Teaching time is easy with this fun and enjoyable matching game. This resource is designed for students who can already read o’clock, half past and are ready to move on to reading quarter past and quarter to times. There are 12 different games included in this package. Each game starts at an o’clock time and progresses by 15 minute intervals and continues for 3 hours. Students are required to match: • Digital clocks, • Analogue clocks and • Clock times in words. This helps students to consolidate understanding of time. You will need to print, cut and laminate the resource and then it will be able to be used time and time again.

Teaching time is easy with this fun and enjoyable matching game. This resource is designed for students who can already read o’clock and half past times. It mixes o’clock and half past together and helps to consolidate the identification of these times. It builds the foundation for further development. Students are required to match: • Digital clocks, • Analogue clocks and • Clock times in words. This helps students to consolidate understanding of time. You will need to print, cut and laminate the resource and then it will be able to be used time and time again.

This is a series of photos showing the growth and development of baby blackbirds. The photos start with the nest and the mother sitting patiently on her nest. After the chicks hatch the photos show the development of the chicks in three day intervals.

Level 1 Reading worksheets Sight word matching Cut, match & glue Children who are starting to read are often confused by the jumble of squiggles that make up letters and words. They need many different activities to help them make sense of this new word that is opening up to them. These activities are designed to supplement the first readers that students are presented with at school. They match the Level 1 PM Readers, but can be used with other reading schemes. They assist with consolidation of the basic sight words. As students cut, match and glue the words they are constantly having to check to ensure the words are the same. The activities develop: · visual discrimination skills - matching words. · Fine motor skills – cutting on the lines and gluing on top of matching words. The worksheets start with just a couple of words to match. They get progressively harder as the students work through the activities. Part way through, the words to be matched, include interest words as well as basic sight words.

Reading Worksheets Level 2 Find-a-word Children who are starting to read often find it hard to identify a single word among the multitude of letters making up a sentence. They need many different activities to help them quickly identify individual words. These activities are designed to supplement the early readers that students are presented with at school. The match the Level 2 PM Readers but can be used to consolidate vocabulary found in many reading schemes. They assist with consolidation of the basic sight words. As students hunt for words they are constantly having to check that the letters are the correct ones to make up the word. The activities develop: · Visual discrimination skills · Sight word identification Each worksheet has four or five words to find. Each word is repeated four times. All words go forwards and across the page, the same way words in sentences go. After all the words have been found students can complete a sentence and draw a picture to match their sentence.

Reading Worksheets Level 4 Find-a-word Children who are starting to read often find it hard to identify a single word among the multitude of letters making up a sentence. They need many different activities to help them quickly identify individual words. These activities are designed to supplement the early readers that students are presented with at school. The match the Level 4 PM Readers but can be used to consolidate vocabulary found in many reading schemes. They assist with consolidation of the basic sight words. As students hunt for words they are constantly having to check that the letters are the correct ones to make up the word. The activities develop: · Visual discrimination skills · Sight word identification Each worksheet has four or five words to find. Each word is repeated four times. All words go forwards and across the page, the same way words in sentences go. After all the words have been found students can complete a sentence and draw a picture to match their sentence.

Reading Worksheets Level 3 Find-a-word Children who are starting to read often find it hard to identify a single word among the multitude of letters making up a sentence. They need many different activities to help them quickly identify individual words. These activities are designed to supplement the early readers that students are presented with at school. The match the Level 3 PM Readers but can be used to consolidate vocabulary found in many reading schemes. They assist with consolidation of the basic sight words. As students hunt for words they are constantly having to check that the letters are the correct ones to make up the word. The activities develop: · Visual discrimination skills · Sight word identification Each worksheet has four or five words to find. Each word is repeated four times. All words go forwards and across the page, the same way words in sentences go. After all the words have been found students can complete a sentence and draw a picture to match their sentence.

Reading Worksheets Level 5 Find-a-word Children who are starting to read often find it hard to identify a single word among the multitude of letters making up a sentence. They need many different activities to help them quickly identify individual words. These activities are designed to supplement the early readers that students are presented with at school. The match the Level 4 PM Readers but can be used to consolidate vocabulary found in many reading schemes. They assist with consolidation of the basic sight words. As students hunt for words they are constantly having to check that the letters are the correct ones to make up the word. The activities develop: · Visual discrimination skills · Sight word identification Each worksheet has four or five words to find. Each word is repeated four times. All words go forwards and across the page, the same way words in sentences go. After all the words have been found students can respond to their reading by completing a sentence and drawing a picture to match their sentence.

