Includes all stories An alternative version of the traditional fairytale ‘Little Red Riding Hood’. This quite challenging text uses a range of alternative graphemes from Letters and Sounds Phase 5. The premise for this story is that our monster family would probably not have heard of ‘Little Red Riding Hood’, a story with a bad wolf and a good child, but they may have a similar story which they tell their monster children, in which the monster is the good character and the villain is the child. Covering: Speaking and listening ● Help the children to draw a storyboard or story map to support a retelling of the story. ● Provide fabrics, blocks and smallworld resources to create a threedimensional story map. ● Use role play to tell the story from one point of view. To explore ideas for this, use drama techniques, such as ‘hot-seating’. ● Act out either the monster version of the story or the traditional version, using voices for the characters. Guided and shared reading: ● Use the story as a shared text. Support the children as they read words which contain alternative spellings for phonemes (see table, below). ● Compare and contrast this version with a traditional version of Red Riding Hood (see ‘Resources’, page 91). ● Traditional tales are some of the easiest texts to use when asking young children Assessment Focus 7 questions (Relate texts to social, cultural and historical contexts and literary traditions) as it is relatively easy to find simple retellings that the children can read independently. For example, you could ask: ● How did you know that the boy would do something bad? ● Did anything surprise you in this retelling of the story?

Sample one week lesson plans from LCP’s Phonics Planning 3rd Edition Day-by-Day Lesson Plans based on Letters and Sounds Please note: This is just the planning and does not come with the lesson’s resources. What is LCP Phonics Planning? It is not a phonics teaching scheme and I have assumed that your school already has such a scheme in place, for example, LCP Phonics. There are many other commercially produced schemes available. LCP Phonics Planning is a planning tool for teachers who are teaching phonics using the Letters and Sounds document from the DfE. It is a guide and should be used with flexibility and at a pace which is appropriate to each group or class. Objectives and criteria for success: Teach new graphemes for reading (p134) ay ou ie. Teach the rules for spelling words containing these digraphs. (Appendix 6). Teach reading the tricky word people (p140) and decodable words house, about (p141). Teach reading and spelling compound words. (Appendix 7). Practise reading and spelling high frequency words (p141/p148). Leave a review

The Three Billy Goats Gruff- one lesson with resources (includes text) WALT • Say what we think about why characters in stories do the things they do. • Understand the characters’ feelings. • Use adjectives which describe feelings. Activity: • Shared reading of the text. • Pairs of children respond to the story: Was it right to trick the troll? How did the troll feel? • Take feedback and scribe and categorise responses. • List troll’s feelings and make a list of feeling adjectives. • To develop oral skills. • To write lists with adjectives. Leave a review

Taken from Literacy Year 1 Resource File WALT • Talk about what happened in the story. • Talk about the people in the story. 1 lesson with activity resources (does not include story) Activitiy overview: Listen to teacher’s introduction and to the story Oliver’s Vegetables and look at pictures. Answer questions, recall and order the events. Discuss Oliver’s character. This lesson is the first of six on the theme of stories about grandparents. It will be helpful if you can read other books on this subject to enrich the children’s experience and give them points for comparison. Approach the subject with sensitivity bearing in mind your children’s personal situations. Leave a review

Includes 1 Non-fiction text with 1 question/activity sheet. Text title: Shape The text is very short and includes a picture on the front of each reading card. Most children at Foundation Stage may not be able to read the text by themselves, though they may be able to guess at some of the words because of the context. The idea is that an adult or more-able reader will read the words to and with the child, before discussing the picture and the theme of the card. The Talk time questions on the other side of the card are simply suggested prompts for the adult. It is important to encourage the child to ask questions about the theme of the card. The Fun time activities are designed to trigger off cross-curricular investigations, research enquiries and creativity. The activities may be done at school or at home and a summary of the resources needed for each card is given on card G. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy. The Puzzle time section contains cartoons or puzzles that are related to the main theme of each card. They give children the opportunity of playing with words and reinforcing their language skills. Each card has an All join in section with either a short poem, a song or a rhyme. Very few children at this stage will be able to read the words by themselves, but the intention is for the adult and child to learn the rhyme by heart and enjoy saying it together. Sample taken from our EYFS reading text box. Leave a review

