Simple resource to revise the characters of Mr Birling, Mrs Birling, Sheila, Eric and Inspector Goole. Under an image of each character is a grid of ten adjectives. The student can shade in the word they feel best describes their chosen character and shade in the word they feel is least appropriate for their character. They should then justify their choices to whoever they are working with.

This activity requires the student to look at a grid of images on different coloured backgrounds. They need to find a strategy to memorise these and then reconstruct them. It will work on areas such as visualisation and memory through visual spatial relationships. Full instructions are on the document.

This resources includes some simple theory on how to use punctuation accurately within dialogue and an opportunity to rehearse this on both a sentence and text level. The text level element includes an extract from a short story about a shark attack. The student should be encouraged to continue this text by implementing what they have retained about punctuation.

Initially, a small number of key words are introduced with images. These are included in large font so that they can be split into syllables to support pronunciation. Next, these words can be practised in a rapid naming task. The child should move across the words from left to right, saying the words connected to the images as quickly and accurately as possible. Finally, a greater number of words are included- matched with images. On following pages, the words and images are muddled up so the child can pair them up for revision. They could be shaded in to show the pairs or cut out and glued down into pairs on a new sheet of paper. These tasks were designed for dyslexic learners who are studying Spanish as they are aimed to support memory and recall. They could however be used for any learner is the early stages of vocabulary learning.

Find matching pairs of rhyming words. On the bingo boards are incomplete sentences. Fill in the gaps by identifying the rhyming words. The person who completes a row/column first wins.

Working left to right, top to bottom, as if reading, rapidly name the specified content. Work as quickly and accurately as possible. Task 1: Colours (Go 1: colour written, Go 2: colour of word, Go 3: match/no match- does the physical colour match the word written) Task 2: Synonyms and Antonyms (Go 1: speed read the words, Go 2: Name a word with a similar meaning, Go 3: Name a word with the opposite meaning, Go 4: Name something the word could describe) Task 3: Directions (Go 1: name the direction of the arrow, Go 2: Code the arrows to the key) Task 4: Visual Representations of Number (Go 1: say the number represented on the dice, Go 2: Say the number you would add to make ten, Go 3: Double the number on the dice) Task 5: Traffic Lights (Go 1: name the colours, Go 2: red- stop, amber- ready, green- go, Go 3: code to the key included).

Look at a grid with eight words (and associated images) on a 4 x 2 grid. All of the words will begin with the same letter. Try to memorise as many as possible, and write/draw them onto the empty grid on the next page. Following this, read a clue and try and recall a word from the grid that it is referencing. For children working on/who excel in visual-spatial relationships, they can be encouraged to say where the word is positioned on the grid. The price reflects the fact that there is a task included for every letter of the alphabet.

Either the student or the parent/member of staff has a sentence to read aloud, putting emphasis on the words highlighted. There are images to follow while reading. Next, re-tell the sentences using the sequence of images to support. Finally, (if appropriate) re-tell the sentences while trying to visualise the images.

This activity is great for working on recall and retaining information. Read a short story aloud to your student/child, using visuals to support, and see if they can retell it. On the instructions sheet, included in each document, there is guidance about how to break this into more manageable steps if needed. There are six different stories included.

Your pupil/child has a short story to read (or have read to them) as many times as appropriate. There are images associated with the story for them to follow while it is being read. Following this, there are pages that contain the images in a different order. The idea is for the child to put these images back into sequence and orally retell the stories. As an extension, the child could then re-write the story, using the images to guide them. There are three stories included within this resource. In addition, there are a few sets of images for the child to then create their own stories.

A simple resource to use when spelling words. There is an action indicated for each letter of the alphabet. This is shown as both an image and in writing. The aim is to use this resource alongside spelling practice to make it more interactive, engaging and multi-sensory.

There is an image of a derelict house, followed by a simple mind-map to gather ideas for a piece of descriptive writing.

Roll a dice three times to generate a sentence by combining three images (you’ll need to add in some other words and detail). As the images are chosen by chance, there is the capacity to create some random sentences, which students usually enjoy. Say the sentence, record it if you have access to a Talking Tin or equivalent, and then see if you can write it with accuracy.

A simple board game to make spelling multi-sensory. Roll the dice, land on a square and practice writing a spelling in the way indicated. On the board game these are shown visually, however there is a supporting document to explain what each method is.

Use simple writing prompts and questions to write about a hybrid animal. For example, a hambit= A hamster + rabbit There is an activity at the end of the task. Give the child the sheet of images and the sheet containing a table with two columns. Say the names of the hybrid animals from the main task. Can the child identify the two animals that combine to create the hybrid animal? They can select them from the images of the animals from the options included or write the names into the table. This element of the activity lends itself quite well to a discussion on syllable division and clapping out the syllables of words.

Look at the grid of words. Pay careful attention to what colour links with what word. Cover the grid Get someone to read you a sequence of words- 3, 4 or 5 Colour in the boxes in the order of presentation

Listen to a sentence, repeat it and write it down. The sentences include words that contain specific sounds, that will be shared with the child before beginning the task. Using a pre-determined colour system, the child should highlight where the words are that contain the specified sound. An instruction sheet is included within this resource, providing more thorough explanation.

Look at the images Complete the words below by filling in the missing consonant sound. Depending on whether the vowel sound before it (weak or strong) the consonant will either have to be doubled or not doubled. This resource does not include theory, it is for practice only.

Read the sentences and phrases. Fill in the gap with either come, some or done.

Look at the picture, and pair up words from the left and righthand side to create a compound word. No theory included, just for practice.

Listen to short sentences that containing pairs of rhyming words (a number + another word). Try and remember the word that rhymes with the number. Draw the image.