Before reading - Phonics - Common words - Developing vocabulary - During reading

Sep 29, 2026

Upload by Logic

Reading-support guide for children and caregivers, focusing on early literacy skills before and during a story. It outlines how to discuss the book title and back-cover details, preview the setting, and check predictions. It teaches phonics blending, provides examples of decodable words and high-frequency or tricky exception words, and guides vocabulary preparation. During reading, it emphasizes independent reading routines, supportive prompts for sounding and blending, shared discussion of thoughts and characters, and guided questions with praise.

LanguageEnglish

CategoryGeneral

FormatPDF

Pages20

Reading Time31 min

AccessFree to download

Before reading

Phonics

Common words

Developing vocabulary

During reading

HEROACADEMYPioS MessAlison HawesBill LedgerOXFORD # Before reading Book talk ● Talk about the title of the book and the information on the back cover. ● Read page 2 with your child.What do they think Pip might be like? ● Browse quickly through the rest of the book.Where does the story take place? # Phonics Your child should be able to read most of the words in this book by saying the letter soundsthen blending them together.Remind your child that sometimes one sound can be made bytwo or three letters,e.g.y-u-ck becomes yuck.Some decodable words in this story are: | buzz | yuck | quick | zap | | --- | --- | --- | --- | # Common words Common 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.she,he.Encourage your childto identify which parts of the word they know and which parts are tricky,then help them with the trickypart if needed.Some common words in this story are: | she | he | | --- | --- | # Developing vocabulary In 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 to them.Check to see if your child can read and understand the following words before reading: | fizzes | Slink | | --- | --- | # During reading To 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: ● encouraging your child to read at their own pace,pointing under each word if it helps ● prompting them,if necessary,to say the letter sounds,then blend them together to say the word, e.g.qu-i-ck becomes quick ◆encouraging your child to come up with their own questions and comments,as well as respondingto your questions,so they know their thoughts and views are valued ● sharing aloud your thoughts on the story and characters;this provides your child with a model to share their own views,e.g.I wonder how Pip is feeling in thispicture?I thinks she looks... | Oxford | Discover eBooks,inspirational
resources,advice and | | --- | --- | | 量WL | professional development
www.oxfordowl.co.uk | ● talking about what they think might happen next,beforeyour child turns the page using lots of praise. by Alison HawesIllustrated by Bill Ledger OXFORD UNIVERSITY PRESS Pip is in the lab. 十 Add six dropsof liquid. buZZ是 Pip trips.She adds lots of liquid! The liquid fizzes. It runs on to the desk. The liquid drips on Slink.

FAQs

What should caregivers do before reading?

Discuss the book title and back-cover information, read page 2 together, preview the rest of the book, and ask where the story takes place and what Pip might be like.

How can phonics be used to help children read words in the story?

Have the child say letter sounds, then blend them together. Remind them that one sound can be made by two or three letters (for example, y-u-ck becomes yuck).

What strategies are recommended during reading to build independence?

Let the child be “in charge” of the book, encourage reading at their own pace, point under each word if helpful, prompt them to sound out and blend when needed, and model sharing thoughts about the story and characters.

Sep 29, 2026

Upload by Logic