Learning objectives/outcomes: England:ELG Hear and say initial and final sounds in words, and short vowel sounds within words. NLS Reception: Word level 2: Knowledge of grapheme/ phoneme correspondences through hearing and identifying initial sounds in words.
Word level 3: Sounding and naming each letter of the alphabet;
Y1, T1: word level 2: to practice and secure alphabetic letter knowledge; word level 3: to practice and secure the ability to hear initial phonemes. NC KS1: Phonemic awareness and phonic knowledge b) Sound and name the letters of the alphabet. Northern Ireland: Foundation Stage: Talking and Listening
- Developing an Awareness of Sounds: Children should have opportunities to begin 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. 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)
Level A: Spelling: Pupils should be given an interest in words, how they sound, how they are made, and the patterns within them.
Additional information: 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: Factory Related activity information: An extension of this activity involving matching pictures with CVC words is Word spinner
SEN information
Suitable for children with Specific and Moderate Learning Difficulties. Provides lots of practice for children with Dyslexia to practice initial sounds. This activity is also suitable for some children with Severe Learning Difficulties - the child can name the animal/object in the picture. 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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