Thirty illustrated invitations for playful listening and spoken-language exploration. Created primarily for Preschool provision, with flexible support for individual children and continued use in Reception. Share a card with an adult, use real objects where helpful and follow the child’s ideas.

Using the cards

Offer one or two cards beside relevant provision. Read the invitation aloud and model a playful example. Wonder questions are optional; use the vocabulary naturally during play. Children do not need to read, complete every activity or give a spoken answer. Return to familiar favourites and stop while the experience is enjoyable.

The ten focus areas help you choose a card. They are not a teaching sequence or an assessment checklist. Environmental listening, music and sound memory support wider communication; phonological awareness focuses on sounds within spoken language. This pack brings these related experiences together.

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Twelve illustrated invitations, sixteen picture-only cards and four sorting mats for exploring the parts we hear in spoken words. Use them in Preschool provision with an adult, and revisit them in Reception as helpful. Children can clap names, tap picture words, move, compare and sort. No reading is required.

What children are listening for

A syllable is a part or beat we hear within a spoken word: cat has one, rabbit has two and banana has three. Here, “beat” means a syllable in a spoken word, rather than the steady beat of music. Count the spoken parts, not letters, individual speech sounds or the size of the pictured object.

Share one invitation at a time

Read the card aloud and name the pictures together. Say the whole word naturally first, then repeat it with a gentle clap or tap for each syllable. Say the whole word again. For banana, model ba–na–na with three taps. Keep the word recognisable; avoid adding extra vowel sounds or stretching it into individual phonemes. Wonder questions are optional invitations to talk.

Use the pictures and mats

Begin with two mats and a small selection of pictures, for example cat, dog, rabbit and apple with the 1 and 2 mats. Say each name, tap its parts and choose a mat together. Add the 3 and 4 mats when useful. Touch one printed dot for each syllable, then place the whole picture card in the open space below. Each mat can hold four cards; the dots count syllables in one word, not pictures on the mat.

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Invite children to listen to a short sequence and make the sounds back in the same order. Use the illustrated cards in Music and Sound provision, small groups or a quiet shared game. Begin with a single familiar sound and choose longer sequences when the child wants to try.

Introduce the six pictures

Explore each action and instrument together using the picture key on page 2. Agree what each picture means before playing. Here, a sound means one action or sound event, not a phoneme or a syllable. A bell ring or shaker movement may contain several tiny noises but counts as one turn in the sequence.

Play one short sequence

1. Get ready together. Offer a choice of sounds and wait until the child is ready. They do not need to sit still or make eye contact.

2. Make the sounds from left to right, once for each picture. Use a steady, unhurried pace with a clear space between actions. Let a bell fade before the next sound. Repeated pictures mean separate actions: clap, pause, clap.

3. Finish the whole sequence, pause, then invite the child to copy. Say “Your turn” after playing, rather than naming the sounds while you make them. Replay whenever helpful.

4. Swap roles. The child can choose a card or arrange loose pictures for you to copy. Enjoy their ideas and return to a shorter sequence whenever needed.

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Twelve illustrated invitations for exploring the speech sounds in familiar object names during Preschool and Reception play. Children choose something, name it and try saying its individual sounds. An adult reads the invitation and supports the conversation; children do not need to read or write.

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Twelve illustrated action prompts for playful oral blending in Preschool, with opportunities to revisit in Reception. An adult says an action in separate speech sounds; children blend the sounds into a word and respond through movement, a picture choice or an agreed alternative. No reading is needed.

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Eighteen illustrated picture cards, six three-picture choice boards and eighteen separate adult prompt cards. Use familiar spoken words in short, playful exchanges. Children listen and choose a picture; the adult supplies the individual sounds.

Adult guidance supplied.

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Choose the graphemes children have already been taught and make a small, useful practice set. These editable cards support adult-led recall, sound-to-print choices and familiar classroom routines.

Who this pack is for

Primarily Reception, with adult support and selection matched to the setting’s systematic synthetic phonics (SSP) programme. Older children can use the same materials for additional practice. For Preschool, use a few familiar letters responsively within meaningful play or name exploration; this pack is not a whole-set teaching expectation.