This power point presentation is ideal to use after reading “Here Comes Stinkbug!” by Tohby riddle. It is also an excellent study on insects and the differnt methods that they use to protect themselves from predators. The ppt show some the of the ‘super powers’ that bugs use for example, stinking, making enemies itchy, camouflaging or rolling into a ball. at the end of the presentation is a simple craft with instructions for you to make with your students. The ‘rolly polly’ bugs can roll into a ball or stretch out. They are fun to play with or terrific for display.

This is one of my many Phonics Presentations that are designed for the teacher to introduce phonic sounds to their students. If you are teaching with any synthetic phonics program they are perfect for your introduction to each of the phonemes (sounds) in the English language. Each presentation focuses on one phoneme (sound) and one particular grapheme (spelling choice) but allows for further discussion on the other common graphemes that are used to represent the phoneme in English. The presentations can be used to complement any of the major spelling or phonics programs including the THRASS and S.M.A.R.T. Spelling programs. Each presentation consists of 6 presentation slides. • Slide 1 displays a word and a matching picture and is designed to encourage students to disucss prior knowledge and identify the sounds they can recognise in the word. Allow them to identify both the letters and the phonemes in the word. This enables the students to take ‘ownership’ of the lesson. • Slide 2 is designed for the teacher to teach the students to SOUND THE WORD. The target phoneme is highlighted and each phoneme (sound) in the word is presented in a separate box. After a discussion about all of the sounds in the word the students can practice sounding and blending with the presentation. For Example, students “Say the word, say each of the phonemes (sounds) in the word, repeat the word. E.g. ‘ball’, ‘b’, ‘a’, ‘ll’ ‘ball’.” (Note - the slides will move automatically on to the next sound/box) • Slide 3 is designed for the teacher to teach the students to SPELL THE WORD. It is similar to Slide 2 except that each letter is in a separate box with the letters that form the target phoneme highlighted. Students can practice spelling the word with the presentation. For Example, students “Say the word, say the name of each letter in the word, repeat the word. E.g. ‘ball, ’b’, ’a’, ‘l’, ‘l’, ‘ball’.” (Note - the slides will move automatically on to the next letter/box) • Slide 4 is designed as a RECALL activity. The slide has the picture on it but no letters. Students are encouraged to remember and recall how to sound and spell the word as done in slides 2 & 3. • Slide 5 is designed to allow further discussion on the phoneme and other graphemes (spelling choices) to represent the target sound. • Slide 6 – attribution of picture sources. Thank you for taking the time to look at my work. I hope you enjoy using these terrific resources in your phonics/spelling program.

This is one of my many Phonics Presentations that are designed for the teacher to introduce phonic sounds to their students. If you are teaching with any synthetic phonics program they are perfect for your introduction to each of the phonemes (sounds) in the English language. Each presentation focuses on one phoneme (sound) and one particular grapheme (spelling choice) but allows for further discussion on the other common graphemes that are used to represent the phoneme in English. The presentations can be used to complement any of the major spelling or phonics programs including the THRASS and S.M.A.R.T. Spelling programs. Each presentation consists of 6 presentation slides. • Slide 1 displays a word and a matching picture and is designed to encourage students to disucss prior knowledge and identify the sounds they can recognise in the word. Allow them to identify both the letters and the phonemes in the word. This enables the students to take ‘ownership’ of the lesson. • Slide 2 is designed for the teacher to teach the students to SOUND THE WORD. The target phoneme is highlighted and each phoneme (sound) in the word is presented in a separate box. After a discussion about all of the sounds in the word the students can practice sounding and blending with the presentation. For Example, students “Say the word, say each of the phonemes (sounds) in the word, repeat the word. E.g. ‘ball’, ‘b’, ‘a’, ‘ll’ ‘ball’.” (Note - the slides will move automatically on to the next sound/box) • Slide 3 is designed for the teacher to teach the students to SPELL THE WORD. It is similar to Slide 2 except that each letter is in a separate box with the letters that form the target phoneme highlighted. Students can practice spelling the word with the presentation. For Example, students “Say the word, say the name of each letter in the word, repeat the word. E.g. ‘ball, ’b’, ’a’, ‘l’, ‘l’, ‘ball’.” (Note - the slides will move automatically on to the next letter/box) • Slide 4 is designed as a RECALL activity. The slide has the picture on it but no letters. Students are encouraged to remember and recall how to sound and spell the word as done in slides 2 & 3. • Slide 5 is designed to allow further discussion on the phoneme and other graphemes (spelling choices) to represent the target sound. • Slide 6 – attribution of picture sources. Thank you for taking the time to look at my work. I hope you enjoy using these terrific resources in your phonics/spelling program.

