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.

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.