Choose only what you need

There are 68 printed forms in each of four sizes, including an optional qu card. The bank offers choices across programmes and stages. It is not a complete alphabetic code, a teaching sequence or a list every child should know. Alphabetical order is for finding cards only.

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Choose a taught grapheme and help the child find it within meaningful print: a label, caption, name or sign. Read the print aloud when needed, then invite the child to point to the whole grapheme. This is a print-focused noticing activity, with an adult helping connect the written form to its taught sound.

Try a hunt together

1. Select one taught target and one or two suitable print samples.
2. Show the target on a selected GPC card or write it clearly for the child.
3. Read the sample aloud and talk briefly about its purpose or meaning.
4. Ask, “Can you spot the grapheme we’re practising?”
5. Invite the child to point to, frame or mark the whole grapheme.
6. Revisit its taught sound in that word, modelling when needed.

Use the sample selector on page 3 before printing. A label placed by its resources or a sign beside the relevant area gives print a purpose. For a tabletop hunt, keep just the chosen cards visible. Do not ask the child to search the whole pack at once.

Make participation flexible

Children can point, touch, look towards a choice, gesture or use their familiar communication system. An adult can indicate letters following the child’s direction. No independent reading, writing or spoken repetition is required. Place print within comfortable sight and reach, including for seated children.

For Preschool, follow interest in familiar print and names, coordinating planned GPC teaching with the setting’s approach. Keep talk, stories and playful exploration central. This is not a readiness checklist or a requirement to know a fixed set of letters.

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Reusable mats for reading printed words with known grapheme–phoneme correspondences (GPCs). Children place tiles, blend through the complete word and read it as a whole. Use a few carefully selected words at a time.

Who the pack is for

Primarily Reception children applying teaching from their setting’s systematic synthetic phonics programme (SSP). Adapt the amount of support for other learners. Preschool oral blending can continue through talk and play; these printed-word mats are appropriate only when relevant GPCs have been explicitly taught.

Build then blend then read

1. BUILD  Choose a word containing only taught GPCs. Place its tiles in order, or let the child copy a printed model. An adult may position the tiles so motor skills and spelling do not become barriers. Do not reveal the spoken word or its picture before a fresh decoding attempt.

2. BLEND  Keep the tiles in place. Point from left to right at each grapheme and blend its phoneme through the complete word, using the SSP’s approach. The arrow is a direction guide; it does not prescribe a blending technique or sound-button system.

3. READ  Reread the same word as a whole. Use the optional joined-word strip in the READ space, or reread the tiles. Then discuss meaning or reveal an object or picture. Children may say the word, or show their understanding in an accessible way.

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Twenty-four cards which invite children to read two complete words and compare their print. Eight pairs are identical; sixteen differ. Changes occur at the beginning, middle and end, with one removal and one pair with two changes. Six editable templates let you add examples matched to your learners.

Who the pack is for

Primarily Reception children applying grapheme–phoneme correspondences (GPCs) taught through their systematic synthetic phonics programme (SSP). Select a few pairs that match known code and blending confidence. These cards provide adaptable practice, not a new teaching sequence. Support other learners as appropriate.

Oral blending combines spoken sounds without print. This activity involves reading printed words; Preschool use is appropriate only where the relevant GPCs have been explicitly taught. Continue stories, talk and phonological-awareness play alongside phonics, without a prerequisite checklist.

Read both then compare

1. READ BOTH  Present one card. Invite the child to read the top word, then the lower word, attending to every grapheme and blending using your SSP’s approach. Cover the lower word with plain paper during the first reading if helpful. Do not say either answer in advance.

2. COMPARE  Ask “Are these words the same?” Here, same means exactly the same written word, with the same graphemes in the same order. Check both words all the way through; a shared first grapheme does not make them identical.

3. EXPLAIN AND REREAD  For a different pair, ask “What changed?” Invite pointing to the relevant graphemes and, where accessible, identifying their sounds. For an identical pair, invite checking that every grapheme matches. Reread both complete words, then discuss meanings if useful.

