Children have everything they need within this resource - the picture to look at to make a word and then the individual letters attached to the card via a split pin. Children are then able to move the letters around to experiment with ways of making the word.

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.

Print these boards out, laminate them and you are ready to go. Give your children pegs (this will help their fine motor skills, that in turn will help their writing) and they can peg the correct number which the fingers show. The shown fingers represent numbers 1-10 in various forms so the children will also be exposed to a vary basic form of addition (by counting both groups of fingers together) Understanding what numbers represent is a basic skill every child needs, and these boards were designed to be used as part of the enhanced provision in class so children can still access their learning independently while I work with a guided group.

These are peg boards. You can print these out, laminate them but you need some pegs with numbers 1-10 to compliment this resource. The children should indicate which number is missing by placing the right numbered peg on top of Big Tum. These were made to go a long side the Powerpoint versions/games I created to place on the interactive whiteboard, so the children have two independent games they can get on with while I was leading a guided group activity.

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.

Numicon is brilliant. It really helps young children understand our number system. This is a display that I initially used at the top of our classroom windows (so I printed off back to back so you can see them both sides of the glass) and children then had a constant reminder of Numicon and numbers whether they were inside or outside during enhanced provision times.

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.

A simple resource to laminate. They children can use a peg to match the word they have read to one of the eight pictures around the edge. I have purposely not used Capital letters for this resource. The reason for this is that it is designed for beginner readers who may not have the knowledge of Capital letters and what they look like. I want my children to access this resource independently during their enhanced learning time. It is made on publisher so you can change this if you wish too. 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. 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.

A simple resource to laminate. The children can use a peg to match the word they have read to one of the eight pictures around the edge. 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. 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.

It is important for young children to have reading material that they can use and read. This booklet is designed for young children to read independently. With this in mind I have not used Capital letters unless they look like the lower case version. The sentences used are very simple and repetitive, Starting with ‘She can …’ . With adult support this booklet can be used to talk about right from wrong. Each picture and sentence has a smiley face and a sad face so you can talk to your child about good decisions and bad ones. Is she bad? To use the resource, I printed it all out, then laminated it before making it into a booklet.

Adapted from ‘Little Rabbit Foo Foo’ book, this story is about the Naughty little Joker scooping up boys and girls and bopping them on the head. They are saved by Batman as he flies down and eventually puts him in jail. I made a smart notebook presentation, using GIFs to help tell the story. My reception class have loved it so I thought I would share it. This started off my talk for writing topic this year. We talked about where they had heard the rhythm of the story before (Little Rabbit Foo Foo is a firm favourite of ours) and then how I had changed the story. We then learnt the story for them to retell to me at the end of the week.

This resource is for the children to use. The idea was that it would form a part of a display low down so they could access it. In my head it was for initial sounds work as there are words/pictures that are not CVC words on the spinners but I have tried to include as many CVC words as I could so if they are ready to read the words then they can have a go. The resource itself is basically two circles that you split pin together. If you cut the triangle out from the second circle it will allow you to see one of the triangle sections of the first. The split pin allows children to move it around so they can see one picture and associated word with it. It also shows capital letter form and lower case form of each letter.

A very simple comprehension activity for children who are just learning to read. Each board has a picture and three words. The child should use a peg to place on top of the correct word that matches the picture. This way, they are reading lots (each word rhyme to help the child read them all) and the peg helps their fine motor skills too, which in turn helps with writing.

Children need a stimulus when writing. When a child is beginning to learn to write, it is even more important. To a child at the very early stages of reading or writing see letters and words as empty and lifeless. An competent reader can see words using their imagination and a sentence can create a thousand pictures in your mind. As educators we need to help children reach this level of enjoyment through the written word. To help children on the beginning of their journey, sentence starters are a great aid. Not only do they need help with creating sentences with sentence starters but they need help with the imagination to create pictures in their minds with these sentences. Each sentence starter has a picture to match with the sentence. I have not included capital letters with the sentence starters unless they are similar to the lower case version, because I intended on using them for very early writers and I wouldn’t have taught them how to form capital letters let alone read and understand words with them. If you laminate the resource, they can use over and over again.

A great way for young children to learn how to read, to learn phonics is to manipulate letters and sounds. Here is a way to allow children to ‘play’ with sounds in order to make words. Early years teachers (Kindergarden) will be able to use this resource to see if children can spell words and read them. The idea here is to cut out the resource and fold it in half. Then laminate them. The extra part to this that you will need are bottle tops, where you have wrote letter sounds on the top. Once laminated, children can then use these bottle tops to place them on top of the circles to create simple CVC words that relate to Goldilocks and the Three Bears.

A great way for young children to learn how to read, to learn phonics is to manipulate letters and sounds. Here is a way to allow children to ‘play’ with sounds in order to make words. Early years teachers (Kindergarden) will be able to use this resource to see if children can spell words and read them. The idea here is to cut out the resource and fold it in half. Then laminate them. The extra part to this that you will need are bottle tops, where you have wrote letter sounds on the top. Once laminated, children can then use these bottle tops to place them on top of the circles to create simple CVC words that relate to Goldilocks and the Three Bears.

I created all these resources to be used in my class when they start in reception. The idea behind this resource is to allow children to read the CVC word in the middle of the card. When they have done that, they choose one of the eight pictures around the outside and should put a peg on the correct picture. This shows understanding of what they have read but also helps with their fine motor skills, which in turn will help when they are ready to write.

This resource includes every word included in the letters and sounds document in Phase 5 on target backgrounds. Each new sound has been highlighted in red so it will help children recognise the new sound within the word. The idea with this phonics game is to have a selection of words usually from the same sound on the wall. The teacher says a word and then the first child to hit the target (this can be with a ball etc, or slapping it with their hand) will win the point. A great way to help with fluency by creating competition within the group.

This resource includes every Tricky word included in the letters and sounds document in Phase 4 on target backgrounds. The idea with this phonics game is to have a selection of words usually from the same sound on the wall. The teacher says a word and then the first child to hit the target (this can be with a ball etc, or slapping it with their hand) will win the point. A great way to help with fluency by creating competition within the group.