Tricky words are hard to learn as they do not use phonic knowledge. So children just need to see them as many times as possible in order to learn them successfully and retain it all. These resources have been made as a classroom display but can be used anyway you want. I used a word art program to write in each tricky word and place them in the numbers. Phase 4 has 14 tricky words so they fill numbers 1-14.

Tricky words are hard to learn as they do not use phonic knowledge. So children just need to see them as many times as possible in order to learn them successfully and retain it all. These resources have been made as a classroom display but can be used anyway you want. I used a word art program to write in each tricky word and place them in the numbers. Phase 2 has 6 tricky words so they fill numbers 1-6.

Word families are a great way to help young children learn to read simple words. They help because they are similar sounds for each word. These boards include the following word families: at, am, en, ed, in, im, ot, og, un, ug Each different vowel set are colour coded to help distinguish between each family too. Each printed page includes two boards, with the word family ending on a separate part. Cut these out and laminate. Stick the word family ending on a peg and then this peg can be moved to the different parts of the boards to make words.

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 and a few at the start of phase 3 (for fox) 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.

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.

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.

I created all these resources to be used in my class when they start in reception. The idea behind this resource is to allow the child to make words that match the picture. You will need extra resources to go along side this printable - I have used bottle tops where I wrote on the letter sounds to match. To start with, the child can have the three letters to match the picture and try and put them in order. Once they are competent in hearing initial sounds, middle sounds and end sounds then I would just place the cards and bottle tops altogether and they have to fine the correct sounds to match the picture.

I created all these resources to be used in my class when they start in reception. The idea behind this resource is to help with hearing the initial sound of words. This is a very important initial skill for children to possess in order for them to work with full words. The initial sound is on the sheet and if the child is not sure what it reads then will need help. Then I would get them to name each picture before placing a peg on the picture that has the initial sound noted down.

I created all these resources to be used in my class when they start in reception. The idea behind this resource is to allow the child to make the word that matches the picture and all the resources needed to do so are there to hand. The resource has all three letters to make the CVC word attached using a split pin and the child can move these around to make different combinations of the letters, hopefully they will be able to hear the initial sound, middle sound and end sound to the word and therefore be able to place them in the correct order.

When a child is learning to read it is important for them to blend each word individually. However, when children are doing this they can forget what they have read already. They have a lot to workout and remember so its only natural. A strategy we use is to ask the child to go back to the beginning of the sentence once they blend a word and read the sentence with fluency and therefore not blending. This is the only way they can remember what the sentence is. This resource is designed to see if they understand what they have read. A very simple sentence has three different pictures under it. They should read the sentence and then use a peg to indicate which picture matches the sentence. The peg idea is to aid their fine motor development and therefore help with handwriting.

I created all these resources to be used in my class when they start in reception. The idea behind this resource is to allow the child to make the word that matches the picture and all the resources needed to do so are there to hand. The resource has all three letters to make the CVC word attached using a split pin and the child can move these around to make different combinations of the letters, hopefully they will be able to hear the initial sound, middle sound and end sound to the word and therefore be able to place them in the correct order.

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.

I have created these resources due to having a very creative class. The idea here is to read the sentence given and then draw a picture that matches. This aids comprehension skills as well as fine motor skills to aid writing after. A win win. The children loved the rewards they would receive once they have completed three or more. Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. Is it me, or is one of the hardest things to do when teaching children to learn, is to find sentences they can access to read on a given topic. And of course, if they can read them, they can start to write them soon after too. So I hope this resource helps you as it did my class.

I have created these resources due to having a very creative class. The idea here is to read the sentence given and then draw a picture that matches. This aids comprehension skills as well as fine motor skills to aid writing after. A win win. The children loved the rewards they would receive once they have completed three or more. Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. Is it me, or is one of the hardest things to do when teaching children to learn, is to find sentences they can access to read on a given topic. And of course, if they can read them, they can start to write them soon after too. So I hope this resource helps you as it did my class.

I have created these resources due to having a very creative class. The idea here is to read the sentence given and then draw a picture that matches. This aids comprehension skills as well as fine motor skills to aid writing after. A win win. The children loved the rewards they would receive once they have completed three or more. Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. Is it me, or is one of the hardest things to do when teaching children to learn, is to find sentences they can access to read on a given topic. And of course, if they can read them, they can start to write them soon after too. So I hope this resource helps you as it did my class.

Sound mats are priceless when helping young children to remember the sounds they need to write in words. A quick reminder of how the sound is formed is usually all it takes for the child to carry on with their work instead of being stuck. I have included the A3 version, which I use as part of a display, the A4 version, which I don’t actually use but I have in the past for visually impaired children so they have a larger copy and the A5 version. Both the A4 and A5 versions I like to laminate back to back so they are both together for the children. Tricky words are also included on each. I also tend to place ‘me’ and ‘my’ together as this is something children do tend to get mixed up with.

Children love Alphablocks and they are an amazing program that really does help little ones understand phonics and helps them on their initial journey on how to read. This resource was made using word families because that will help hearing the different sounds and therefore help with initial reading of CVC words. It is also good for children to hear different intial sounds. It is important to include pictures with each word too so they can link words to real life objects. Once laminated, velcro needs adding to the dots so the Alphablocks can be stuck down. The children can then move these initial sounds infront of the picture of the middle and end sounds to make a word. They can then read it and match it to the pictures. Word families included are: at, ad, et, en, in, ig, ot, og, ug, un. 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 and to try and put some fun into reading. They read it and then they have to match it to the correct picture out of the three available. 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. 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.

Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. This resource I made is a brilliant way to help children who are starting to learn to read basic words. The child needs to read the word in the middle and then there are eight pictures around it to see which one matches (very very important as reading can be a ‘silent’ activity when a child begins to read so they need to know it is relatable to something.) I used pegs for the children to show which picture was the correct one (again this was to help with fine motor control and strengthen their grips). They pegged one picture before coming to me and telling me what they have read by sounding it out and then saying the word. Cut the resource out. Fold the picture and the backing on itself and laminate these together so its back to back. The pegs are something you will have to provide but once you have them, you are all ready to go.

This is a great resource that children enjoy. They have to problem solve to find the odd one out. I laminated the sheets, cut out the crosses and stuck velcro on the squares and cross. This enables the children to work independently by placing the cross on the ‘odd one out’ before explaining to me what they found. I also placed the number sentences with Numicon representations on the back of these sheets for a reference to the children. Why is this activity important? When children subitise it means they can work out how many in a collection without having to count everything they see. They can describe how many by looking and thinking which helps your child build their mathematical imaginations. Spatial structures are critical mathematical representations that children need to be able to make meaning from. It later enables children to work flexibly with numbers and operations.

This is a great resource that children enjoy. They have to problem solve to find the odd one out. I laminated the sheets, cut out the crosses and stuck velcro on the squares and cross. This enables the children to work independently by placing the cross on the ‘odd one out’ before explaining to me what they found. I also placed the number sentences with Numicon representations on the back of these sheets for a reference to the children. Why is this activity important? When children subitise it means they can work out how many in a collection without having to count everything they see. They can describe how many by looking and thinking which helps your child build their mathematical imaginations. Spatial structures are critical mathematical representations that children need to be able to make meaning from. It later enables children to work flexibly with numbers and operations.