Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Make shape pictures using 5 shapes. One shape is revealed at a time, so over five slides the picture takes shape. When teaching this I get the children to tell you about the shapes they see - “I think its a square because I see four sides that are all the same length.” This way they are talking about the name of the shape and matching it to its properties. I usually show the first slide on Monday, then the first and second on Tuesday, then the first, second and third on Wednesday etc. It builds up the anticipation of what it will reveal by the end of the week but also revisits the shapes of the previous days so you can ask someone who maybe wasn’t so sure the first time! They enjoy guessing what the picture will make in the end. There are 32 powerpoints in total, each with a unique picture.

Problem solving is always a good challenge for children. The earlier they start to think about problems the better. A 4 year old can find out if an answer is right or wrong as part of very simple problem solving activities. This resource is exactly that - a few right addition sentences and a few wrong addition sentences. Can they find out which ones? They do love to tell me that I am silly and got the wrong answer! I have left my Bitmoji on the resource but of course you can change it to you if you wish. Your children will enjoy it more if it is personalised. I have used the part/part/whole idea to help children work out if they are right or wrong.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Reading is a ‘silent’ process for many children. When first learning they do not possess the ability to imagine what the written word is telling us. They have many, many other skills they have to master before they can get there. This resource is aimed at beginner readers to try and put some fun into reading and creating words. The picture cards are double should be double backed so they have a picture on one side that they can make a word to match it or they have the actual word they can copy. With a picture to help young children visualise what they are reading, they have a purpose to reading it too and not just going through the motions. This resource is designed to be used independently, but can obviously be used as a teaching aid too. There is something you will have to add to this resource - lots of bottle tops with graphemes on. This resource is for beginner readers so it will only need phase 2 sounds on the bottle tops. Once that is done (and you will see from my picture that I tend to have the vowels as a different colour because this helps with middle sound work later on), the child can then flick the correct bottle tops/sounds into the goal to score and make the CVC words.

Phonics should be active and fun. Short activities daily are far better than an extended written activity or a lot of teacher talk. Activities should be designed to allow the children to investigate new sounds. This resource is designed to be a short activity where each child has a different word but the same pictures. They have to read the word and then can place a peg on the correct picture (out of eight) that matches what they have read. If working in a group they can then move onto the next peg board until they complete each one. Or they can be used as an intervention and one child or group could complete them. Initially these were made for a child whose poor fine motor made it hard for him to write but his reading was ok. The pegs were used to aid his fine motor development. But of course, any SEND resources or strategies can benefit many more children within the class. Any child who is beginning to read needs pictures to help form the imagination needed when reading. Young children don’t have that so reading is very much a ‘silent activity’ but with pictures their imaginations will develop until they can picture what they are reading like ‘free readers’ do.

Reading is a ‘silent’ process for many children. When first learning they do not possess the ability to imagine what the written word is telling us. They have many, many other skills they have to master before they can get there. This powerpoint is aimed at beginner readers and to try and put some fun into reading. They read it and then they have to match it to the correct picture. With a picture to help young children visualise what they are reading, they have a purpose to reading it too and not just going through the motions. This powerpoint is designed to be used independently, but can obviously be used as a teaching aid too. The idea behind this resource is that children have a word they should read. It has sound buttons underneath to help them and they are mostly CVC words. When they have read the word, they should click on the picture that matches the word. I made a lot of resources for traditional tales that can be printed off and laminated. Then the idea was for the children in my class to access these independently, either by using pegs to match the answers or other ways to work out the answer like using bottle tops with letters wrote on them. These resources are available in my shop.