Times Table Flash Cards
- 144 cards to practice with
- Perfect for KS2 Students
- Never forget your times tables again
READING Words
Apply phonic knowledge and skills as the route to decode words:
e.g.
When we see a letter we change it to a sound using the lips, tongue, nose, throat,
For example, the letter p is pronounced with the lips; t is pronounced with the front of the tongue; h is pronounced in the throat
Schools use a system called Phonics to teach children to read quickly and skilfully. It teaches how to:
- recognise the sounds (Phoneme) that each individual letter (Grapheme) makes;
- identify the sounds that different combinations of letters make and
- blend these sounds together from left to right to make a word.
The shortest sound that you can hear in a word is called a Phoneme.
There are 44 phonemes each shown like this: /p/
A letter or group of letters which represent the sound in writing is called a Grapheme.
Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught:
In ‘plain english’ this means how a particular letter sounds.
Make the sound for letters in this order:
Set 1 – s a t p
Set 2 – i n m d
Set 3 – g o c k
Set 4 – ck e u r
Set 5 – h b f ff l ll s ss
Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word:
When we see a letter we change it to a sound using the lips, tongue, nose, throat,
For example, the letter p is pronounced with the lips; t is pronounced with the front of the tongue; h is pronounced in the throat
Schools use a system called Phonics to teach children to read quickly and skilfully. It teaches how to:
- recognise the sounds (Phoneme) that each individual letter (Grapheme) makes;
- identify the sounds that different combinations of letters make and
- blend these sounds together from left to right to make a word.
The shortest sound that you can hear in a word is called a Phoneme.
There are 44 phonemes each shown like this: /p/
A letter or group of letters which represent the sound in writing is called a Grapheme.
Read words containing taught GPCs and -s, -es, -ing, -ed, -er and -est endings:
When we see a letter we change it to a sound using the lips, tongue, nose, throat,
For example, the letter p is pronounced with the lips; t is pronounced with the front of the tongue; h is pronounced in the throat
Schools use a system called Phonics to teach children to read quickly and skilfully. It teaches how to:
- recognise the sounds (Phoneme) that each individual letter (Grapheme) makes;
- identify the sounds that different combinations of letters make and
- blend these sounds together from left to right to make a word.
The shortest sound that you can hear in a word is called a Phoneme.
There are 44 phonemes each shown like this: /p/
A letter or group of letters which represent the sound in writing is called a Grapheme.
Read other words of more than one syllable that contain taught GPCs:
When we see a letter we change it to a sound using the lips, tongue, nose, throat,
For example, the letter p is pronounced with the lips; t is pronounced with the front of the tongue; h is pronounced in the throat
Schools use a system called Phonics to teach children to read quickly and skilfully. It teaches how to:
- recognise the sounds (Phoneme) that each individual letter (Grapheme) makes;
- identify the sounds that different combinations of letters make and
- blend these sounds together from left to right to make a word.
The shortest sound that you can hear in a word is called a Phoneme.
There are 44 phonemes each shown like this: /p/
A letter or group of letters which represent the sound in writing is called a Grapheme.
Read words with contractions [for example,I’m, I’ll, we’ll] , and understand that the apostrophe represents the omitted letter(s):
When we see a letter we change it to a sound using the lips, tongue, nose, throat,
For example, the letter p is pronounced with the lips; t is pronounced with the front of the tongue; h is pronounced in the throat
Schools use a system called Phonics to teach children to read quickly and skilfully. It teaches how to:
- recognise the sounds (Phoneme) that each individual letter (Grapheme) makes;
- identify the sounds that different combinations of letters make and
- blend these sounds together from left to right to make a word.
The shortest sound that you can hear in a word is called a Phoneme.
There are 44 phonemes each shown like this: /p/
A letter or group of letters which represent the sound in writing is called a Grapheme.
Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words. Re-read these books to build up their fluency and confidence in word reading:
When we see a letter we change it to a sound using the lips, tongue, nose, throat,
For example, the letter p is pronounced with the lips; t is pronounced with the front of the tongue; h is pronounced in the throat
Schools use a system called Phonics to teach children to read quickly and skilfully. It teaches how to:
- recognise the sounds (Phoneme) that each individual letter (Grapheme) makes;
- identify the sounds that different combinations of letters make and
- blend these sounds together from left to right to make a word.
