Mirror and Sneezy's Day.

In the story the wicked Queen has a talking mirror.

The wicked Queen asks her talking mirror, "Mirror, mirror, on the wall, who is the fairest of them all?"

What did the mirror say?

The first page starts with the Magic Mirror. Two guide lines track to the right. At the end of the line, the back-tracking path is bounded by two fainter lines.

The talking mirror has a mouth.

Find the mirror.

The wicked Queen wears a pointy crown.

Now find the wicked Queen. (To begin with, place your hands gently over your child's and slowly move along the lines to the end, then back again along the fainter lines. Encourage your child to use both hands to track this path.

As you move along the lines you can recite): "Mirror, mirror, on the wall, who is the fairest of them all?"

And the mirror said: "You, my queen, are fairest of all."

The second page is identical, except for finding Snow White at the end. Together you can recite: "Mirror, mirror, on the wall, who is the fairest of them all?

And the mirror said: "You my queen, are fair; it is true, but little Snow White is still a thousand times fairer than you."

Pages three and four contain the same exercises, but the back-tracking guides have been removed.

Now we move on to Sneezy's Day

Sneezy is one of the seven dwarves.

He has a cold and is always sneezing.

He has a spiky mouth because he is sneezing.

Find Sneezy.

At the start of the first page is Sneezy. Track along the first line until you reach a loud sneeze.

Encourage your child to shout "ACHOO!!" when they find this.

Back-track and repeat this for the whole page.

Today Sneezy sneezes 8 times. (To begin with, place your hands gently over your child's and slowly move along the lines to the end, back again and then down to the next line.

Encourage your child to use both hands to track these lines.

When you come to the end of each line you can both shout "ACHOO!"

The second page is similar, but now the lines are of differing lengths.

On the third page, a new skill is introduced. Each line has two sneezes.

When the first sneeze is found the left hand stops, whilst the right hand carries on to the end of the line, and a second sneeze.

The right hand then back-tracks to join the left one and they both return to the beginning of the line and find the start of the next line.

As children develop their tracking skills the left hand will begin to back-track and find the start of the next line while the right hand continues to the end of the line. When the right hand reaches the end it will then join the left one at the start of the next line.

Doc's Matching Book

Doc is one of the seven dwarves.

He looks after the other dwarves and is very clever.

Doc wears glasses because he can't see very well.

Each page in this book is divided into two vertical rectangles. Each rectangle contains an exercise.

This book contains exercises designed to develop texture and shape discrimination, and to give experience in reflection and rotation.

The overall structure of the exercises will give experience in vertical tacking and exploring. Help your child to:

Page 1. Find Sleepy's hat, and find the Queen's crown. Sleepy has lost his hat. Can you help him find it? The wicked Queen has lost her crown. Can you help her find it?

Page 2. Find Sneezy's hat, and find the Prince's hat.

Page 3. Find Dopey's hat, and find Bashful's hat.

Page 4. Find Grumpy's hat, and find Snow White's ribbon.

Page 5. Find the plate, and find the chair. Dopey has lost his plate. Can you help him find it? Snow White wants to sit down. Can you find a chair for her?

Page 6. Find the bed and find the comb. Sleepy is very tired, can you find his bed for him? The Queen has lost her comb, can you find it?

Vertical and Horizontal Reflection

Page 7. Vertical and horizontal reflection of fork and mug. All of the forks are stacked neatly in a drawer, but Bashful has put his the wrong way round. Can you find it? All of the mugs are stacked on the shelf, but Doc's is the wrong way round. Can you find it?

Page 8. Vertical reflection of a loaf and an apple. Grumpy and Snow White have been baking some bread. They have turned the hot loaves out upside-down onto the kitchen table. One has cooled, and they have turned it over to make sandwiches for everyone. Can you find it? Poisoned apples float upside down in water, but good apples float the right way up. Can you find the good apple?

Page 9. Rotation of comb and mug. The poisoned comb has fallen over - can you find it? Happy has hung his mug up - can you find it?

Page 10. Rotation and reflection. Help your child to find the odd one out. Dopey was messing about when he was having his dinner, and fell off his chair - can you find his chair? Doc was putting out the dinner for everyone. He put a carrot on the right-hand side of every plate, except for one - can you find it?

