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.
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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!
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An introductory programme for children not yet ready to embark on the Renewed Literacy Framework
Week 1- To recognise and write letters ‘s a t p i n e’
• To read first 23 High Frequency Words
• To sound out and write VC and CVC words
• To read and write a simple sentence
SENsational Literacy is an introductory programme designed to help those children who are not yet ready for the Renewed Literacy Framework or who have been struggling to keep up with their peers in class. It is an excellent way to help them to them to gain confidence in literacy and build up the skills they need. Most importantly they will have fun with words and letters.
SENsational Literacy can be used by a teaching assistant to teach a small group of children who need extra support in literacy. After completing the scheme they will have gained the necessary skills to be able to join in with the main literacy class. It can also be used by the teacher to teach the whole class if extra literacy support is needed across the board. It is suitable for children in Foundation Stage and Key Stage 1, and it is also suitable for other children coming into the school who may not yet be able be working within the Year 1 curriculum.
How long does the programme last? The children are taught one lesson every day for six weeks. What do the children learn? The children learn the basics of literacy through simple tasks, covering introductory letter recognition and the application of High Frequency (HF) words, underpinned by game-based activities and guided reading. A full overview of the course can be found on page 6.
What does the material consist of? Each lesson is divided into a warm-up and main activity. Once a week the children are required to participate in an activity to help to consolidate their understanding. Additional Resources Sheets offer photocopiable material which can be used in a variety of games during the class. Home Learning Sheets are provided to support each lesson. The children are required to do the worksheets every weekday evening to consolidate what they have studied that day as well as guided reading at weekends. You may wish to write to the parent/guardian to let them know that their child is studying the scheme and may need help with their daily worksheet.
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Push Me,Pull You Reviewing the effects of pushes and pulls on the movement and shape of objects
Learning objectives Children learn: • that pushes and pulls are examples of forces;
• that pushes and pulls can cause objects to move,to stop,to change shape.
Learning outcomes Children: • describe what they did using words such astwist,squeeze, stretch,pull out and classify actions as pushes or pulls,e.g.stretching is a pull,squeezing is a push.
One lesson plan with worksheets
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Lesson Objective: to explore the effect of magnets on each other and on certain materials.
Learning objectives Children learn: • that there are forces between magnets; • that magnets can attract and repel each other,and that ‘attract’ means pull towards and ‘repel’ means push away; • that some metals are attracted to magnets,and that other materials are not; • that magnets have many practical uses.
Learning outcomes Children: • given a magnet of unfamiliar shape,or with unlabelled ends, demonstrate how it is attracted to,or repelled by,another magnet;
• generalise about what happens when magnets are put near one another or together,using scientific terms,e.g.attract,repel;
• classify a range of materials, including metals as magnetic or non-magnetic,and explain how their work enabled them to do this;
• make a generalisation about magnetic behaviour,e.g.iron is magnetic but other metals are not; materials that are not metals are not magnetic;only some metals are magnetic.
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A review of the topic of forces
Taken from LCP Science Resource Files KS2
Learning objectives Children learn/revise:
• that pushes and pulls are examples of forces;
• that forces are needed to start and stop things and to change their speed and/or direction; • that friction,including air resistance,is a measure of force;
• that forces have direction and that they can be measured using a forcemeter;
• that the standard unit for measuring force is the newton.
Learning outcomes Children:
• revisit work on forces from previous years/units.
Purpose of the lesson:to review the topic of forces.(This is a quick run-through,to reacquaint the children with the subject,and it is not necessary to go into depth.
Comes with lesson plan and worksheets
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Objective of sheet: Properties of numbers and number sequences • Recognise and extend number sequences formed by counting from any number in steps of constant size,extending beyond zero when counting back:for example,count on in steps of 25 to 500,and then back to ,say,-100
One worksheet called Cycling Test with answers.
More sheets can be found on our website and TES
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Taken from our Geography Flipbook Activities Keystage 2 Years5&6
This unit contains
Water Flipbook page 1:
WaterAid at work
Flipbook page 2:Improving water supplies
The resource includes one page of teacher’s notes for every page in the flipbook,and each one includes learning objectives and outcomes,key questions and activity ideas.There are many suggestions on how to use the relevant flipbook page and associated activity sheet.
Learning Objective: Children should learn: • to understand that people in less economically developed countries may not have access to safe, clean water supplies
Learning outcomes: Children will be able to:
• appreciate some of the problems associated with water supply
• understand that important decisions about water use have to be made
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.
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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.
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Links to the objectives:
Measures • Calculate the perimeter and area of simple compound shapes that can be split into rectangles
Explain methods and reasoning,orally and in writing.
• Solve mathematical problems or puzzles,recognise and explain patterns and relationships,generalise and predict.
• Suggest extensions asking ‘What if…?’
Includes one worksheet: Rosebuds and answers.
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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.
