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It guides caregivers through discussing the book title and cover details, previewing pages, and anticipating special occasions. It introduces phonics practice, including letter-sound blending, and lists decodable words. It also teaches common and tricky high-frequency words, vocabulary development through targeted word practice, and during-reading strategies like prompting, praise, asking questions, and predicting what happens next.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/before-reading-phonics-and-common-words/415306/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/before-reading-phonics-and-common-words/415306.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",17,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What should caregivers do before reading begins?","Question",{"text":113,"@type":114},"Discuss the book title and back-cover information, read page 2 with your child, browse quickly through the rest of the book, and talk about what the special occasion might be.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the phonics guidance work in this material?",{"text":118,"@type":114},"Children read by saying letter sounds and blending them together (for example, h-e-l-p becomes help), supported by examples during reading.",{"name":120,"@type":111,"acceptedAnswer":121},"What strategies are recommended to encourage independent reading during the story?",{"text":122,"@type":114},"Let the child be in charge of the book, encourage reading at their own pace, prompt them to blend letter sounds if needed, share questions and comments, predict what happens next, and use plenty of praise.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},415306,1791160480,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":31,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","ACADEMYBen'sTony BradmanBill LedgerOXFORD  \n# Before reading\n\nBook talk  \n● Talk about the title of the book and the information on the back cover.  \n● Read page 2 with your child.What do they think Ben might be like?  \n● Browse quickly through the rest of the book.What is the special occasion?  \n# Phonics\n\nYour child should be able to read most of the words in this book by saying the letter sounds  \nthen blending them together,e.g.h-e-l-p becomes help.Some decodable words in this story are:  \n\n| gift   | felt   | next   | help   |\n| --- | --- | --- | --- |\n\n# Common words\n\nCommon words(also called 'high-frequency'words)are words that children will use in everyday speech orwill come across regularly while reading.Some words('tricky'or'common exception'words)have lettercombinations that cannot be read using their current phonics knowledge,e.g.the letters'ai in said makethe /e/sound.Encourage your child to identify which parts of the word they know and which parts aretricky,then help them with the tricky part if needed.Some common words in this story are:  \n\n| were   | have   | said   | out   | put   | SO   |\n| --- | --- | --- | --- | --- | --- |\n\n# Developing vocabulary\n\nIn order for children to develop their understanding,it's important that they regularly learn new words.Some words in this story may be tricky for your child to read using their phonic skills alone,but they areimportant for the meaning of the story.Encourage your child to read these words by saying and blendingthe letter sounds as much as they can,then help them with the tricky part or simply read the word tothem.Check to see if your child can read and understand the following words before reading:  \n\n| gift   | panic   | mixture   | toppings   |\n| --- | --- | --- | --- |\n\n# During reading\n\nTo encourage your child to be an independent reader,ensure they are‘in charge’of the book,i.e.that theyare holding the book,turning the pages,etc.Enjoy the story together by:  \n◆ encouraging your child to read at their own pace,pointing under each word if it helps  \n● prompting them,if necessary,to say the letter sounds,then blend them together to say the word,  \ne.g.b-u-tt-er becomes butter.  \n● encouraging your child to come up with their own questions and comments,as well as responding toyour questions,so they know their thoughts and views are valued  \n● sharing aloud your thoughts on the story and characters;this provides your child with a model toshare their own views,e.g.I wonder how Ben is feeling in this picture?I think he looks..  \n● talking about what they think might happen next,before yourchild turns the page  \n● using lots of praise.  \nBen'sGift  \nby Tony BradmanIllustrated by Bill Ledger  \nLM 16687418  \nJin and Cam were hanging up balloonsfor Pip.  \nBen ran in.  \n“I have not got a gift for Pip!”Ben saidto himself.He felt bad.  \nBen ran as fast as the wind.He went to see Miss Baker.  \nMiss Baker was sorting out the cupsand dishes.Ben ran in.  \n\"I have not got a gift for Pip!\"Ben said.\"No need to panic,\"said Miss Baker.“I amsure I can help.”  \n“Can you bring me the butter and threeeggs?”Miss Baker said.  \nBen ran to get them.","cbCaigdCO1pNkOcY","https://ap.wps.com/l/cbCaigdCO1pNkOcY","pdf",1715652,"English","# Before reading\n# Phonics\n# Common words\n# Developing vocabulary\n# During reading","[{\"question\":\"What should caregivers do before reading begins?\",\"answer\":\"Discuss the book title and back-cover information, read page 2 with your child, browse quickly through the rest of the book, and talk about what the special occasion might be.\"},{\"question\":\"How does the phonics guidance work in this material?\",\"answer\":\"Children read by saying letter sounds and blending them together (for example, h-e-l-p becomes help), supported by examples during reading.\"},{\"question\":\"What strategies are recommended to encourage independent reading during the story?\",\"answer\":\"Let the child be in charge of the book, encourage reading at their own pace, prompt them to blend letter sounds if needed, share questions and comments, predict what happens next, and use plenty of praise.\"}]","Before reading - Phonics and common words | PDF",1790600933]