Precision Teaching is an excellent intervention method to improve accuracy and fluency. This bundle includes: 28 page Phase 2 intervention 21 page Phase 3 intervention 17 page Phase 5 intervention Tricky words Intervention - reading and spelling Each intervention includes a progression of sound and word recognition precision teaching documents. Early finisher games tricky word fly swat games - phase 2, 3 and 5 colour the sounds - phase 2, 3 and 5 tricky word car park - phase 2, 3 and 5 Please email wildresourcesTES@outlook.com, if you have any questions about this resource.

This download will provide you with: A KS1 music planning unit - composition A composing knowledge organiser A music progression of skills tracker The unit begins on developing children’s body percussion knowledge and then progresses into children composing 2 or 3 note melodies. The children will be challenged to begin to make connections between notations and musical sounds. This is a lesson resources I have used within KS1 in England. It can be easily adapted to EYFS. Skills met: YEAR ONE: • Improvise simple vocal chants, using question and answer phrases. • Create musical sound effects and short sequences in response to stimuli. • Understand the difference between creating a rhythm pattern and a pitch pattern. • Invent, retain and recall rhythm and pitch patterns and perform these for others. • Recognise how graphic notation can represent created sound. • Explore and invent own symbols • Listen to sounds in the local school environment, comparing high and low sounds. • Sing familiar songs in both low and high voices and talk about the difference in sound. • Explore percussion sounds to enhance storytelling. • Follow pictures and symbols to guide singing and playing. YEAR TWO: • Create music in response to a non-musical stimulus (e.g., a storm, a car race, or a rocket launch). • Work with a partner to improvise simple question and answer phrases, to be sung and played on untuned percussion, creating a musical conversation. • Use graphic symbols, dot notation and stick notation, as appropriate, to keep a record of composed pieces. • Use music technology, if available, to capture, change and combine sounds. Please see my further Music resources to complement this unit. Please email wildresourcesTES@outlook.com, if you have any questions.