The shortest sound that you can hear in a word is called a Phoneme.
There are 44 phonemes each shown like this: /p/
A letter or group of letters which represent the sound in writing is called a Grapheme.
READING Comprehension
Develop pleasure in reading, motivation to read, vocabulary and understanding by:
- listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
- being encouraged to link what they read or hear read to their own experiences
- becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
- recognising and joining in with predictable phrases
- learning to appreciate rhymes and poems, and to recite some by heart
- discussing word meanings, linking new meanings to those already known
e.g.
Pupils should have extensive experience of listening to, sharing and discussing a wide range of high-quality books to engender a love of reading at the same time as they are reading independently.
Pupils’ vocabulary can be improved when they listen to books read aloud and when they discuss what they have heard. Such vocabulary can also feed into their writing.
Knowing the meaning of more words increases pupils’ chances of understanding when they read by themselves. The meaning of some new words should be introduced to pupils before they start to read on their own, so that these unknown words do not hold up their comprehension. However, once pupils have already decoded words successfully, the meaning of those that are new to them can be discussed with them, so contributing to developing their early skills of inference.
By listening frequently to stories, poems and non-fiction that they cannot yet read for themselves, pupils begin to understand how written language can be structured, such as how to build surprise in narratives, and the characteristic features of non-fiction.
Listening to and discussing information books and other non-fiction establishes the foundations for their learning in other subjects
Understand both the books they can already read accurately and fluently and those they listen to by:
- drawing on what they already know or on background information and vocabulary provided by the teacher
- checking that the text makes sense to them as they read and correcting inaccurate reading
- discussing the significance of the title and events
- making inferences on the basis of what is being said and done
e.g.
Pupils should be shown some of the processes for finding out information.
Through listening, pupils also start to learn how language sounds and increase their vocabulary and awareness of grammatical structures. In due course, they will be able to draw on such grammar in their own writing.
Rules for effective discussions should be agreed with and demonstrated for pupils. They should help to develop and evaluate them, with the expectation that everyone takes part. Pupils should be helped to consider the opinions of others.
Role-play can help pupils to identify with and explore characters and to try out the language they have listened to.
Predict what might happen on the basis of what has been read so far
Participate in discussion about what is read to them, taking turns and listening to what others say
WRITING Handwriting
Know how to
- sit correctly at a table, holding a pencil comfortably and correctly
- begin to form lower-case letters in the correct direction, starting and finishing in the right place
- form capital letters
- form digits 0-9
- understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these
e.g. Pupils should be able to form letters correctly and confidently. The size of the writing implement (pencil, pen) should not be too large for a young ones hand.
Whatever is being used should allow them to hold it easily and correctly so that bad habits are avoided.
WRITING Composition
Write sentences by:
- saying out loud what they are going to write about
- composing a sentence orally before writing it
- sequencing sentences to form short narratives
- re-reading what they have written to check that it makes sense
- discuss what they have written with the teacher or other pupils
- read aloud their writing clearly enough to be heardby their peers and the teacher
e.g.
At the beginning of Year 1, not all pupils will have the spelling and handwriting skills they need to write down everything that they can compose out loud.
Pupils should understand, through demonstration, the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and re-reading to check their meaning is clear.
WRITING, Vocab,Grammar,Punctuate
Know how to
- leave spaces between words
- join words and joining clauses using and
- start punctuating sentences using a capital letter and a full stop, question mark or exclamation mark
- use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
e.g.
Pupils should be taught to recognise sentence boundaries in spoken sentences and to use the terms:
- letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark
when their writing is discussed.
Pupils should begin to use some of the features of Standard English in their writing.
Standard English is the variety of the English language that is generally used for formal purposes in speech and writing. It is not the English of any particular region and it can be spoken with any accent.
Create word Structure:
- Regular plural noun suffixes -s or -es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun
- Suffixes: that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)
- How the prefix un- changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]
Sentence Structure:
- How words can combine to make sentences
- Joining words and joining clauses using and
Text Structure:
- Sequencing sentences to form short narratives
Punctuation:
- Separation of words with spaces
- Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences
- Capital letters for names and for the personal pronoun I
Terminology for pupils:
- letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark