An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the fourth and final set of initial sounds students might learn – jlqvwyxz. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 26 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.

An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the third set of initial sounds students might learn – Mdgock. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 20 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.

An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the second set of initial sounds students might learn – eurbhf. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 20 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.

An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the initial sounds students learn – satpin. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 20 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.

Everything you need to set up daily reading as a formal intervention for students in your class or school who are early readers. This pack includes: • A training presentation that you can share with adults supporting early readers to ensure that they are well prepared. • A detailed guide that you can give to adults hearing children read daily to help them support the development of decoding, fluency and comprehension skills. • A simple record keeping sheet that adults supporting early readers daily can complete – with an example of how this might be filled in. • A choice of assessments that you can use to measure impact, particularly on decoding ability. Check these pre and post a period of structured daily reading to see how much progress has been made. • An evaluation form that can be used at the end of the programme to summarise information and make recommendations about whether ongoing support is needed. I have used this approach across the school as SENDCO to help ensure that early readers are getting regular and well-structured support that they need to make progress. It also allowed me to see where daily reading support was not providing enough support and further assessment and intervention might be needed.

This is an Excel spreadsheet that has been set up so that the first two pages will allow you to create your own precision teaching pages for sets of 5 or 10 words by just inputting each word once in the top row. The following pages have all the word lists from the English National Curriculum. The common exception words for Year 1 and 2 are listed. The Year 3 and 4 words have been split into two lists – so they can be used across the year groups – as have the Year 5 and 6 words. This will allow you to create personalised precision teaching pages for students who might need a mixture of words from different lists – or just to work on a small number that they have not already learned. Precision teaching is often recommended as a strategy to assist students in learning to read key words or recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words. This plan supports the delivery of precision teaching as an intervention with small sets of words over 5 days each. It can be used with the booklets which have been created for the Key Stage 1 common exception words and the National Curriculum spelling words for Key Stage 2. The booklets have been labelled A to F so that they can be sensitively used with students of any age as appropriate. The sessions should be engaging, and progress is measured so that it can be celebrated as well as tracked. This is a one-to-one intervention and should be able to be delivered in 10 minutes per day. Options and advice is given to adapt the programme for individual student needs.

This booklet is a pre- prepared resource to support work on spelling the other half of the Year 5 and 6 National Curriculum spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on spelling half of the Year 5 and 6 National Curriculum spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on spelling the other half of the Year 3 and 4 National Curriculum spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on spelling half of the Year 3 and 4 National Curriculum spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on spelling Year 2 common exception words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on spelling Year 1 common exception words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on reading the other half of the Year 5 and 6 spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall or decode reading words with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on reading half of the Year 5 and 6 spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall or decode reading words with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on reading the other half of the Year 3 and 4 spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall or decode reading words with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.