A story gives children something to talk about. Phonics practice asks them to connect print with sounds. You can include both in a family routine while being clear about which activity you are doing.
Start with a story your child wants to hear. Read it aloud yourself if the words are beyond their current reading knowledge. They can enjoy the plot, discuss characters and act it out without needing to decode every sentence.
Tell a small story together
Use a toy dog, ball and an improvised park bench. Begin: “The dog lost its ball.” Ask “Where could it look?” Let your child place the objects and add an event.
Listen before correcting. If your child says “Dog go there”, you can respond “Yes, the dog went under the bench.” You have supplied a fuller sentence while keeping their idea in the story.
Choose one optional listening activity
After the story, take a familiar spoken word such as sun. Ask about its first sound only if that is an appropriate current task. Model the sound clearly; avoid adding an extra vowel, such as “suh”. Use your teacher’s model if you are unsure.
If the child prefers to continue the story, do that instead. Repeating a character’s name is enjoyable, but does not automatically demonstrate blending or sound segmentation.
Keep print practice matched
A playful sentence full of words beginning with one sound may still contain spellings your child has not learned. A story about “Charlie chasing cheese” is not automatically a suitable independent reader just because it repeats ch.
Choose one teacher-matched word or a short passage with known patterns. Read it together, then return to the story. Discuss unfamiliar vocabulary so the child understands what the text says.
A simple three-part routine
- Listen: the adult reads or tells the story.
- Talk: the child describes an event or moves the toys.
- Practise, if suitable: read one known word with the help needed.
Each part has a different purpose. A child can explain a story well while still needing support with printed words. Another may decode a passage accurately but need vocabulary help to understand it.
Make the observation useful
Instead of “He did well at story time”, note “He retold the lost-ball event after listening” or “She read the familiar word after a model”. Tell the teacher which support you provided.
Stories do not need to finish with questions. Leave room for favourite characters, silly ideas and listening for pleasure. A sustainable routine is one your family wants to return to.
Related reading
Discuss your child’s next step
If you would like help choosing suitable reading practice, book a complimentary assessment or explore our reading programme.