Dopey's Book

Dopey is one of the seven dwarves.

He is not very clever and is always getting things mixed up.

Dopey has got big ears.

The exercises in this book are designed to help develop horizontal tracking. Odd one out, reflection and rotation are also included.

Page 1. Help your child to track along the rows of objects to find the dwarf at the end, Bashful, Sleepy or Doc. In their little house all the dwarves have different jobs to do. Bashful has to wash all the plates. Sleepy has to make the beds including an extra one for Snow White. Doc has to make seven mugs of hot chocolate, one for each dwarf.

Page 2. Help your child to track along the rows of objects to find the dwarf at the end, Dopey, Grumpy or Happy. Dopey has to lay the forks on the table but he always forgets one, Grumpy lays the knives, and Happy eats two dinners so there are only five left.

Page 3. Help your child to track along the rows of alternating objects. Say the name of each object out loud as you find it.

Page 4. Help your child to track along the rows of plates until you find the odd-one-out. Shout out the name of the object when you find it.

Page 5. Watch out for the Queen!! Snow White will be alone in the cottage all day so she has to watch out for the queen.

Page 6. Odd-ones-out. Help your child to find the carrot, then the broken mug and finally the broken comb. Dopey is always gets things wrong. On Monday all the dwarves were having peas for dinner, but not Dopey, oh no! He had a carrot. On Tuesday Dopey broke the handle off his mug. On Wednesday he combed his teeth instead of his hair and broke his comb.

Horizontal and Vertical Reflection

Page 7. This is a training page. Six pairs of symbols demonstrate horizontal and vertical reflection. Make sure your child understands these pairs before moving on. Use real objects and the symbol cards to help with this exercise.

Page 8. Find the reflected object in the row. This page contains horizontal reflections. Get your child to shout out when they find the odd-one-out. Can you find Dopey's comb? Can you find his mug? Can you find his chair?

Page 9. The first row here has a horizontal reflection. The other two rows contain vertical reflections. Can you find Dopey's dinner? Can you find his loaf of bread? Can you find his apple?

Page 10. This is a training page. It deals with ninety-degree rotations. Make sure your child understands before moving on. Use real objects and the symbol cards to help.

Page 11. Track along until you find the rotated object. Can you find Dopey's fork? Can you find his comb? Can you find where Dopey has fallen off his chair?

Page 12. Track along until you find the rotated object. Can you find Dopey's bed? Can you find Dopey's apple? Can you find his dinner?

Happy's Walks

Happy is one of the seven dwarves.

He is always happy and enjoys playing jokes.

Happy has a smile on his face.

These exercises are designed to help develop tracking skills. These pages also contain texture discrimination work, and help develop page exploration skills.

On each page there is a character on the left.

Three lines leave each character.

Encourage your child to count the starting points as they track down - one, two, three.

Make sure children track accurately along the paths, taking no shortcuts.

The first half of the book uses sunken tracks, and the second half has the same track patterns, but using a raised line.

Page 1. Happy has played a joke on Sneezy and mixed up all the handkerchiefs. Help Sneezy find his handkerchief by matching the feel of his hat to one of the three hankies along the paths.

Page 2. Dopey wants bread for his dinner. Can you find a plate, a loaf, and a chair for him to sit on? Happy has played a joke on Dopey and hidden them.

Page 3. Sleepy is tired of Happy's jokes and takes his tea and goes to bed. Can you find his dinner and fork, and then take him to bed?

Page 4. Grumpy wants his dinner. He has found his fork, but can't find anything else because Happy has hidden them. Can you help him find his plate, knife and mug? Shout and tell Grumpy when you find them.

Page 5. Happy has been shopping. What has he brought?

Page 6. The Prince puts his crown on a chair while he combs his hair, can you find the crown, comb and chair?

Page 7. The Woodcutter is out in the forest all day. For his lunch he has some bread and some vegetables. Can you find the knife he needs to cut up the food?

Page 8. Doc lays the table with knives, forks and plates. What does he put on the table first, and what does he put on the table last?

Page 9. Snow White is looking for her spare hair-ribbon. Help her find it, and keep her away from the poisons!

Page 10. What does the Queen keep in her bedroom?

The Queen's Spells

The wicked Queen thinks she is the most beautiful person in the world.

