On this document, there is a 4 x 4 grid filled with Disney characters and a corresponding word (normally in the form of an object). The idea is to memorise the position of the rhyming pair. The student can then: draw the images into an empty grid from memory/ shade the placement of the rhyming pairs, or do some cutting and sticking if preferred to make the task more hands-on. This works on phonological awareness (in the form of rhyme), visual-spatial relations and visual memory. Answers included on the final slide.

List of words that follow the spelling pattern with associated images. Students could use this simple resource to make their own sound stories/ sentences

Crack the codes to reveal names of 4 much-loved Disney characters Each character’s name consists of 4 individual sounds that the child needs to identify. They do this by breaking down (segmenting a word) and identifying a particular sound. Example: Word: __ ___ ___ __ Letter one equals the third sound in sister= s-i-s-t-er (s) Children like the problem solving challenge of this task Full answers and solutions are included on the slides with the green background

List of words that follow the spelling pattern with associated images. Students could use this simple resource to make their own sound stories/ sentences

Name the Disney characters, going across the rows as if reading. Work as quickly and accurately as possible. Next, use the top line as a key. Now going across the rows, instead of naming the characters, name the corresponding characters as quickly and accurately as possible.

5 x 4 grid containing 20 Disney images (10 pairs) Students should look at the grid and aim to memorise the position of a pair/ multiple pairs of images Shade the placement of the pairs onto a blank grid

There are six pages of images, each including 8 frogs linked to various themes i.e. hobbies, professions, eating different foods etc. These can be focused on sheet by sheet, or be printed and cut out in order to work with a different number of images at any one time (depending on the recall and retention of the specific child). The images are included on PowerPoint slides, so the task could be carried out on online platforms such as Zoom that have share screen/control options.

There are eight pages of images, each including 8 horses linked to various themes i.e. hobbies, professions, eating different foods etc. These can be focused on sheet by sheet, or be printed and cut out in order to work with a different number of images at any one time (depending on the recall and retention of the specific child). The images are included on PowerPoint slides, so the task could be carried out on online platforms such as Zoom that have share screen/control options.

This resource includes 13 rapid picture naming tasks. Each is linked to a letter of the alphabet (A to M included). There are 5 images in each resource. The student must name the rows of images as quickly as possible, while maintaining accuracy. Following this, there are letters written next to each image in the top row. Instead of naming the images, the student should go across the rows while saying the corresponding letters aloud. The pages could also be printed and the student could write the corresponding letters next to the images if they wish.

This resource has a key where 8 images correspond to the numbers 1 to 8. The numbers are however written at random rather than in numerical order. The task can be used in two different ways. Write the numbers next to the images by following the key Try to retain the key and cement it in memory, cover it and then write the numbers next to the image without looking. There are 4 different versions of this task within this resource.

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.

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.

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.

Read the short passage of text, which includes some nonwords that are highlighted in red. Use the surrounding context to work out what real words could take their place. Decide whether the nonwords are representative of nouns, adjectives, verbs or adverbs by referring to the sentence structure.

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).

Read the written instructions included to the child. Encourage them to remember and say back the instruction. The child then draws/colours what they can recall onto their worksheet. Included: Books Cakes Houses Ice-creams Rockets

Look at the sequences There are 8 images, associated with 8 numbers Try and write the numbers that correspond with the images next to them This can be done while the key is visible (for processing/matching/skimming and scanning) or from memory. If this is done from memory, some children may need to do this in two steps- recalling the images with the numbers present or recalling the numbers with the images present. It is likely the children will need to use a strategy i.e. storytelling, identifying relationships between the numbers or associating the number with the images in some way. This will therefore be a good talking point about strategies that can be implemented to support memory There are 11 versions of this exercise included

Look at the images on slide 2 (they represent character one). What could the images represent and tell us about the character? Talk through with someone. Look at the images on slide 3 and do the same (they represent character two) There are statements on slide 4. Without looking back, think about what you remember about the characters and try to think about which statement applies to which character and why. Repeat the task with the following two examples.

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.