This is one of my many Phonics Presentations that are designed for the teacher to introduce phonic sounds to their students. If you are teaching with any synthetic phonics program they are perfect for your introduction to each of the phonemes (sounds) in the English language. Each presentation focuses on one phoneme (sound) and one particular grapheme (spelling choice) but allows for further discussion on the other common graphemes that are used to represent the phoneme in English. The presentations can be used to complement any of the major spelling or phonics programs including the THRASS and S.M.A.R.T. Spelling programs. Each presentation consists of 6 presentation slides. • Slide 1 displays a word and a matching picture and is designed to encourage students to disucss prior knowledge and identify the sounds they can recognise in the word. Allow them to identify both the letters and the phonemes in the word. This enables the students to take ‘ownership’ of the lesson. • Slide 2 is designed for the teacher to teach the students to SOUND THE WORD. The target phoneme is highlighted and each phoneme (sound) in the word is presented in a separate box. After a discussion about all of the sounds in the word the students can practice sounding and blending with the presentation. For Example, students “Say the word, say each of the phonemes (sounds) in the word, repeat the word. E.g. ‘ball’, ‘b’, ‘a’, ‘ll’ ‘ball’.” (Note - the slides will move automatically on to the next sound/box) • Slide 3 is designed for the teacher to teach the students to SPELL THE WORD. It is similar to Slide 2 except that each letter is in a separate box with the letters that form the target phoneme highlighted. Students can practice spelling the word with the presentation. For Example, students “Say the word, say the name of each letter in the word, repeat the word. E.g. ‘ball, ’b’, ’a’, ‘l’, ‘l’, ‘ball’.” (Note - the slides will move automatically on to the next letter/box) • Slide 4 is designed as a RECALL activity. The slide has the picture on it but no letters. Students are encouraged to remember and recall how to sound and spell the word as done in slides 2 & 3. • Slide 5 is designed to allow further discussion on the phoneme and other graphemes (spelling choices) to represent the target sound. • Slide 6 – attribution of picture sources. Thank you for taking the time to look at my work. I hope you enjoy using these terrific resources in your phonics/spelling program.

This is one of my many Phonics Presentations that are designed for the teacher to introduce phonic sounds to their students. If you are teaching with any synthetic phonics program they are perfect for your introduction to each of the phonemes (sounds) in the English language. Each presentation focuses on one phoneme (sound) and one particular grapheme (spelling choice) but allows for further discussion on the other common graphemes that are used to represent the phoneme in English. The presentations can be used to complement any of the major spelling or phonics programs including the THRASS and S.M.A.R.T. Spelling programs. Each presentation consists of 6 presentation slides. • Slide 1 displays a word and a matching picture and is designed to encourage students to disucss prior knowledge and identify the sounds they can recognise in the word. Allow them to identify both the letters and the phonemes in the word. This enables the students to take ‘ownership’ of the lesson. • Slide 2 is designed for the teacher to teach the students to SOUND THE WORD. The target phoneme is highlighted and each phoneme (sound) in the word is presented in a separate box. After a discussion about all of the sounds in the word the students can practice sounding and blending with the presentation. For Example, students “Say the word, say each of the phonemes (sounds) in the word, repeat the word. E.g. ‘ball’, ‘b’, ‘a’, ‘ll’ ‘ball’.” (Note - the slides will move automatically on to the next sound/box) • Slide 3 is designed for the teacher to teach the students to SPELL THE WORD. It is similar to Slide 2 except that each letter is in a separate box with the letters that form the target phoneme highlighted. Students can practice spelling the word with the presentation. For Example, students “Say the word, say the name of each letter in the word, repeat the word. E.g. ‘ball, ’b’, ’a’, ‘l’, ‘l’, ‘ball’.” (Note - the slides will move automatically on to the next letter/box) • Slide 4 is designed as a RECALL activity. The slide has the picture on it but no letters. Students are encouraged to remember and recall how to sound and spell the word as done in slides 2 & 3. • Slide 5 is designed to allow further discussion on the phoneme and other graphemes (spelling choices) to represent the target sound. • Slide 6 – attribution of picture sources. Thank you for taking the time to look at my work. I hope you enjoy using these terrific resources in your phonics/spelling program.

