A lot of people are finding the Little Wandle website a nightmare to navigate. So I made my own resources to help the school I teach at. The first was a sound mat. Phase 2 and 3 are on the same sheet and I folded it it half so the children had an A5 sheet on their table to help them with the sounds. Little Wandle’s version are A4 and I think this is too big for children to use. This I have done for our Reception classes. We have also agreed to start using them at the start of Year 1. Have a look at the Little Wandle sound mat phase 2,3&5 that we are using for the rest of the school. I have also added the A4 version, which I have printed back to back and laminated. I did the same with the A3 version as a classroom display to aid guided writing sessions etc. Hope it helps.

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.

Each one of these sheets are made up of letters in the weeks teaching order. So for example, the first week has s,a,t,p. Each letter sheet has each of these letters on the sheet and the idea in my class is for children to use bingo dabbers to dot each one of the correct letter they are trying to find. Once it is all coloured in, each sheet roughly makes the shape of the letter they are looking for as another way to enforce the recognition of that letter. The sheets include individual A4 pages for each letter - s,a,t,p,i,n,m,d,g,o,c,k,ck,e,u,r,h,f,b,l.

For each sheet there is a large letter with a dot and arrow, which shows the children where to start writing the letter. There are then four pictures which are the same pictures in the planning for initial sounds, which the children can use to colour in. There is then an opportunity for the children to ‘write over’ the yellow letters at the bottom of the page, to help with handwriting. The portrait colouring pages are individual letters per page with the four pictures matching that on the planning for ‘what’s in the box’. They include s,a,t,p,i,n,m,d,o,c,k,ck,e,u,r,h,f,b,l. Each has opportunity to form the letter. The landscape colouring pages are in weeks. Each page has the weeks learning on with one picture thats included in ‘what’s in the box’ activity hidden behind the letter. - s,a,t,p - i,n,m,d - g,o,c,k - ck,e,u,r - h,f,b,l Hope it helps.

Reading is a ‘silent’ process for many children. When first learning they do not possess the ability to imagine what the written word is telling us. They have many, many other skills they have to master before they can get there. This powerpoint is aimed at beginner readers and to try and put some fun into reading. They read it and then they have to match it to the correct picture. With a picture to help young children visualise what they are reading, they have a purpose to reading it too and not just going through the motions. This powerpoint is designed to be used independently, but can obviously be used as a teaching aid too. The idea behind this resource is that children have a word they should read. It has sound buttons underneath to help them and they are mostly CVC words. When they have read the word, they should click on the picture that matches the word. The powerpoint will tell them if they get it right or wrong so they can do this independently or with yourself as guided reading. I made a lot of resources for traditional tales that can be printed off and laminated. Then the idea was for the children in my class to access these independently, either by using pegs to match the answers or other ways to work out the answer like using bottle tops with letters wrote on them.

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.

These peg boards have been made for children to access independently - they use a peg to indicate which word, out of three rhyming words available, matches the picture shown. The pegs have an added bonus of aiding their fine motor skills and its a great way to see if they are reading accurately. I have been made aware recently that Microsoft office does not support publisher any more. With this in mind, I have added a PDF version of the resource that you can use.

I created all these resources to be used in my class when they start in reception. They range from initial sound activities to reading/making CVC words up to reading a simple phase 2 (Letters and sounds) sentence. Lots of these resources allow the child to match the sound or word to a picture. They have been created so the child uses a peg to show which picture is the answer. Using a peg to do this instead of just pointing to it also helps develop their fine motor skills, which in turn will help, when they are ready, to write. This bundle includes 7 resources made for my reception class to enhance their learning. The idea is that they could access these independently and show me their learning by use of pegs etc. It is priced at £5 so you get two resources for free if you opt to buy it this way.

When initially learning to write sentences, a child must remember a lot so it is important for us to scaffold their learning. One way we can achieve this is to provide sentence starters. This not only enhances their sentence writing it also gives them somewhere to start in their thought processes and allows them to be creative with their writing. Starting off is sometimes the hardest part of the writing process! These boards are designed for writing just a sentence in my class as an independent activity but of course, they can be used for story writing etc given the correct input.

I created all these resources to be used in my class when they start in reception. The idea behind this resource is to allow children to read the CVC word in the middle of the card. When they have done that, they choose one of the eight pictures around the outside and should put a peg on the correct picture. This shows understanding of what they have read but also helps with their fine motor skills, which in turn will help when they are ready to write.

