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I’ve been coveting terrariums for some time now (These ones from Frog, Goose and Bear and Pollyposs are particularly beautiful), but I’ve been far too afraid to try one myself. You see, I am NO green thumb. But I just knew they’d make perfect gifts for my mum and mother-in-law who both love their gardens. [...]

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10 Ways to Use Alphabet Beads

Whatever age or stage your child is at, there are many wonderful ways to make the most of your alphabet beads, especially when it comes to developing ingredients for reading.

10 Ways to Use Alphabet Beads_ My Little Bookcase

This post is sponsored by Child.com.au. It may contain links to the online store.


1. Teamed with a batch of string and some playdough, allow your child the opportunity to play freely with the alphabet beads. Let them find a way to touch, look and explore the letters in their own way. This will help them develop letter identification and recognition.

playdough letter impressions_My Little Bookcase shares 10 ways to use alphabet beads


2. Match alphabet beads to the letters displayed on an alphabet chart.

Letter Matching_ 10 Ways to Use Alphabet Beads

3. Practise ordering and sequencing letters on a string.

letter sequencing_My Little Bookcase shares 10 ways to use alphabet beads

4. Identify where (and what) letter is missing in a sequence.

missing letter_10 Ways to Use Alphabet Beads

5. Play I Spy or sort and group letters that share similar features (e.g. ‘I spy a letter with a long tail’ or ‘I spy a short letter’).

Letter Grouping_10 Ways to Use Alphabet Beads


6. Take a lucky dip from the alphabet bead container and use the chosen letter to initiate an alphabet hunt.

Alphabet Hunt_ 10 Ways to Use Alphabet Beads

7. Use coloured alphabet beads to highlight specific sounds in a word (e.g. first sound, last sound etc.).

Identifying First Sounds_ 10 Ways to Use Alphabet Beads

8. Use beads, charms or pasta to separate parts of words (e.g. phonemes, syllables, base words).

Separating Parts of Words_ MLB shares 10 Ways to Use Alphabet Beads


9. Thread letters to build familiar words (e.g. sight words, theme words, favourite words, spelling words) or names of family and friends.

Beading Familiar Words_ 10 Ways to Use Alphabet Beads

10. Build your own words (VC, CVC, CCVC, CVCC words or even nonsense words etc.)

Building Words_ 10 Ways to Use Alphabet Beads

Alphabet Beads at Child.com.au

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About Jackie Small of My Little Bookcase

An A to Z of Learning to Read: Reading Strategies

An A to Z of Learning to Read_ Reading Strategies. A series by My Little Bookcase

You’ve spent years reading to your child and helping him develop a love of books. You feel he has a great awareness of print, can recognise the alphabet, hear a range of sounds in words and understand letter-sound relationships. But how does he use that knowledge to read words on a page?

This question brings us to the last part of our series, An A to Z of Learning to Read. Be sure to read the other posts in the series.

As mentioned at the start of the series, there isn’t one magical formula that all kids follow when learning to read. Similarly, there are a range of strategies that children can draw on when beginning to read words on a page, and there isn’t necessarily a particular order of strategies a child should follow when reading. Overtime, a child will actually apply a range of strategies to their reading.

Below is an outline of reading strategies and a bookmark for parents and educators to use as a handy prompting tool when supporting and listening to beginning readers.

Picture Walk

Picture Walk. Reading Strategies from My Little Bookcase

Illustrations in books are used to support and add meaning to the text. Illustrations play an integral role for children learning to read, as they provide clues for context when children encounter an unfamiliar word.

  • Encourage your child to use the illustrations to help them with their reading. Start by looking at the illustrations throughout the whole book before beginning to read. This will help your child to develop a context for the story. When reading, children will recall illustrations from the picture walk to help them make meaning of text when decoding unfamiliar or difficult words.

Reading Tools

Pointers and checklists can be handy reading tools for children and facilitators when learning to read.

