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 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.

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.

An accessible way for students to show the phonics knowledge they have learned and begin to engage with blending sounds together into cvc words. They are presented with visual cue and then two written options that they can select from using computer/laptop, touch screen or adapted input device. The written words have sound buttons underneath to use as a teaching aid. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation has 5 sections – one for each vowel as a medial sound and there are 6 items in each section giving 30 cvc words to work on overall. Students could work on just one section or complete the whole activity. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the visual cue and then either the student reads the written choices – or if an adult is voicing them to do so as separate sounds that the student then blends to say or know the word. 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. It would also make a game that can be used in group or class sessions.

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 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 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.

This resource has 20 vocabulary related activities that can be used in English lessons or across the curriculum to develop good approaches to working with new and challenging vocabulary. It includes single word study and word collection activities. They can be put into presentations for sharing with the whole class or printed as activities for students to work on. They will help develop good reading strategies for approaching vocabulary as well as model ways of working with word choice when writing.

Rather than buy an activity guide for each novel that you study – how about trying one booklet of activities that you can apply to any novel? Whole class novel study is now one of the main ways in which reading is taught through guided reading and comprehension work. This booklet is designed to give teachers a range of activities that they can use alongside these lessons. They can be applied to which ever novel is being studied and used to give students a scaffolded way of recording the thinking and learning that they have done in lessons. There are: • 12 Character study activity pages • 12 Setting study activity pages • 12 Vocabulary study pages • 8 Plot and Chapter study activity pages • 10 Whole Book study activity pages The activities very in the amount of formal written recording needed to allow for adapted provision addressing the same learning. There are also structure strip based pages to provide scaffolding support for more developed written work for those students that need this.

Fiction 2 This booklet includes a series of comprehension tasks based on the VIPERS approach that many schools use to teach the component’s needed to be able to demonstrate reading and text comprehension. It is designed to be used with the text from the 2023 Year Two reading test (Paper2 – fiction) as all schools will be able to access thatand English schools may have physical copies of it that they can use. There are two ways in which this booklet may be useful: As a guided reading group intervention for students in Year 3 and 4 who are early readers and can decode at this level but would benefit from reading and working on text together to develop their confidence. It would be recommended that reading the text together more than once will help build fluency for these early readers. As an individual provision for an older student who is an early reader and not able to fully access text at an age-appropriate level but needs to build some independent comprehension skills. The booklet has been deliberately designed to look age appropriate for key stage two students. If using the test material booklets alongside this – please replace the cover sheet to help students see this activity positively. There are printable covers to use for this purpose in my TES shop. These covers can be put on any tasks or adapted classroom work to make them look generic.

Non-fiction 1 This booklet includes a series of comprehension tasks based on the VIPERS approach that many schools use to teach the component’s needed to be able to demonstrate reading and text comprehension. It is designed to be used with the text from the 2023 Year Two reading test (Paper1 – non-fiction) as all schools will be able to access that and English schools may have physical copies of it that they can use. There are two ways in which this booklet may be useful: As a guided reading group intervention for students in Year 3 and 4 who are early readers and can decode at this level but would benefit from reading and working on text together to develop their confidence. It would be recommended that reading the text together more than once will help build fluency for these early readers. As an individual provision for an older student who is an early reader and not able to fully access text at an age-appropriate level but needs to build some independent comprehension skills. The booklet has been deliberately designed to look age appropriate for key stage two students. If using the test material booklets alongside this – please replace the cover sheet to help students see this activity positively. There are printable covers to use for this purpose in my TES shop. These covers can be put on any tasks or adapted classroom work to make them look generic.

Non-fiction 2 This booklet includes a series of comprehension tasks based on the VIPERS approach that many schools use to teach the component’s needed to be able to demonstrate reading and text comprehension. It is designed to be used with the text from the 2023 Year Two reading test (Paper2 – non-fiction) as all schools will be able to access that and English schools may have physical copies of it that they can use. There are two ways in which this booklet may be useful: As a guided reading group intervention for students in Year 3 and 4 who are early readers and can decode at this level but would benefit from reading and working on text together to develop their confidence. It would be recommended that reading the text together more than once will help build fluency for these early readers. As an individual provision for an older student who is an early reader and not able to fully access text at an age-appropriate level but needs to build some independent comprehension skills. The booklet has been deliberately designed to look age appropriate for key stage two students. If using the test material booklets alongside this – please replace the cover sheet to help students see this activity positively. There are printable covers to use for this purpose in my TES shop. These covers can be put on any tasks or adapted classroom work to make them look generic.

This worksheet asks students to think of the impact different books or stories have had on them. They are asked to think of stories that have made them smile, laugh, sad and learn amongst others. There are 9 responses to consider in total. They could draw or write in response. The final reflection question asks if there is one story or book that has been able to do all 9.