1. Pre – reading good habits
Finding a good space to sit together and making time for reading stories and comics
Stories you like and saying why you like them - favourite parts
Reading aloud with different voices – adding lots of expression
Pointing out details in the pictures

2. Becoming a reader
First books are books without words to allow your child to lead the discussion. This is a book that they have read first. Let them tell you the story.
Let your child be the one to hold the book and turn the pages.
Ask prompt questions to encourage them to tell you more and become the telller / the reader.

3. Books with words
First words are character names and very common words ( I /the /can ).
Core words are put into word tins / key rings for children to practice
If your child is stuck on a word. Give them time to try it out. E.g. encourage looking at first letter to see if that helps.
Supply the word if they are stuck and re read the sentence together so that being stuck doesn’t interrupt the flow of the story.
Remember lots of praise for effort and have fun together looking at the pictures and discussing more than just the simple text.

4. Prompts if your child is hesitating
Can you try that word again? You almost got it but not quite.
Can you sound it out?
Mmm.. does that make sense? Let me say what you read and you can listen.
Let’s look at the picture. Does that make sense?
Does it give us a clue to work out that word?
Do you know part of the word? Can we work out the rest together?
Praise and encourage strategies to work it out.

5. Praise and encourage strategies to work it out.
Can you read this sentence. This is what it is like for your child learning to read.
What about this s
Praise and encourage strategies to work it out.

6. Learning key words Get competitive
Have a word hunt in favourite books ( eg a “the” hunt. Who has more on their page?
Matching the words to the text in their book
Make 2 sets of the words to play memory
Make 4 sets of the words and play snap
Get a timer. How quickly can they turn over the words and read them?
Word wall – they keep them if they read them correctly – you keep them if they need help. Whose wall is bigger?
Roll a dice . Can they read the same number of words as spots on the dice.
Silly sentences – can they make a sentence with the words in their set?
Get competitive

7. Challenge
The right level of challenge is about 90% words they can read easily and 10% that are difficult / challenging.
Too difficult = child is discouraged and won’t be able to read fluently enough to understand the meaning.
Too easy = They are not motivated or trying to persevere They are not learning.