Taken from BUILDING BLOCKS. Building Blocks is a modular series of resources offering Early Years Foundation Stage (EYFS) practitioners a source of fresh, fun, adaptable activities linked to inspirational, child-centred themes, and providing comprehensive coverage of the different aspects of the Early Learning Goals. Topic: Why do boats float while stones sink? Includes: Activity ideas Activity sheet: Spot the boat Hints for home, Pupil profile sheets Progression towards Key Stage 1 Resources Topic coverage ■ Making observations and explaining why some things occur; ■ Carrying out simple experiments, using objects of different size, weight, shape and material; ■ Applying skills and knowledge to the world around them – what we can see on lakes, rivers and oceans, and what can be found in the sea Leave a review

Includes 1 Non-fiction text with 1 question/activity sheet. Text title: Our classroom The text is very short and includes a picture on the front of each reading card. Most children at Foundation Stage may not be able to read the text by themselves, though they may be able to guess at some of the words because of the context. The idea is that an adult or more-able reader will read the words to and with the child, before discussing the picture and the theme of the card. The Talk time questions on the other side of the card are simply suggested prompts for the adult. It is important to encourage the child to ask questions about the theme of the card. The Fun time activities are designed to trigger off cross-curricular investigations, research enquiries and creativity. The activities may be done at school or at home and a summary of the resources needed for each card is given on card G. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy. The Puzzle time section contains cartoons or puzzles that are related to the main theme of each card. They give children the opportunity of playing with words and reinforcing their language skills. Each card has an All join in section with either a short poem, a song or a rhyme. Very few children at this stage will be able to read the words by themselves, but the intention is for the adult and child to learn the rhyme by heart and enjoy saying it together. Leave a review

The titles of the 5 texts include Party plans I can… Time to pray Our writing table PE picture dictionary The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review Find us on Facebook

Includes 5 Non-fiction texts with 5 question/activity sheets. Text titles: Our classroom New shoes Please and thank you Bread One acorn The text is very short and includes a picture on the front of each reading card. Most children at Foundation Stage may not be able to read the text by themselves, though they may be able to guess at some of the words because of the context. The idea is that an adult or more-able reader will read the words to and with the child, before discussing the picture and the theme of the card. The Talk time questions on the other side of the card are simply suggested prompts for the adult. It is important to encourage the child to ask questions about the theme of the card. The Fun time activities are designed to trigger off cross-curricular investigations, research enquiries and creativity. The activities may be done at school or at home and a summary of the resources needed for each card is given on card G. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy. The Puzzle time section contains cartoons or puzzles that are related to the main theme of each card. They give children the opportunity of playing with words and reinforcing their language skills. Each card has an All join in section with either a short poem, a song or a rhyme. Very few children at this stage will be able to read the words by themselves, but the intention is for the adult and child to learn the rhyme by heart and enjoy saying it together. Leave a review

As the story has a repetitive structure, it should be accessible to children who are secure at Letters and Sounds Phase 4 and familiar with some aspects of Phase 5. The following vowel digraphs and trigraphs are included and could be revisited as part of your phonics sessions: Phase 3: ‘oa’, ‘ai’, ‘oo’, ‘ur’, ‘ar’, ‘er’, ‘igh’, ‘air’ Phase 5: ‘a-e’, ‘ay’, ‘ie’, ‘i-e’, ‘ea’, ‘ou’ Taken from Make Phonics Fun: Summer. For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds. Each topic within Make Phonics Fun is supported by a range of lively and appealing pupil texts – including original stories, fascinating non-fiction and quality poetry. There are two photocopiable activity sheets for each topic, providing a range of fun things to do – from reading games which involve listening for specific phonemes, to sequencing activities and track games providing sounding out and blending practice At the heart of each topic within this book is a carefully selected list of 40 real and pseudo words (20 words for Section 1 and 20 words for Section 2), building a word bank, from topic to topic and term to term, that will cover the broad range of grapheme-phoneme correspondences that the children should be familiar with by the time they approach the end of Year 1 Leave a review