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Taken from our Geography Flipbook Activities Keystage 2 Years5&6
This unit contains
Investigating rivers Flipbook :The water cycle
The resource includes one page of teacher’s notes for every page in the flipbook,and each one includes learning objectives and outcomes,key questions and activity ideas.There are many suggestions on how to use the relevant flipbook page and associated activity sheet.
Learning objectives Children should learn: • about the features of the water cycle • to sequence the components of the water cycle
Learning outcomes Children will be able to: • identify and explain each stage in the water cycle
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2 full lessons includes lesson plans resources and flipbook.
1st lesson: Learning objectives
Children should learn: • that humans grow and change as they become older
Learning Outcome: Children will be able to: • sequence pictures of people from youngest to oldest, giving reasons for their choices
Children look at different stages of a humans life from baby to the elderly
2nd Lesson
Learning objective: Children should learn: • that there are differences between humans • to collect and organise data and present it in a chart
Learning outcomes
Children will be able to: • count how many children have a particular feature and represent this information in a chart • interpret the chart
Children create block graphs to focus on the similarities and difference of physical apperances. Such as ‘brown eyes’ and ‘blonde hair’
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2 full lessons includes lesson plans resources and flipbook.
Fun-engaging lesson that can easily be done at home.
1st lesson: Learning objectives
Children should learn: • that plants provide food for humans
Learning outcomes
Children will be able to: • state that humans eat some plants
2nd Lesson Learning objectives
Children should learn: • that there are different plants in the environment • to make observations of one or two plants and of where they grow and to communicate these
Learning outcomes
Children will be able to: • name some common plants • describe where some common plants grow
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2 Full lessons includes lesson plans, worksheets and visual aids.
1st Lesson: Learning objectives
Children should learn: • that the Earth is approximately spherical • that it can be difficult to collect evidence to test ideas and that evidence may be indirect
Learning outcomes
Children will be able to: • recognise that the Earth is approximately spherical • describe some indirect evidence to support the idea that the Earth is spherical
The task: the children to use different coloured pens to outline/underline the various factors that are listed below (these will need to be written on a board). • Factual information • Evidence that supports the theory that the Earth is spherical • Opinion of the author
2nd Lesson: Learning objectives
Children should learn: • that the Moon takes approximately 28 days to orbit the Earth • that the different appearance of the Moon over 28 days provides evidence for a 28 day cycle
Learning outcomes
Children will be able to: • explain that the pattern and timescale of the changes in the Moon’s appearance over 28 days is evidence that the Moon orbits the Earth once every 28 days
The task: Ask the children to cut out and arrange the pictures and names of the phases of the Moon in the correct sequence around a representation of the Earth. This will show how the appearance of the Moon changes over the course of its orbit.
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2 full lessons with Flipbook, Worksheet and Resources
Learning objectives
Children should learn: • to recognise and identify a range of common materials • to consider why particular materials are used to make items
Learning outcomes
Children will be able to: • say whether some objects are made of plastic, wood, metal or rock • say why an item might be made with a particular material
Lesson centered around grouping objects of the same material
Learning objectives
Children should learn: • about some properties of common materials such as hardness and transparency
Learning outcomes
Children will be able to: • state one or two characteristics of a range of common materials
Prompts children to consider some properties of a set of objects and to read information from their tables.
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2 full lessons with resources, flipbook and worksheets
1st lesson:
Learning objectives
Children should learn: • that rocks and natural materials are chosen for particular purposes because of their characteristics
Learning outcomes
Children will be able to: • relate the use of some rocks and natural materials to their characteristics and say why they are used
Lesson focuses on describing the use of material in buildings.
Do you recognise this building? Try to describe it. • Describe the main building material(s) that was (were) used to make this building. • Are the materials natural or man-made? If the materials are man-made, what do you think the original material was? (e.g. glass is made from sandstone/silica) • Why do you think these materials have been chosen?
2nd lesson:
Learning objectives
Children should learn: • about planning a fair test and using results to draw conclusions
Learning outcomes
Children will be able to: • explain whether a simple test is fair and what the results indicate
Lesson focuses which rock is the most permeable?
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Taken from our Geography Flipbook Activities Keystage 2 Years5&6
This unit contains 2 full lessons with lesson plan and resources.
Investigating rivers Flipbook
The water cycle Flipbook :The Amazon
The resource includes one page of teacher’s notes for every page in the flipbook,and each one includes learning objectives and outcomes,key questions and activity ideas.There are many suggestions on how to use the relevant flipbook page and associated activity sheet.
Learning Objective:
Learning outcomes: Children will be able to:
• appreciate some of the problems associated with water supply
• understand that important decisions about water use have to be made
• about the River Amazon and its characteristics
Learning outcomes Children will be able to: • identify and explain each stage in the water cycle
Locate the Amazon on a map and identify some of its features (size,meanders,sediment,tributaries, environment through which it flows)
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
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