She is bad and tries to poison Snow White.

She has a book of spells and when she mixes her potions she says a spell in a crackley, cackley, screechy sort of voice.

The Queen wears a pointy crown.

This book contains the 'Queen's Spells' that must be tracked and spoken.

It uses Braille dots throughout.

It can be used during the story, and during or at the end of sessions as a reward.

Make it fun, and get your child to make up what the spell does.

Hocus Pocus

Smelly Old Crocus,

Trip, Trop, Trap,

Hocus Pocus, Zap.

Hubble Bubble,

Toil and Trouble,

Cauldron Boil,

And Cauldron Bubble.

Snow White's Keys

Snow White is a young girl.

She is more beautiful than the wicked Queen who tries to poison her.

Snow White lives in a little house with the seven dwarves until she marries a handsome prince.

Snow White wears a ribbon in her hair.

This is an advanced tracking book. The child has to take their direction of travel from a symbol, the key. As the book progresses, the gaps between keys get greater, and the keys are reduced in size. The final exercise is difficult and not every child will be able to complete it successfully.

Here is the key to the door.

When we are gone you must lock the door, and do not let anyone in.

Page 1. A large key symbol. Explore this with the child, comparing it with a real Yale-type key. The child will be required to track along the key from the round handle along the shaft. They will take their direction of tracking from the direction of the shaft.

Page 2. The Queen is coming! Snow White has to lock the door. (Guide your child's hand to the first key, and then get them to follow the direction of the shaft to the next key, until they reach the end of the first line. Here the direction of the key changes. Get them to follow this key. They will need help at first. Carry on until they reach the lock and LOCK THE QUEEN OUT!!!)

Page 3. Now the gap between the keys is greater.

Page 4. Here a long horizontal track has to be maintained with no guide points.

Page 5. Now the keys have become smaller, and a diagonal track has been introduced. The Dwarfs are home. Let them in!!!

Page 6. A difficult page. Wide horizontal tracks, and a long diagonal track.

Page 7. The keys have become very small, but if a light touch is used and care is taken, the exercise can be done. The spacing changes half-way through the exercise.

Page 8. A complex track to finish off the book. Snow White has to run all through the house to get to the lock.

Grumpy's 'Shut That Door' Book

Grumpy is one of the seven dwarves.

He is always very bad tempered and shouts at the other dwarves.

Grumpy has an angry mouth that turns down.

Here there are three pages of keys and tracking exercises.

Get the child to track along the line until they find the key, when they shout 'SHUT THAT DOOR' and rush along to find the lock with their right hand.

Grumpy hates being in a draught.

If anyone leaves the door open he shouts, "SHUT THAT DOOR" and a dwarf has to run as fast as he can to lock the door or Grumpy will be in a bad mood all day.

Sleepy's Snooze

Sleepy is one of the seven dwarves.

He is always tired and wants to go to bed.

Sleepy's mouth is like a big circle because he is yawning.

Two pages of tracking exercises.

On the first page are lines of Z's.

Talk with the child about the print letter Z, about how it is used to represent someone sleeping, and make the 'ZZZZZZZZ' sound with the child.

Find Sleepy.

Sleepy is so tired he has fallen asleep and is snoring.

On the second page Sleepy's bed appears at the end of the line.

The other dwarves tell Sleepy to go to bed to sleep.

Bashful's Book

Bashful is one of the seven dwarves.

He is very shy and is in love with Snow White. Bashful has a shy little smile on his face.

Find Bashful.

These exercises are intended to help develop a light touch. Patterns and symbols fade in or out.

Page 1. Bashful's blushing. Bashfull loves Snow White. When Snow White comes into the room, he starts to blush and his face gets very hot. He is so embarrassed he runs away and hides. When you feel Bashful's face begin to blush go back and find the next line. Talk about blushing with your child.

Page 2. Bashful's heart beat. Bashfull loves Snow White. When bashful meets Snow White, his heart starts beating louder and louder. When you feel his heart begin to beat go back and find the next line.

Page 3. The Woodcutter is taking a walk into the forest. Can you feel the forest getting thicker and thicker?

Page 4. Bashful's mug of hot chocolate goes cold whilst he sits and thinks about Snow White. Can you feel it getting colder?

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