Children with a reasonable grasp of Letters and Sounds Phase 5 should be able to access the story in guided reading. It includes a number of words with the following graphemes: ● ‘ee’, ‘ea’, ‘e-e’: sleep, see, three; skebe; beach, eat, real, feast, heat, sea, creature. ● ‘ai’, ‘ay’, ‘a-e’: again; away; late, cave, chase, late, made, babe. There are also a number of words using ‘ou’, ‘ow’ (down) and ‘igh’, ‘i-e’. Taken from Make Phonics Fun: Summer. For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds. Each topic within Make Phonics Fun is supported by a range of lively and appealing pupil texts – including original stories, fascinating non-fiction and quality poetry. There are two photocopiable activity sheets for each topic, providing a range of fun things to do – from reading games which involve listening for specific phonemes, to sequencing activities and track games providing sounding out and blending practice At the heart of each topic within this book is a carefully selected list of 40 real and pseudo words (20 words for Section 1 and 20 words for Section 2), building a word bank, from topic to topic and term to term, that will cover the broad range of grapheme-phoneme correspondences that the children should be familiar with by the time they approach the end of Year 1 Leave a review

Topic Food includes: Teacher’s notes Non-fiction: Sea Trolls’ Spiced Snaug Stew Story: Anansi and the turtle Poetry: Food by Tony Bradman Picture scene (real words): Anansi and the turtle Picture scene (pseudo words): Things you need to make Trolls’ Spiced Snaug Stew Activity sheet 1: The yam race Activity sheet 2: Monster meals Test cards Answer sheet For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds, which can be downloaded for free from the Publications section of the Department for Education website Taken from Make Phonics Fun: Spring. This book sets out to make preparation for the Year 1 phonics screening check both effective and fun. Designed to complement your school’s phonics scheme, the three books in this practical, activity based series offer all the resources you need to enable your pupils to apply their phonics knowledge across the curriculum and to develop their reading skills in a fun, meaningful and relevant context. There is one book for every school term, each covering six inspirational topics. Leave a review

The topic Colour includes: Teacher’s notes Non-fiction: Ask the experts Story: Making rainbows Picture scene (real words): Making rainbows Picture scene (pseudo words): Rainbow wings Activity sheet 1: Colour 6 Activity sheet 2: Can you read a rainbow? Test cards Answer sheet For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds, which can be downloaded for free from the Publications section of the Department for Education website Taken from Make Phonics Fun: Spring. This book sets out to make preparation for the Year 1 phonics screening check both effective and fun. Designed to complement your school’s phonics scheme, the three books in this practical, activity based series offer all the resources you need to enable your pupils to apply their phonics knowledge across the curriculum and to develop their reading skills in a fun, meaningful and relevant context. There is one book for every school term, each covering six inspirational topics. Leave a review

Topic Spring includes: Teacher’s note Non-fiction: Woodland trolls Non-fiction: Woodlands plants in spring Poetry: In the air by Moira Andrew/Spring song by Kevin McCann Picture scene (pseudo words): Spring harvest . Picture scene (real words): Woodland Scene Activity sheet 1: Spring treasure hunt Activity sheet 2: Spring harvest Test cards Answer sheet For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds, which can be downloaded for free from the Publications section of the Department for Education website Taken from Make Phonics Fun: Spring. This book sets out to make preparation for the Year 1 phonics screening check both effective and fun. Designed to complement your school’s phonics scheme, the three books in this practical, activity based series offer all the resources you need to enable your pupils to apply their phonics knowledge across the curriculum and to develop their reading skills in a fun, meaningful and relevant context. There is one book for every school term, each covering six inspirational topics. Leave a review

