Learning objectives/outcomes: England:ELG Communication, Language and Literacy - hear and say initial and final sounds in words and short vowel sounds within words. NLS Reception: W2: reading letter(s) that represent(s) the sounds a-z; identifying and writing dominant phonemes in spoken words. Y1,T1: W3: From YR to practise and secure the ability to hear initial and final phonemes in CVC words e.g fit, mat, pan. W4: to discriminate and segment all three phonemes in CVC words. NC KS1: En2 Reading: 1a hear, identify, segment and blend phonemes in words. En3 Writing 4b use their knowledge of sound-symbol relationships and phonological patterns Northern Ireland: Foundation Stage: Talking and Listening
- Developing an Awareness of Sounds: Children have opportunities to develop an awareness of sounds within words, and short vowel sounds.
Key Stage 1:
- Reading: Recognising and noticing how words are constructed and spelled.
- Writing: Experimenting with words e.g word games, riddles and rhymes; Spelling correctly a range of familiar, important and regularly occuring words. Scotland: (3-5 Framework)
- Recognise the link between the written and spoken word.
- Develop an awareness of letter names and sounds in the context of play experiences.
- Recognise some familiar words and letters, for example the initial letter in their name.
(5-14 Guidelines)
Writing: Level A: Spelling - spell accurately the words which are used most commonly.
Additional information: Words used: bat, bed, bin, boy, cat, cup, dog, hat, hen, map, pan, pen, rat, sun, tap Megahops: The maximum number of megahops awarded in this activity is 1. The award is given when a child successfully completes the activity and is not dependent on how many questions the child gets right or wrong. Location in Spark Island: Spark Park: Beach Related activity information: A more advanced version of this activity, using words containing long vowel sounds, is Kick off!.
SEN information
Suitable for children with Specific and Moderate Learning Difficulties. Provides lots of practice for children with Dyslexia to practice sounds and blends in a safe, non-judgemental environment. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
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