Little Wandle is amazing at helping the top children read fluently. I am finding though, even with the extra interventions daily, that some children just cannot keep up with the pace of the scheme. I made these boards to support children for phase 2. Each separate grapheme has six different boards. On one side of the board has one of six different words, that mostly match the words read in the planning (some were just impossible to find a matching picture) and then each of these sides has six identical pictures. These pictures match to one of the words the child will read. They can then use a peg to place it over this - using pegs helps with fine motor. The second side of the board has a sentence, which uses the word on the previous side. This sentence will match to one of the three pictures under it. Again children can use a peg to indicate which is accurate - a little comprehension work with fine motor skills. I folded each print out in half and then laminated them so children can use them over and over again.

Little Wandle produces some amazing readers. The fact that we are teaching children in Reception what they used to learn in Year 2 by itself shows how fast the pace is. However, this pace is unrelenting and some children really struggle, even if they are involved with interventions every single day, they still need extra support. I produced sheets that I place on my writing table that allow children to practice sentence writing and add a picture to match them. Then I thought that some children need a little more scaffolding so I produced these sheets to help those children practice a certain sound. I also added letter formation practice, knowing full well that four year olds do find this hard. So these sheets include the picture and sounds matching Little Wandle, a picture box for children to draw something (I normally ask them to make this match what they write), a line to practice letter formation and a few lines to write an independent sentence. They have worked really well in encourage children to write independently and of course revise the sounds they are not sure of.

Little Wandle produces some amazing readers. The fact that we are teaching children in Reception what they used to learn in Year 2 by itself shows how fast the pace is. However, this pace is unrelenting and some children really struggle, even if they are involved with interventions every single day, they still need extra support. I produced sheets that I place on my writing table that allow children to practice sentence writing and add a picture to match them. Then I thought that some children need a little more scaffolding so I produced these sheets to help those children practice a certain sound. I also added letter formation practice, knowing full well that four year olds do find this hard. So these sheets include the picture and sounds matching Little Wandle, a picture box for children to draw something (I normally ask them to make this match what they write), a line to practice letter formation and a few lines to write an independent sentence. They have worked really well in encourage children to write independently and of course revise the sounds they are not sure of. These worksheets are for Reception Autumn 2 phonemes.

Little Wandle is amazing at helping the top children read fluently. I am finding though, even with the extra interventions daily, that some children just cannot keep up with the pace of the scheme. I made these boards to support children for phase 2. Each separate grapheme has six different boards. On one side of the board has one of six different words, that mostly match the words read in the planning (some were just impossible to find a matching picture) and then each of these sides has six identical pictures. These pictures match to one of the words the child will read. They can then use a peg to place it over this - using pegs helps with fine motor. A quick note that the vowels on these boards are the middle CVC phonemes, and that some phonemes in the CVC words have both initial sound boards and end sounds boards like t - ten or net. The second side of the board has a sentence, which uses the word on the previous side. This sentence will match to one of the three pictures under it. Again children can use a peg to indicate which is accurate - a little comprehension work with fine motor skills. I folded each print out in half and then laminated them so children can use them over and over again.

Little Wandle produces some amazing readers. The fact that we are teaching children in Reception what they used to learn in Year 2 by itself shows how fast the pace is. However, this pace is unrelenting and some children really struggle, even if they are involved with interventions every single day, they still need extra support. I produced sheets that I place on my writing table that allow children to practice sentence writing and add a picture to match them. Then I thought that some children need a little more scaffolding so I produced these sheets to help those children practice a certain sound. I also added letter formation practice, knowing full well that four year olds do find this hard. So these sheets include the picture and sounds matching Little Wandle, a picture box for children to draw something (I normally ask them to make this match what they write), a line to practice letter formation and a few lines to write an independent sentence. They have worked really well in encourage children to write independently and of course revise the sounds they are not sure of.