This is one of my many Phonics Presentations that are designed for the teacher to introduce phonic sounds to their students. If you are teaching with any synthetic phonics program they are perfect for your introduction to each of the phonemes (sounds) in the English language. Each presentation focuses on one phoneme (sound) and one particular grapheme (spelling choice) but allows for further discussion on the other common graphemes that are used to represent the phoneme in English. The presentations can be used to complement any of the major spelling or phonics programs including the THRASS and S.M.A.R.T. Spelling programs. Each presentation consists of 6 presentation slides. • Slide 1 displays a word and a matching picture and is designed to encourage students to disucss prior knowledge and identify the sounds they can recognise in the word. Allow them to identify both the letters and the phonemes in the word. This enables the students to take ‘ownership’ of the lesson. • Slide 2 is designed for the teacher to teach the students to SOUND THE WORD. The target phoneme is highlighted and each phoneme (sound) in the word is presented in a separate box. After a discussion about all of the sounds in the word the students can practice sounding and blending with the presentation. For Example, students “Say the word, say each of the phonemes (sounds) in the word, repeat the word. E.g. ‘ball’, ‘b’, ‘a’, ‘ll’ ‘ball’.” (Note - the slides will move automatically on to the next sound/box) • Slide 3 is designed for the teacher to teach the students to SPELL THE WORD. It is similar to Slide 2 except that each letter is in a separate box with the letters that form the target phoneme highlighted. Students can practice spelling the word with the presentation. For Example, students “Say the word, say the name of each letter in the word, repeat the word. E.g. ‘ball, ’b’, ’a’, ‘l’, ‘l’, ‘ball’.” (Note - the slides will move automatically on to the next letter/box) • Slide 4 is designed as a RECALL activity. The slide has the picture on it but no letters. Students are encouraged to remember and recall how to sound and spell the word as done in slides 2 & 3. • Slide 5 is designed to allow further discussion on the phoneme and other graphemes (spelling choices) to represent the target sound. • Slide 6 – attribution of picture sources. Thank you for taking the time to look at my work. I hope you enjoy using these terrific resources in your phonics/spelling program.

This is one of my many Phonics Presentations that are designed for the teacher to introduce phonic sounds to their students. If you are teaching with any synthetic phonics program they are perfect for your introduction to each of the phonemes (sounds) in the English language. Each presentation focuses on one phoneme (sound) and one particular grapheme (spelling choice) but allows for further discussion on the other common graphemes that are used to represent the phoneme in English. The presentations can be used to complement any of the major spelling or phonics programs including the THRASS and S.M.A.R.T. Spelling programs. Each presentation consists of 6 presentation slides. • Slide 1 displays a word and a matching picture and is designed to encourage students to disucss prior knowledge and identify the sounds they can recognise in the word. Allow them to identify both the letters and the phonemes in the word. This enables the students to take ‘ownership’ of the lesson. • Slide 2 is designed for the teacher to teach the students to SOUND THE WORD. The target phoneme is highlighted and each phoneme (sound) in the word is presented in a separate box. After a discussion about all of the sounds in the word the students can practice sounding and blending with the presentation. For Example, students “Say the word, say each of the phonemes (sounds) in the word, repeat the word. E.g. ‘ball’, ‘b’, ‘a’, ‘ll’ ‘ball’.” (Note - the slides will move automatically on to the next sound/box) • Slide 3 is designed for the teacher to teach the students to SPELL THE WORD. It is similar to Slide 2 except that each letter is in a separate box with the letters that form the target phoneme highlighted. Students can practice spelling the word with the presentation. For Example, students “Say the word, say the name of each letter in the word, repeat the word. E.g. ‘ball, ’b’, ’a’, ‘l’, ‘l’, ‘ball’.” (Note - the slides will move automatically on to the next letter/box) • Slide 4 is designed as a RECALL activity. The slide has the picture on it but no letters. Students are encouraged to remember and recall how to sound and spell the word as done in slides 2 & 3. • Slide 5 is designed to allow further discussion on the phoneme and other graphemes (spelling choices) to represent the target sound. • Slide 6 – attribution of picture sources. Thank you for taking the time to look at my work. I hope you enjoy using these terrific resources in your phonics/spelling program.