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Twenty-four picture-only cards prompt children to name a familiar word, identify and count its phonemes, then choose graphemes to build its spelling. Four modular sets help adults select suitable cards. Use individual cards across sets according to teaching; the letters A to D do not prescribe a sequence.

(You may find our pack ‘Known GPC Cards - Build Your Own Set’ useful.)

Choose familiar words and taught code

Primarily for Reception children applying GPCs taught through their systematic synthetic phonics (SSP) programme, with adaptation for other learners. Check the word-by-word guide on pages 3–6 before offering a card. Establish the intended spoken label: a different reasonable name for a picture is not a spelling error.

For Preschool, use familiar pictures for conversation and playful oral segmenting where appropriate, without a spelling expectation. Oral activities need not be completed as a checklist before phonics begins.

Name, segment, count and build

1. NAME IT  Show one picture. Invite the child to name or otherwise identify it. Agree the intended word orally and say it naturally. Keep the adult guide and complete written answer out of view.

2. SEGMENT IT  Follow the SSP’s familiar routine to hear each phoneme in order. Use clear sounds without an added “uh”. The child can move or direct one counter for each phoneme, or use the programme’s familiar gestures.

3. COUNT IT  Count the phonemes identified. For an independent counting attempt, start on an open surface; offering an already selected numbered frame gives a clue. Then choose a matching frame from Pack 1 or 2 if helpful.

4. BUILD IT  Offer a manageable selection of known GPC tiles, including suitable additional taught choices. Keep multi-letter graphemes intact. Replace each counter with its grapheme tile, or build in a line on the table. Supply repeated tiles where needed.

5. READ BACK  Blend through the spelling and check every position. After the attempt, provide the conventional spelling or model as needed. Hearing the sounds alone does not always identify which spelling to choose; use the SSP’s taught support.

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Twenty-four editable practitioner cards and six blank templates support short, carefully selected word-dictation practice. Children hear a word and apply their taught grapheme–phoneme correspondences (GPCs) to spell it. The cards remain with the adult; they are not child reading cards or a fixed spelling test.

Use only taught correspondences

Do not dictate words containing untaught GPCs. Check every correspondence in the intended word against what the child has been taught through your systematic synthetic phonics (SSP) programme. If any required GPC is untaught, choose another word.

Use a short dictation routine

1. SELECT  Choose a small, manageable set from any bank, using the audits on pages 2–3. Banks A to D organise adult preparation; they are not a teaching sequence. Primarily for Reception learners applying taught code, with adaptation for other learners.

2. SAY  Keep the written word and GPC sequence hidden. Say the whole word naturally, establish its meaning orally and repeat it when helpful. Do not initially give the segmented answer if you want the child to do the segmenting.

3. SPELL  Invite the child to segment and write the word using the SSP’s familiar routine. If needed, use the card’s prompt: “Say the word slowly. What phonemes can you hear?” Keep pronunciation natural, without an added “uh” or an artificial extra syllable.

4. SUPPORT  Pause and allow thinking time. If the child needs a model, provide one, then acknowledge that the attempt was supported. Hearing the phonemes alone does not always reveal the conventional spelling; use the spelling support already taught through the SSP.

5. READ BACK  Invite the child to blend through what they wrote. Check for an appropriate grapheme for every phoneme, in order. Give specific feedback, then show a checking model if useful. A plausible spelling may show successful segmenting while still needing help with conventional spelling.

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Reusable mats for connecting a spoken word with its spelling, noticing the correspondence that needs attention and recalling the word for writing. Each mat includes all six stages: READ IT, MAP IT, NOTICE IT, MAKE IT, WRITE IT and CHECK IT.

Choose words through your SSP

Primarily for Reception children applying taught code, with adaptation for other learners and continued use in Year 1. Select words through your setting’s systematic synthetic phonics (SSP) programme. These 12 optional examples are a selection bank, not a Little Owls teaching order or a Reception word-list requirement.