Little Wandle is amazing at helping the top children read fluently. I am finding though, even with the extra interventions daily, that some children just cannot keep up with the pace of the scheme. I made these boards to support children for phase 3. Each separate grapheme has six different boards. On one side of the board has one of six different words, that mostly match the words read in the planning (some were just impossible to find a matching picture) and then each of these sides has six identical pictures. These pictures match to one of the words the child will read. They can then use a peg to place it over this - using pegs helps with fine motor. The second side of the board has a sentence, which uses the word on the previous side. This sentence will match to one of the three pictures under it. Again children can use a peg to indicate which is accurate - a little comprehension work with fine motor skills. I folded each print out in half and then laminated them so children can use them over and over again.

Each of these sheets are designed for the children in Reception to access independently. Each has a copy of the friezes in the middle so children are aware of the sounds they are searching for. They then have six pictures. Four of these are the four ‘whats in the box’ pictures that are indicated on the planning. The other two are mixed up from the others letters that week. The idea is for children to use pegs and place them on the four pictures they believe have the initial sound that matches the frieze. The only exception for this are the diagraphs where they would be looking for the end sounds, or both (like ch,sh,th). I have included the end of phase 2 within these sheets. Diagraphs ch,sh,th,ng and nk, do not have specific planning for ‘whats in the box game’ but I have included them in these sheets as I am in no doubt some of my children will need the reinforcement of doing an activity like this. Hope it helps.

I have created these resources due to having a very creative class. The idea here is to read the sentence given and then draw a picture that matches. This aids comprehension skills as well as fine motor skills to aid writing after. A win win. The children loved the rewards they would receive once they have completed three or more. Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. Is it me, or is one of the hardest things to do when teaching children to learn, is to find sentences they can access to read on a given topic. And of course, if they can read them, they can start to write them soon after too. So I hope this resource helps you as it did my class.

I have created these resources due to having a very creative class. The idea here is to read the sentence given and then draw a picture that matches. This aids comprehension skills as well as fine motor skills to aid writing after. A win win. The children loved the rewards they would receive once they have completed three or more. Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. Is it me, or is one of the hardest things to do when teaching children to learn, is to find sentences they can access to read on a given topic. And of course, if they can read them, they can start to write them soon after too. So I hope this resource helps you as it did my class.

Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. This resource I made is a brilliant way to help children who are starting to learn to read basic words. The child needs to read the word in the middle and then there are eight pictures around it to see which one matches (very very important as reading can be a ‘silent’ activity when a child begins to read so they need to know it is relatable to something.) I used pegs for the children to show which picture was the correct one (again this was to help with fine motor control and strengthen their grips). They pegged one picture before coming to me and telling me what they have read by sounding it out and then saying the word. Cut the resource out. Fold the picture and the backing on itself and laminate these together so its back to back. The pegs are something you will have to provide but once you have them, you are all ready to go.

Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. This resource I made is a brilliant way to help children who are starting to learn to read basic words. The child needs to read the word in the middle and then there are eight pictures around it to see which one matches (very very important as reading can be a ‘silent’ activity when a child begins to read so they need to know it is relatable to something.) I used pegs for the children to show which picture was the correct one (again this was to help with fine motor control and strengthen their grips). They pegged one picture before coming to me and telling me what they have read by sounding it out and then saying the word. Cut the resource out. Fold the picture and the backing on itself and laminate these together so its back to back. The pegs are something you will have to provide but once you have them, you are all ready to go.

These resources were created to aid comprehension within my class. The simple sentences have sound buttons on each word that is decodable. They also have simple ‘tricky words’ within this sentence. The idea is for the child to read the sentence so they understand what it says and then they use a peg and place it on the correct picture that matches what they have just read. The idea with the pegs is to aid fine motor skills and therefore aid their development where writing is concerned. These resources have proven very popular with the children who are able to read within the class, especially when coupled with a reward for reading 3 or more. Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. Is it me, or is one of the hardest things to do when teaching children to learn, is to find sentences they can access to read on a given topic. And of course, if they can read them, they can start to write them soon after too. So I hope this resource helps you as it did my class.

These resources were created to aid comprehension within my class. The simple sentences have sound buttons on each word that is decodable. They also have simple ‘tricky words’ within this sentence. The idea is for the child to read the sentence so they understand what it says and then they use a peg and place it on the correct picture that matches what they have just read. The idea with the pegs is to aid fine motor skills and therefore aid their development where writing is concerned. These resources have proven very popular with the children who are able to read within the class, especially when coupled with a reward for reading 3 or more. Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. Is it me, or is one of the hardest things to do when teaching children to learn, is to find sentences they can access to read on a given topic. And of course, if they can read them, they can start to write them soon after too. So I hope this resource helps you as it did my class.

Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. This resource I made is a brilliant way to help children who are starting to learn to read basic words. The child needs to read the all three words and see which one matches the picture they can see (very very important as reading can be a ‘silent’ activity when a child begins to read so they need to know it is relatable to something.) I used pegs for the children to show which picture was the correct one (again this was to help with fine motor control and strengthen their grips). They pegged one word before coming to me and telling me what they have read by sounding it out and then saying the word. Cut the resource out. Fold the picture and the backing on itself and laminate these together so its back to back. This way there will be two cards per sheet of A4. The pegs are something you will have to provide but once you have them, you are all ready to go.

Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. This resource I made is a brilliant way to help children who are starting to learn to read basic words. The phonemes are all attached to the resource so nothing will be lost. There is a picture for the children to relate the word too (very very important as reading can be a ‘silent’ activity when a child begins to read so they need to know it is relatable to something.) Cut the resource out. Fold the picture and the backing on itself and laminate these together so its back to back. Then cut out and laminate the three phonemes. These should be attached to the main card via a split pin so the child can manipulate the letters to make the word.

Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. This resource I made is a brilliant way to help children who are starting to learn to read basic words. The phonemes are all attached to the resource so nothing will be lost. There is a picture for the children to relate the word too (very very important as reading can be a ‘silent’ activity when a child begins to read so they need to know it is relatable to something.) Cut the resource out. Fold the picture and the backing on itself and laminate these together so its back to back. Then cut out and laminate the three phonemes. These should be attached to the main card via a split pin so the child can manipulate the letters to make the word.

Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. This resource I made is a brilliant way to help children who are starting to learn to read basic words. The child needs to read the all three words and see which one matches the picture they can see (very very important as reading can be a ‘silent’ activity when a child begins to read so they need to know it is relatable to something.) I used pegs for the children to show which picture was the correct one (again this was to help with fine motor control and strengthen their grips). They pegged one word before coming to me and telling me what they have read by sounding it out and then saying the word. Cut the resource out. Fold the picture and the backing on itself and laminate these together so its back to back. This way there will be two cards per sheet of A4. The pegs are something you will have to provide but once you have them, you are all ready to go.

Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. This resource I made is a brilliant way to help children who are starting to learn to read basic words. The phonemes are all attached to the resource so nothing will be lost. There is a picture for the children to relate the word too (very very important as reading can be a ‘silent’ activity when a child begins to read so they need to know it is relatable to something.) Cut the resource out. Fold the picture and the backing on itself and laminate these together so its back to back. Then cut out and laminate the three phonemes. These should be attached to the main card via a split pin so the child can manipulate the letters to make the word.

Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. This resource I made is a brilliant way to help children who are starting to learn to read basic words. The phonemes are all attached to the resource so nothing will be lost. There is a picture for the children to relate the word too (very very important as reading can be a ‘silent’ activity when a child begins to read so they need to know it is relatable to something.) Cut the resource out. Fold the picture and the backing on itself and laminate these together so its back to back. Then cut out and laminate the three phonemes. These should be attached to the main card via a split pin so the child can manipulate the letters to make the word.

These resources were created to aid comprehension within my class. The simple sentences have sound buttons on each word that is decodable. They also have simple ‘tricky words’ within this sentence. The idea is for the child to read the sentence so they understand what it says and then they use a peg and place it on the correct picture that matches what they have just read. The idea with the pegs is to aid fine motor skills and therefore aid their development where writing is concerned. These resources have proven very popular with the children who are able to read within the class, especially when coupled with a reward for reading 3 or more. Teaching through book talk is the best way to help children learn new vocabulary and aid their development in learning the spoken word. We use a lot of books in our setting to help children. One thing I did notice though, is that there are not many phonic resources you can buy that will help children. There is a lot of basic things of course but they are all limited. Is it me, or is one of the hardest things to do when teaching children to learn, is to find sentences they can access to read on a given topic. And of course, if they can read them, they can start to write them soon after too. So I hope this resource helps you as it did my class.