The problem I was trying to solve was that some children struggle to identify emotions which can affect their self-regulation. I was hoping to find a way to develop their thinking and expose them to language around emotions. I decided that this required a school/ home approach to gain maximum impact. As children in C2 (UKS1) read daily in school (and frequently at home). I felt that an activity linked to reading would work well. I created a range of questions to use during shared reading and made these into a script on a laminated bookmark for each child to use at home and in school. The class teacher and TA modelled how to use the bookmark when they read aloud to the class. By using a script it gave parents/ carers a base to build on and share responses. Parents/ carers were requested to add brief comments to their child’s reading log. This request was made via our online learning platform as I am aware (through my pastoral role) that this is the preferred communication method for our families. I spoke to our HT and SENCO about the scheme before talking to the class team so that all were in support and understood the aims of the programme. I put together the script (which the SENCO supported) and made the laminated bookmarks. I made spares so that no child needed to go without if original was lost or feel reluctant to ask for replacement. The cost was minimal – resources required were paper, coloured printer ink, laminating sheets and my time to use computer and printer once I had planned the questions.