Use adult-led modelling when a selected correspondence is being introduced through the SSP. Use the mats for independent practice only after the relevant GPCs and any exception spelling have been explicitly taught.

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Twenty-four optional word cards pair a plain front with a reveal back showing the same word and the correspondence to notice. Six editable templates let you add words selected through your systematic synthetic phonics (SSP) programme. Each front contains the word only, with no picture or first-letter cue.

Select for the learner

Primarily for Reception children revisiting taught words, with adaptation for other learners and continued use in Year 1. The examples are a selection bank, not a Little Owls progression or a Reception word-list requirement. Do not introduce all 24 simply because they are included.

Use one card at a time

1. PREPARE  Choose a word whose relevant GPCs and exception correspondence have already been taught. Ensure its spoken meaning is familiar. Fold the card so that only its plain front faces the child. Keep other cards and the reveal back out of sight.

2. READ  Invite the child to read the complete word. Attend to every grapheme, use known correspondences and the taught explanation for the exception, then blend. Do not give the word first during a reading check or invite guessing from its initial letter.

3. REVEAL  Turn the card over after the attempt. Read the complete word together and notice the underlined correspondence. Use the brief adult note if helpful. Green is an additional cue; the underline also works in black and white.

4. CHECK  Compare the child’s reading with the checked word and explanation. If a part was missed, explain it through the SSP and blend together. Turn back to the plain front and read again. Revisit later among a few other taught words; an immediate repeat alone does not show secure independent reading.

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Twenty-six reusable cards for explicitly teaching lower-case letter movements. Each card offers a large start-and-direction model, two guided attempts and an open space to form the letter. Select only the letters currently being taught; a–z is a filing order, not a teaching sequence.

Who this pack is for

For Reception and other learners ready for explicit formation teaching, alongside the setting’s SSP programme and handwriting approach. In Preschool, respond to interest in familiar letters within meaningful mark making.

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Twenty-six reusable cards for explicitly teaching upper-case letter movements. Each card offers a large start-and-direction model, two guided attempts and an open space to form the letter. Select only the letters currently being taught; a–z is a filing order, not a teaching sequence.

Who this pack is for

For Reception and other learners ready for explicit formation teaching, alongside the setting’s SSP programme and handwriting approach. In Preschool, respond to interest in familiar letters within meaningful mark making.

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A portable, editable set for using taught phonics during purposeful reading and writing. Add the graphemes and words suitable for the children using it, then take the same familiar toolkit into provision when it is useful.

What is in the toolkit

Known-GPC cards, current GPC mats, grapheme tiles, phoneme frames, current word cards, common-exception-word slots, and separate Words We Can Read and Words We Can Spell mats. All entry spaces are blank so you can follow your setting’s systematic synthetic phonics (SSP) programme.

Who it is for

For Reception and other children receiving explicit phonics teaching, including older learners revisiting taught content. Select for the individual or group rather than age alone. For younger children, continue responsive talk, listening, oral sound play and meaningful mark making.

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Eight illustrated invitations for using taught phonics during meaningful play. Offer a card when it supports something a child wants to do, and let the child choose the content, materials and purpose. The same cards can travel between provision areas with the Known Phonics Provision Toolkit.

Read the invitation together

Read the prompt aloud and use the picture to explain its meaning. Children are not expected to decode the card text independently. Show one or two relevant cards rather than displaying all eight as tasks to complete. A child may accept, adapt or decline an invitation; allow sustained play to continue.

Use pictures to clarify the purpose

The illustrations show labelling, signs, writing, reading, messages, lists and plans. They are examples, not instructions to copy the pictured activity or use particular vocabulary. Blank labels and simple marks in the pictures are not reading material or handwriting models. Use the child’s real object, idea or writing alongside the card.

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48 editable, picture-free sentences for individual reading, paired reading, matching and purposeful rereading. Four selectable banks come with complete GPC inventories and exception-word requirements. Choose the print that matches the child’s taught phonics, then listen to the whole sentence.

Select before printing

Please select only activities containing GPCs that have already been taught through your SSP programme.