Reading is a ‘silent’ process for many children. When first learning they do not possess the ability to imagine what the written word is telling us. They have many, many other skills they have to master before they can get there. This powerpoint is aimed at beginner readers and to try and put some fun into reading. They read it and then they have to match it to the correct picture. With a picture to help young children visualise what they are reading, they have a purpose to reading it too and not just going through the motions. This powerpoint is designed to be used independently, but can obviously be used as a teaching aid too. I made a lot of resources for traditional tales that can be printed off and laminated. Then the idea was for the children in my class to access these independently, either by using pegs to match the answers or other ways to work out the answer like using bottle tops with letters wrote on them. These resources are available in my shop. This resource is exactly the same as the one you can print off using pegs to indicate the correct word to match the picture, but it is for use on the interactive whiteboard. Again, children can access this independently as it does say when you have the wrong answer or it can be used to model the printed version. All they need to do is click on the correct bottle top to indicate which letter comes next in the CVC word. Each picture has three words and the child has to choose the correct one. The powerpoint indicates if they have the answer correct or not.

A great way for young children to learn how to read, to learn phonics is to manipulate letters and sounds. Here is a way to allow children to ‘play’ with sounds in order to make words. Early years teachers (Kindergarden) will be able to use this resource to see if children can spell words and read them. The idea here is to cut out the resource and fold it in half. Then laminate them. The extra part to this that you will need are bottle tops, where you have wrote letter sounds on the top. Once laminated, children can then use these bottle tops to place them on top of the circles to create simple CVC words that relate to Goldilocks and the Three Bears.

A lot of people are finding the Little Wandle website a nightmare to navigate. So I made my own resources to help the school I teach at. The first was a sound mat. Phase 2 and 3 and phase 5 are on the same sheet and I folded it it half so the children had an A5 sheet on their table to help them with the sounds. Little Wandle’s version are A4 and I think this is too big for children to use. There is a version that is just phase 2&3 that I have made but we have also agreed to start using this sound mat at the start of Year 1. I have also added the A4 version, which I have printed back to back and laminated. I did the same with the A3 version as a classroom display to aid guided writing sessions etc. Hope it helps.

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 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.

When learning to read and write, children need the opportunity to explore with letters and sounds. This resource has been made to allow children to move letters, manipulating them and hopefully reading them as they go a long in order to make simple CVC words. You will need something to write the letter sounds on, in my case I used milk bottle tops and this allows the children to move them around but with the picture they can relate the written word to what they can see. A must at the early stages of reading.

These are designed to be used independently in my class. The children use pegs to match the correct picture to the word they read. The pegs aid fine motor skills as an added bonus, but it does show if they do understand what they are reading.

When a child is learning to read it is important for them to blend each word individually. However, when children are doing this they can forget what they have read already. They have a lot to workout and remember so its only natural. A strategy we use is to ask the child to go back to the beginning of the sentence once they blend a word and read the sentence with fluency and therefore not blending. This is the only way they can remember what the sentence is. This resource is designed to see if they understand what they have read. A very simple sentence has three different pictures under it. They should read the sentence and then use a peg to indicate which picture matches the sentence. The peg idea is to aid their fine motor development and therefore help with handwriting.

The best way for young children to understand numbers is for them to ‘play with maths’. This means using lots of concrete resources until they have a true understanding of our number system. Without this vital step, children will not be able to visualise maths and therefore will struggle later on when dealing with abstract maths. The next step is for children to use what they have learnt with picturial representations. This still enables them to visualise the maths without being able to ‘play with it’. This powerpoint will fit within the pictorial element of the process. Saying that, it is also a lot of fun for children to play the games and experience Numicon in a different way. Children are expected to click on the number (out of four options) that matches the addition sentence shown. The powerpoint shows them if they are right or wrong.

Reading is a ‘silent’ process for many children. When first learning they do not possess the ability to imagine what the written word is telling us. They have many, many other skills they have to master before they can get there. This powerpoint is aimed at beginner readers and to try and put some fun into reading. They read it and then they have to match it to the correct picture out of the three available. With a picture to help young children visualise what they are reading, they have a purpose to reading it too and not just going through the motions. This powerpoint is designed to be used independently, but can obviously be used as a teaching aid too. I made a lot of resources for traditional tales that can be printed off and laminated. Then the idea was for the children in my class to access these independently, either by using pegs to match the answers or other ways to work out the answer like using bottle tops with letters wrote on them. These resources are available in my shop. This resource is exactly the same as the one you can print off and use pegs to indicate which picture matches the sentences, but it is for use on the interactive whiteboard. Again, children can access this independently as it does say when you have the wrong answer or it can be used to model the printed version. All they need to do is click on the correct bottle top to indicate which letter comes next in the CVC word.