twinkl
Information
Subject Areas
English,Relevant for
KS1
Twinkl is a colourful site that helps with phase 1 – 5 of ‘Letters and Sounds’.
Learning and Teaching Resources
Twinkl offer a selection of resources that can be downloaded for use in the classroom if ‘Letters and Sounds’ is being followed as the school’s preferred synthetic phonics programme in the Early Years Foundation Stage and English Key Stage 1.
Phases 1 to 5 of Phonics Learning
There are teaching resources that cover Phase 1 of ‘Letters and Sounds’ through to Phase 5 phonics. Phase 1 resources include word mats, phoneme frames, alphabet mats and CVC word cards. For Phase 2, letter tracing activities can be found and these are useful in linking letters, sounds and handwriting.
High Frequency Word Bingo
High frequency word bingo can be found on the website and this is a great way of making sure children learn these in a fun way. For other phases of ‘Letters and Sounds’, similar resources exist. However, it is strongly advised that teachers have a thorough browse as there are several pages of resources to be explored for each phase! These phonics teaching resources can be used to add variety and interest within phonics lessons.
For teachers thinking about phonics interventions at Key Stage 1, many of the resources are ideal for use in this capacity.
Teaching Ideas
There is also a whole section dedicated to teaching ideas for ‘tricky words’. Teacher resources for phonics games appropriate to Reception classes and Key Stage 1 can be found on this site.
Supporting Interactive Phonics Teaching
Twinkl has more than ample resources for supporting interactive phonics teaching. The teaching materials for phonics are linked to ‘Letters and Sounds’, but teachers may still find them a useful tool for phonics teaching with schemes that mirror the sequential introduction of grapheme-phoneme correspondence in the DfES document. Not only can the resources be used in phonics lessons, but they may be helpful in developing a Key Stage 1 phonics display in the classroom.