This is one of my many Phonics Presentations that are designed for the teacher to introduce phonic sounds to their students. If you are teaching with any synthetic phonics program they are perfect for your introduction to each of the phonemes (sounds) in the English language. Each presentation focuses on one phoneme (sound) and one particular grapheme (spelling choice) but allows for further discussion on the other common graphemes that are used to represent the phoneme in English. The presentations can be used to complement any of the major spelling or phonics programs including the THRASS and S.M.A.R.T. Spelling programs. Each presentation consists of 6 presentation slides. • Slide 1 displays a word and a matching picture and is designed to encourage students to disucss prior knowledge and identify the sounds they can recognise in the word. Allow them to identify both the letters and the phonemes in the word. This enables the students to take ‘ownership’ of the lesson. • Slide 2 is designed for the teacher to teach the students to SOUND THE WORD. The target phoneme is highlighted and each phoneme (sound) in the word is presented in a separate box. After a discussion about all of the sounds in the word the students can practice sounding and blending with the presentation. For Example, students “Say the word, say each of the phonemes (sounds) in the word, repeat the word. E.g. ‘ball’, ‘b’, ‘a’, ‘ll’ ‘ball’.” (Note - the slides will move automatically on to the next sound/box) • Slide 3 is designed for the teacher to teach the students to SPELL THE WORD. It is similar to Slide 2 except that each letter is in a separate box with the letters that form the target phoneme highlighted. Students can practice spelling the word with the presentation. For Example, students “Say the word, say the name of each letter in the word, repeat the word. E.g. ‘ball, ’b’, ’a’, ‘l’, ‘l’, ‘ball’.” (Note - the slides will move automatically on to the next letter/box) • Slide 4 is designed as a RECALL activity. The slide has the picture on it but no letters. Students are encouraged to remember and recall how to sound and spell the word as done in slides 2 & 3. • Slide 5 is designed to allow further discussion on the phoneme and other graphemes (spelling choices) to represent the target sound. • Slide 6 – attribution of picture sources. Thank you for taking the time to look at my work. I hope you enjoy using these terrific resources in your phonics/spelling program.

Teaching time is easy with this fun and enjoyable matching game. This resource is designed for students who can already read o’clock, half past, quarter past and quarter to times. There are 12 different games included in this package. Each game starts at an o’clock time and continues for a hour with times progressing every 5 minutes. By the time students can match the cards quickly and accurately they will be able to read and understand clocks. Students are required to match: • Digital clocks, • Analogue clocks and • Clock times in words. This helps students to consolidate understanding of time. You will need to print, cut and laminate the resource and then it will be able to be used time and time again.

Teaching time is easy with this fun and enjoyable matching game. This resource is designed for students who are just learning to read o’clock times. Students are required to match: • Digital clocks, • Analogue clocks and • Clock times in words. This helps students to consolidate understanding of time. You will need to print, cut and laminate the resource and then it will be able to be used time and time again.

This game helps children to develop a deeper understanding of numeration. It teaches them to manipulate numbers and develop a crucial understanding of hundreds, tens and ones. It is a simple game that uses the MBA blocks as the main resource. The activities encourage children to learn and consolidate their numeration understanding.

Teaching time is easy with this fun and enjoyable matching game. This resource is designed for students who are developing the skills to read clocks to the half hour. Students are required to match: • Digital clocks, • Analogue clocks and • Clock times in words. This helps students to consolidate understanding of time. You will need to print, cut and laminate the resource and then it will be able to be used time and time again.