Primarily for Reception and other learners receiving explicit phonics teaching. Banks are selection groups, not a Little Owls teaching sequence or age-based levels. These strips supplement the setting’s SSP-matched decodable books.

Use the bank selectors on pages 3–6, the sound key on page 7 and the complete word audit on pages 8–11. Check correspondences, exception parts, blending demands and spoken meaning. The sentence inside each border is the only child reading target; page labels and guidance are for adults.

Ways to use the strips

Individual reading. Offer one suitable strip. Listen while the child attends to the print, blends unfamiliar words and rereads the sentence for meaning. Let familiar words be read promptly.

Paired reading. Give both children the same selected sentence. One reads while the other listens, then they swap. An adult checks reading and supports corrections; a partner’s agreement alone is not verification.

Sentence matching. Print two copies of a selected page. Cut, shuffle and offer a small selection. Ask the child to read a strip, find its exact duplicate and read both to check every word. Matching by shape alone does not demonstrate decoding or understanding.

Rereading and fluency. Revisit a successfully decoded sentence in a short later turn. Attend to accurate words, natural phrasing and the full stop. Model a fluent reread after the child’s attempt if helpful, then invite another try. Use no races, timers or speed targets.

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Thirty-six editable captions for reading first and drawing meaning afterwards. Select a caption that matches the child’s taught phonics. There are no picture clues: the child reads the words, rereads the caption and then illustrates what it says.

Choose a suitable caption

Primarily for Reception and other learners receiving explicit phonics teaching. These are supplementary practice cards, not an SSP progression or a replacement for the setting’s matched decodable books. The three banks are choices, not levels to complete.

Please select only activities containing GPCs that have already been taught through your SSP programme.

Check every word, the particular sound represented, blending demands and any previously taught exception parts. All cards include the article a; most include is. These words must be checked too. Use pages 3–8 to select the supplied captions.

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The aim of this activity is for children to listen carefully and identify sounds they are hearing.

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The aim of this activity is for the children to hear the distinct difference between loud and quiet.

Show the Loud and Quiet cards to the children. Explain that when the ‘Loud’ card is raised, they can make lots of loud noises. When the ‘Quiet’ card is raised, they must be completely quiet.

Using a sand timer, start with 20 seconds of ‘Quiet’ followed by 5 seconds of ‘Loud’, then 20 seconds of ‘Quiet’ again.

Repeat or vary as needed.

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These cards are to help inspire children in their mark making as they decide which medium to use. It is hoped that the visual nature of the cards will help children who may have a language or communication barrier. 13 cards included in the pack.

Original artwork drawn by Sara Murphy and final digital resources created by Stuart Murphy. COPYRIGHT ON ALL OF THE RESOURCES HOUSED ON THIS WEBSITE IS HELD BY ‘LITTLE OWLS RESOURCES’. OUR RESOURCES (INCLUDING THE IMAGES WITHIN THEM), CANNOT BE SHARED OR SOLD COMMERCIALLY.

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These cards are to help inspire children in their mark making, giving them ideas of what they might like to create.

It is hoped that the visual nature of the cards will help children who may have a language or communication barrier. 40 cards included in the pack.

Original artwork drawn by Sara Murphy and final digital resources created by Stuart Murphy. COPYRIGHT ON ALL OF THE RESOURCES HOUSED ON THIS WEBSITE IS HELD BY ‘LITTLE OWLS RESOURCES’. OUR RESOURCES (INCLUDING THE IMAGES WITHIN THEM), CANNOT BE SHARED OR SOLD COMMERCIALLY.

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These alliteration/tongue twister prompt cards have been designed to encourage your children to have fun exploring and experimenting with initial sounds. Children with your help can be guided to find the initial sound on the object card, for example sounding out ‘b’ as the initial sound in ‘ball’. Can you all think of some descriptive words which start with the sound ‘b’… e.g. ‘bouncing’? Practise saying the phrase you have created, i.e. ‘bouncing ball’. Older children may like to make a string of several words and/or say phrases with increasing speed. Children will enjoy how silly it sounds (and feels) when they try to repeat phrases more and more quickly. 8 cards to this pack.