Introduction Phonics has been brought to the fore following the Government’s introduction of the Year 1 Phonics Screening Check in July 2012. There is now a wealth of material on the market to help assess children’s development with regard to blending for reading. However, until now, there were very limited supplementary materials available that supported teachers in monitoring children’s attainment and progress regarding segmenting for spelling. The Fun Friendly Phonics – Assessing Segmenting for Spelling series has been designed as an assessment tool, which can be used to accurately identify gaps in children’s segmenting for spelling skills in an engaging and child friendly way. This product has been extensively tested in one of the largest primary schools in the country. It has proved to be an invaluable resource which can be used to inform future planning and delivery of phonics sessions to help ensure that all learners make outstanding progress. The easy to use assessment grids assure progress can be easily monitored, helping to identify those children who may need extra support. Additionally, for school or subject leaders, the assessments can be used as a monitoring tool to help evaluate the effectiveness of the teaching of phonics in their setting. These assessments are: • Unique • Child friendly and engaging • Easy to administer • Essential in highlighting gaps in children’s phonics learning • Closely linked to the Government’s Letters and Sounds document • Designed to work alongside and compliment LCP’s daily phonics planning. We hope you enjoy using them! Leave a review

What? This assessment has been devised to assess children’s ability to segment words and spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phases 3 and 4 of Letters and Sounds. Who? This assessment is designed for use with children who are being taught Phase 3 or 4 Letters and Sounds. Children working at this level should be able to write simple words such as ‘cat’ and ‘mat’ confidently and will be using digraphs and trigraphs, such as ‘ch’ and ‘igh’ with some accuracy in their independent writing. When? These assessments are to be used at the end of Phases 3 and 4 to assess whether children are ready to move on to the next phase. If children are not yet ready to move on, these assessments will clearly identify each child’s next steps within the given phase. Leave a review

What? This assessment has been devised to assess children’s ability to segment words and begin to spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phase 2 Letters and Sounds. Who? This assessment is designed for use with children who are working within Phase 2 Letters and Sounds. Children working at this level should be able to say the sound when shown the majority of letters of the alphabet and be able to say the sounds they can hear in simple words in the correct order. They will be beginning to write some letters correctly and in sequence in their independent writing. When? These assessments are to be used at the end of Phase 2 to assess whether children are ready to move on to the next phase. If children are not yet ready to move on, these assessments will clearly identify each child’s next steps within the given phase. Ideally children should complete a Fun Friendly Phonics assessment at least once every term. Leave a review

What? This assessment has been devised to assess children’s ability to segment words and begin to spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phase 2 Letters and Sounds. Who? This assessment is designed for use with children who are working within Phase 2 Letters and Sounds. Children working at this level should be able to say the sound when shown the majority of letters of the alphabet and be able to say the sounds they can hear in simple words in the correct order. They will be beginning to write some letters correctly and in sequence in their independent writing. When? These assessments are to be used at the end of Phase 2 to assess whether children are ready to move on to the next phase. If children are not yet ready to move on, these assessments will clearly identify each child’s next steps within the given phase. Includes- Story, assessment guidance and instructions Leave a review

The story ‘A New Friend’ This book is designed for use with children who are being taught Phase 5 Letters and Sounds. Children working at this level should be able to write using Phase 3 digraphs and trigraphs, such as ‘ch’ and ‘igh’ with accuracy in their independent writing and be beginning to select and use the appropriate alternative spellings to these where appropriate. Turn to the story and show children the front cover. Discuss what they think the book might be about and then open to the first page. Fold the book so the children can only see the illustration and you can only see the text. This is not a reading assessment. Children are not expected to read the text. Read the text to the group and then ask the questions printed at the bottom of each page. Read each page at a time and ask the questions as they go along, or read the entire book and go back to revisit the questions on each page at the end. Invite children to write the key words on their paper, ensuring that as you say them you do not sound-talk the words or elongate the sounds in the words for them. Leave a review

Jack’s Big Suprise Under the sea theme, This book is designed for use with children who are being taught Phase 3 or 4 Letters and Sounds. Children working at this level should be able to write simple words such as ‘cat’ and ‘mat’ confidently and will be using digraphs and trigraphs, such as ‘ch’ and ‘igh’ with some accuracy in their independent writing. Includes story with highlighted words to identify the key words of the story. Comprehension questions included on each page. Leave a review