Reading Guidelines

Year: 2021 Class: K2 Level Term: 1

Weeks Topics Objectives Materials Needed Tasks
https://home.oxfordowl.co.uk/
this site will help a lot on how to cater for your child with reading at home.
3 Oxford Reading (1) (1) This week your child will be introduced with the level 1+ story series. Follow
promptly the steps to better guide and teach your child how to read sight words.
Tree stage 1+ first Oxford Reading Stage
sentences. Use appropriate 1+ stories / books. Parents view the books in advance:
(introducing new vocabulary to express Titles: Use same approach for both stories when doing the
stories) oneself about the given • Hide and Seek introductions.
stories. • Look at me • Hide and Seek in 2 lessons
• Look at me in another 2 lessons
Identify and make Materials
conversation about the • Word Relate Concepts to Students’ Background Knowledge and
characters found on the flashcards Personal Experiences
cover of the book. • Rough papers/
chalkboard/ • To really get children interested in a selected text, it is
whiteboard/ essential to compare the concepts in the story to
Predict what might
exercise book their personal experiences and background
happen in the story.
• pencils knowledge.
Read words from the • This gives your child a feeling of confidence as
he/she begins actually reading, making him/her feel
chosen book making use
connected with the characters or concepts.
of “decoding and
blending” of regular
Introductions
words or “look and say” Look at the Book Cover or Title Illustration
for sight words.
• Prepare your child for what he/she is about to learn
from the stories. Ask your child to study the cover of
the book or the image on the title page. What can be
noticed? To get the conversation started, try asking
the following kinds of questions:

1. What is happening?
2. Do you think the story is made-up or can happen
in real life?
 3. When have you seen something like this before?
4. Explain what the picture looks like.
5. Does the illustration or picture seem to match the
title of the story? Why or why not?
6. What does the title tell us about the story?
7. Does the image and title remind you of anything
you have experienced?
Discuss Possible Predictions and Make a List of Questions
Making predictions and asking questions are two reading
strategies are both things that active readers naturally do.

• Get your child to do prediction on what him/her think

might happen on the following page.

Open to the Story and Read the Pictures (cover the words with
a strip of paper.)

• Take the time to draw your child’s attention to

important images that may give away bits and pieces
of what the/she can expect from the story.

Relate Concepts to your child’s Background Knowledge

and Personal Experiences
• To really get your child interested in a selected text, it
is essential to compare the concepts in the story to
his/her personal experiences and background
knowledge.
• This gives your child a feeling of confidence as
he/she begins actually reading, making him/her feel
connected with the characters or concepts.

Introduce New Vocabulary (have the words on cards big enough to

see.)
Story: - Hide and Seek

Hide, seek, can, you, see, me, us, yes, we, all

Story: - Look at me!

Look, at, me, on, my, bike

(the words in green are regular decodable words using

phonic sounds to read. To spell your child has to use letter
names.)

(the words in red are sight words which cannot be decoded

but your child will identify the beginning sound for each
word. He/she will notice also that letters at one point within
the word changes to another sound or is silent. Stick to the
steps provided below. Do not attempt to explain why this is
so. )

ATTENTION!!!!
When first beginning sight words, work on no more than three unfamiliar
words at a time to make it manageable for your child. Introduce one word
at a time, using the five teaching techniques. Hold up the flash card for
the first word, and go through all five techniques, in order. Then
introduce the second word, and go through all five teaching techniques,
and so on.

This lesson should establish basic familiarity with the new words. This
part of a sight words session should be brisk and last no more than ten
minutes. As your child gets more advanced, you might increase the
number of words you work on in each lesson.

Steps to teaching new sight words. (the link below will help
a lot.)
https://sightwords.com/sight-words/lessons/#techniques

Sight Words Teaching Techniques

Introduce new sight words using this sequence of five
teaching techniques:

A. Look, listen & Say — A child sees the word on the

flash card and says the word while underlining it
with her finger. (you say the word and your child repeats)
B. Spell Reading — The child says the word and
spells out the letters (using letter names), then
reads the word again.- (however, it can happen that your
child is not able to spell because he/she is still catching up with the
Alphabet letter names from the “Phonic lessons”. It is totally ok and
normal. Just keep doing a lot of repetition.)
C. Arm Tapping — The child says the word and then
spells out the letters while tapping them on his
arm, then reads the word again. (this step can be optional
for the kindergartens)
D. Air Writing — A child says the word, then writes
the letters in the air in front of the flash card.
E. Table Writing — A child writes the letters on a
table, first looking at and then not looking at the
flash card.

These techniques work together to activate different parts of

the brain. The exercises combine many repetitions of the
word (seeing, hearing, speaking, spelling, and writing) with
physical movements that focus the child’s attention and
cement each word into the child’s long-term memory.

Take the story to bed.

After venturing and guiding through all the steps, you and
your child can now relax in bed with the story book. Remove
the strips of paper that you blocked the words in the book.
 • First reading, parent reads while touching the words
in the story.
• Second reading. Parent touches and reads the word
then child touches and repeat the same thing.
• Third reading. Read together while touching the
words.
• Fourth reading. The child reads by own self.

Good Night!

P.S:
• Next week we will focus more on comprehension
activities of both stories.
• Don’t forget to record weaknesses to forward the
teacher later.
• Supplementary Activities will be focused on in class
as it requires worksheets and workbook.