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ill Siar)
ore Ask the child to
© Point to the letters in the box on the back cover and say the sound (not
letter name) that each letter usually makes in words (e.g. cas in cat). Tell
the child each letter sound if necessary.
© Look out for these letters in the story and try to remember the sound
they make.
story
Remember, children learn best when reading is relaxed and enjoyable so give
Read tl
lots of praise.
© Read the first word on page 1, placing your finger under the word. Tell the
child that this word / is a word you meet in a lot of books and you can not
sound it out.
© Encourage the child to point at the words and try to read any words he/she
doesn’t recognise by saying the individual sounds separately (e.g. a- m),
then running the sounds together quickly. If the child finds it difficult to
say the sounds, say the sounds for them first and then see if they can hear
the word.
See inside back cover for other activities. Iam top cat.
a
ll | 1,
NMA.
a Am I top cat? Iam! Iam! Iam top cat. Am I top cat? Iam! Iam! Am I top cat? Check comprehension
Ask the child
© Which animal is speaking in the story? (The first cat.)
‘© What does the first cat do to make sure it is still the top cat? (Climbs on the
table and then flies with a balloon.)
Check phonics (letter-pattern sounds)
Ask the child to
© Think of other words that begin with the same sound as cat (e.g. cup, car).
@ Look in the book and find the words that end with the sound p (top, pop).
© Tell you whether top and pop sound the same at the beginning or the end.
(The end; they rhyme.)
© Think of other words that rhyme with top and pop (e.g. mop, hop, shop,
flop, chop, stop).
Example phonic words: am top cat pop
Context words: |