Instructions in pack:

(Cards to be folded first and ideally laminated.)

Picture side to show to children. Encourage them to say what they see and then think of a word to describe the picture.

Encourage alliteration using the same initial sound.

Ideas are on the reverse side for an adult to add to the discussion.

When one or two words have been chosen, say the words together and then ask the children to repeat back.

e.g. big bright ball

Try saying the words slowly and quickly.

Original artwork drawn by Sara Murphy and final digital resources created by Stuart Murphy. COPYRIGHT ON ALL OF THE RESOURCES HOUSED ON THIS WEBSITE IS HELD BY ‘LITTLE OWLS RESOURCES’. OUR RESOURCES (INCLUDING THE IMAGES WITHIN THEM), CANNOT BE SHARED OR SOLD COMMERCIALLY.

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‘Traditional Tales’ display pack including a banner, definition of a ‘Traditional Tale’, some of its key features and some key words/subheadings.

Includes features: ‘Once upon a time’, Fantasy, Magic, The Power of 3, Morals, Good vs Evil and ‘They lived happily ever after’.

Includes words/subheadings: Setting, Villain, Hero, Magic, Moral, Task, Characters, Events, Items, Objects and blank cards.

Original artwork drawn by Sara Murphy and final digital resources created by Stuart Murphy. COPYRIGHT ON ALL OF THE RESOURCES HOUSED ON THIS WEBSITE IS HELD BY ‘LITTLE OWLS RESOURCES’. OUR RESOURCES (INCLUDING THE IMAGES WITHIN THEM), CANNOT BE SHARED OR SOLD COMMERCIALLY.

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Poster giving a definition of a ‘Traditional Tale’ and some of its key features.

Includes features such as: ‘Once upon a time’, Fantasy, Magic, The Power of 3, Morals, Good vs Evil and ‘They lived happily ever after’.

Original artwork drawn by Sara Murphy and final digital resources created by Stuart Murphy. COPYRIGHT ON ALL OF THE RESOURCES HOUSED ON THIS WEBSITE IS HELD BY ‘LITTLE OWLS RESOURCES’. OUR RESOURCES (INCLUDING THE IMAGES WITHIN THEM), CANNOT BE SHARED OR SOLD COMMERCIALLY.

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These traditional fairy and folk tale sign posts are ideal for an inspirational display board, role play area or activity.

Sign posts included: Forest, Woods, Castle, Palace, Dragon x 2, Treasure x 2, Cottage, Farmhouse, Beanstalk, Unicorn, Witch, Wizard, Wolf, Bears, Queen, King, Prince & Princess.

Original artwork drawn by Sara Murphy and final digital resources created by Stuart Murphy. COPYRIGHT ON ALL OF THE RESOURCES HOUSED ON THIS WEBSITE IS HELD BY ‘LITTLE OWLS RESOURCES’. OUR RESOURCES (INCLUDING THE IMAGES WITHIN THEM), CANNOT BE SHARED OR SOLD COMMERCIALLY.

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Use these speech bubble prompts however you like!

You may like to use one or two of them as part of a display. Laminate them and write instructions and messages for your children which are different each day. What message does Little Red Riding Hood have for us today?

Alternatively, put them out for the children to experiment with emergent writing. What would the Gingerbread Man say at this point in the story?

Included in pack: Little Red Riding Hood, the Wolf in Grandma’s clothing, Jack, the Giant, the Gingerbread Man, the Fox, The Big Bad Wolf, the Three Little Pigs, Goldilocks, the Three Bears, the Little Red Hen and a blank template.

Have fun!

Original artwork drawn by Sara Murphy and final digital resources created by Stuart Murphy. COPYRIGHT ON ALL OF THE RESOURCES HOUSED ON THIS WEBSITE IS HELD BY ‘LITTLE OWLS RESOURCES’. OUR RESOURCES (INCLUDING THE IMAGES WITHIN THEM), CANNOT BE SHARED OR SOLD COMMERCIALLY.

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