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.

Swap the initial sounds in two short words (represented by images) Draw a picture of the answer if a real word is created Draw an alien if a made-up word is created No theory included, practice purposes only

Look at the grid of images Try to memorise where the pairs are Colour the positions of the pairs onto a numbered grid There are 5 versions of the activity within this resource

Recall a series of images Full guidance on the document Try different strategies: Visualisation Grouping by association Story-telling

Read the short story containing 12 words with the ‘tch’ sound. Images are included for the child to follow along. Try to embed the story in the child’s memory by reading it several times. Get the child to retell it, with the images visible. Gradually cover up an image at a time and see if the child can keep the words in mind while telling the story. Hopefully, overtime, the child will retain the entire sound story or have inspiration to create their own!

Template for 30 second challenges included. Consists of sixteen rounds. A useful warm-up activity to get children thinking on their feet and used to working under the pressure of time. The grid includes areas such as: Words that rhyme with… Words that start/end with… Words that contain the sound … Words about/associated with… Words with … syllables Plus some other options

This is a simple resource There are 16 images to group and recall at a time There are 5 versions 3 x pandas 2 x puffins Either do this activity digitally and move the images into groups or print them and cut them out so they can be physically moved around. Can the animals be split into groups i.e. those playing instruments, those doing sports, those in costume etc?

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

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.

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.

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.

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

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.

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.

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

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.

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.