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1 Sample book from Phonic Readers Set 2

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Quick Overview

A randomly chosen book from our set of 5 books with simple pink level phonic words (Consonant-Vowel-Consonant) and high frequency sight words, which repeat the plot of Set 1 with more vocabulary and complete sentences.



1 Sample book from Phonic Readers Set 2


A randomly chosen book from our set of 5 books with simple pink level phonic words (Consonant-Vowel-Consonant) and high frequency sight words. The text is simple and relates clearly to the illustrations. At this level the stories from Set 1 are rewritten with more vocabulary, and simple sentence punctuation is introduced. This plot repetition is a useful progression giving the child confidence to tackle the longer sentences. The introduction page is for the adult to discuss with the child. It prepares the child for the sounds and sight words that will be encountered in the book. Sight words are only listed if they are not phonetic. The review page is similarly designed for discussion: it lists all the words encountered in the story, and has some sample questions to initiate a conversation. To further reinforce the language, children are encouraged to choose an illustration and write about it. They can use the word list from this page to help them.

The children's reading text in the books is black on pale cream to avoid glare.

Sight words from this set: the, is, and, has, to, see, said, was, his, go, I, like, put

The child:

practises reading the sounds

reads the sight words for the story

reads the story

practises reading the word lists

re-reads the story and answers questions about it.

The Stage 1-7 Storybooks follow on from this level very nicely.

ELG: Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

36 + months

Suitable for use by children aged 36 + months


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