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.

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.

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.

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.

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.