  • Although not recommended for prolonged use, fingers or pointing tools can be used in the initial stages of reading to help children with the one-to-one correspondence of letters with sounds. This helps them make the connection that sounds are represented by letters or letter combinations.
  • Pointers can also be used by the facilitator to encourage steady pace and fluency.
  • Checklists serve as a handy tool for facilitators to assist in prompting children to employ suitable reading strategies

Feather Reading Pointer. Reading Strategies from My Little Bookcase


Decoding is a phonics-based strategy in which a child needs to identify the letters in a word and apply their knowledge of letter-sound relationships to vocalise the sounds represented in a word.

  • Start by asking the child to identify  the first letter and corresponding sound.
  • Once the child has identified each individual sound in the word, they must blend these sounds together to pronounce one fluent word instead of separate sounds (Running a finger or pointer slowly along the letters rather than stopping at each one can assist with this).
  • After some time, a child can be encouraged to use chunking as a strategy whereby they are able to say familiar parts of words instead of individual sounds. These parts might be common digraphs, letter blends or syllables that they recognise.

Reading Cues

Using cues to assist in reading is a whole language-based reading strategy, in which a child will use prompts or clues (other than phonics) to help them read a word.  There are three different types of cues:

1. Context (Meaning) Cue:

Context cues are used to help a child make meaning of a text when they encounter an unfamiliar word. They use prior knowledge and personal associations to check that a word makes sense within the context of the sentence or story by looking for clues in surrounding words, broader text or illustrations.

Try asking:

-Does it make sense?

-What just happened in the story?

-Is there something in the picture that can help you?

2. Structure Cue:

When using structure cues, a child is applying their knowledge of language and sentence structure to decode words.

Try asking:

-Does it sound right?

-Does that sound like a complete sentence?

3. Visual Cues:

When using visual clues, a child applies their knowledge of phonics, word structure and syllables to decode words, and ensures that they have correctly matched a letter/letter combination with a sound.

Try asking:

-Does it look right?

-What is the first letter/sound?

-Repeat what you just read. Does it match what you can see?

-Where is the hard part in the word?

-Point to a part in the word that you know.

-Does it look like another word you know?


Sometimes we need to hear a word out loud to know if we have decoded it correctly. So rather than jumping in to correct a child, it’s advisable to give a child time to apply their knowledge and use reading cues to self-correct.

Once a child has decoded a sequence of words, ask them to re-read the sentence or phrase for fluency.

Try asking:

  • Read it again without pointing.
  • How would the character say it?


Finally, before putting a book to bed, check that your child has understood and made sense of what they have read. Spend some time talking about the setting, characters, story-line, and actions etc. There are some playful resources such as these Reading Comprehension Dice that are helpful in prompting questions, otherwise below are some example questions you could use.

Try asking:

Comprehension Dice from Child.com

Literal Questions (information explicitly presented in text and/or illustrations):

  • Where did this story take place?
  • Who was this story about?
  • What problem did the characters encounter?
  • How did they solve the problem?

Inferential Questions (information indirectly presented):

  • How do you think the character felt?
  • Why did the character act that way?

Hypothetical Questions (What if?):

  • What would you have done if this happened to you?
  • What do you think might happen on the next page?

Evaluative Questions (Making connections or offering opinions)

  • What was your favourite part of the story?
  • Has that ever happened to you?


To assist you in supporting and prompting your child to apply reading strategies, I’ve summarised the information in this post to create an easy reference bookmark for you to use while listening to your child read.  Simply click on the image below to download and print a copy of the bookmark.

Reading Strategy Prompt Bookmarks by My Little Bookcase

This post is supported by Child.com.au. It may contain links to the online store.

Reading Tools at www.child.com.au

Like this post? Stay connected:

Be sure to join one of our communities for more literacy-based inspiration, or subscribe to our mailing list so you don’t miss out on future posts.

About Jackie Small of My Little Bookcase