Teaching Phonics with Pocket CVC Words (Consonant ,Vowel, Consonant)

This is one of our most popular products that I do not think I have mentioned before. Phonics of course are back in fashion, and most of us know that they never went away, but the government spent millions researching and finding what all experienced teachers have always known.

Phonics work! They are necessary for the teaching of reading BUT the ‘whole word approach’ and ‘real books’ are also needed for a balanced way to teach reading. Of course, some children and adults learn using different approaches, for example ‘auditory’ versus ‘visual’.

Phonics - CVC Words

Our Pocket CVC Words use both approaches. There are 32 hand painted images with corresponding words displayed below each image. The background of each image is colour coded to the medial vowel sounds, so ‘i’ is pink, ‘o’ is yellow etc. The medial vowel of each word is also displayed in this colour.

The cards are scored so that they can be folded back with ease. Each letter of the word can also be displayed separately, as the cards are slit so that each letter will fold back independently. Thus questions can be posed such as, ‘What does the word ‘pig’ end in?’ Which sound will we find in the middle of ‘sun’ etc.

Being able to de-code ‘CVC’ words at speed is essential, and once children have this skill, they are able to move on to further, more complicated decoding exercises.

Phonics - CVC Words with Balloons, plus Number Bonds to 10 and 20 on the reverse.

Our Bonds & Balloons show a clown holding colour coded balloons with CVC words on each. ‘Speed Read’ these  CVC words and see how fast your child can decode.

Vowels

Vowels are incredibly difficult for some children to get to grips with, especially with children whose first language is not English. The ‘i’ and ‘u’ are often confused and renamed ‘y’. Similarly the ‘i’ and ‘e’ leads to difficulty in differentiation.

A Kinaeshethic Approach

One simple and very effective way is to focus on MOUTH POSITION and a kinaeshethic approach where children ‘do’ something and have direction for helping to identify and remember the sound.

• Thus ‘a’ is picking up an apple, polishing it on their clothes ready to eat, and say, a, a, a, and pretend to bite the apple.
• For ‘e’ you draw a large ‘e’ and draw teeth on the inside of the ‘e’ and talk about showing your teeth to the dentist and everybody goes e, e, e, e.
• For ‘i’ all the children stand up as if having their photograph taken and everybody goes i, i, i with a big smile on their face – so that the mouth is in the correct position.  Drawing the ‘i’ with a smile on the dot reinforces this.
• Making an ‘o,’ sound they are able to go o, o, o,  and pop their cheek with their finger JUST ONCE. (Of course they will do it lots more.)
• Lastly, ‘u’, ‘u’, ‘u’ and look miserable as they have an ‘u’ feeling, upset tummy, etc. and may need a bucket – the ‘u shape is drawn like a bucket, in case they are going to be sick.

Repeat these sounds and mouth positions a few time, and roll them into a chant:

• a, e i, o u, and keep repeating this as you children follow you in ‘conga’ line out to play.
• They love it and will remember vowels and have the correct mouth position after one lesson.

Yet another fantastic product from Sweet Counter! Bits of Pizza – Bizza Pizza

Bits of Pizza or Bizza Pizza as we call them, will be a favourite with all children and teachers when they realise that equivalent fractions can be taught with ease.

Sweet Counter were the first company (fifteen years ago now) to produce a resource that taught fractions using Pizzas, Pies and Puds. Fractions had always been displayed as coloured rods that were cut into 2, 3, 4, 5, 6 etc and coloured to show the fraction. Yawn, Yawn! What relevance does a wooden or plastic rod have to a child? Pizza however makes all children pay attention.

Flip Flap Fractions to teach equivalent fractions

Flip Flap Fractions
are not only a Pizza, (⅕ and 10ths) but a lemon tart (⅓ and ⅙), cherry ice (⅛ and ¼), and a lattice tart (¼ and ⅛). The vinyl discs have a slit so you can fold a tenth and flip over to see the remainder – nine 10ths.

It is still going strong today, but Bizza Pizza takes the concept of fractions further, and concentrates on the area of ‘equivalent fractions’.

Bizza Pizza are 24 whole pizzas each divided into various different slices to visually illustrate equivalent fractions.

These eight double laminated card pizzas have either 16, 12, or 10 olives on them and thus the ‘fraction families’ of 16th, ⅛, ¼ and ½, or ⅕ and 10th or 12th, ⅙ and ⅓ can be seen.

The crux of the set is, that the pizzas are double sided and the equivalent fraction can be seen on the reverse side.

The set is designed so the pieces can be cut out and arranged to show the ‘equivalent’ fraction. Cut out two of the 16ths and turn over and you will see an ⅛. Cut out the ⅕ and turn over and you will see the two 10ths. The double laminated surface means that pieces can be written on with ‘write on and wipe off’ pens, but also indelible pen, so that the ⅖ can be seen at a glance and identified with ease.

This set displays the all important teaching point:

THAT THE BIGGER THE FRACTION NUMBER THE SMALLER THE PIECE.

Encourage accurate cutting, as again the all important message with fractions is:

THE PIECES MUST BE OF EQUAL SIZE.

Every parent has at one time cut an apple etc. and asked if they want the big half?

Then there is the ⅓. This word ‘third’ I’ve ‘heard, means after second and before fourth? Aghhh!  Every teacher has at some time seen the ‘glazed eyes’ of confused children who do not understand this  important concept. YOU ARE ONLY DEALING WITH 1 AND BITS OF THAT ONE CUT UP they should stress. Bizza Pizza visualises this for child and teacher. It is adaptable and can form displays, games, and interest for those poor teachers and children facing ‘fraction fortnight’.

The set includes three sets of six pizzas and a photocopiable master workbook.

Another great product for boys (and of course girls too!) uses a very popular sport – FOOTBALL!  It is also one that lends itself to ‘real life’ maths situations.
For example: Chelsea 1 versus Manchester 5

1. How many goals were scored?
2. What was the difference in the scores?
3. How many players were on the pitch?
4. How many minutes were the teams playing?
5. How much extra time was played?

Footie Number Fact Cards concentrate on number facts to 10

Footie Number Facts to 10 - matching football kits

Footie Number Facts football shirt’s display numbers 0-10 and on their reverse the numbers also make 10. The matching colour coded football shorts similarly display 0-10.

Colour coded footballs are also included in the set. If the ball has 8 on one side there will be 2 on the reverse, and they will be the same colour as the 2 with 8 on the reverse.

• If the shirts and shorts are placed with the same number on the shirts as on the shorts, then ‘doubles’ are introduced.
• For older children what is the answer if the numbers are multiplied?

Footie Number Facts to 10 set includes photocopiable masters to support the cards and reinforce maths concepts. Photocopy them so children can ‘cut and stick’ and create the order of number, or a football chart for ‘more, less and difference’ or ‘data handling’.

THE CHILDREN BRING THESE PLAYERS ALIVE BY DRAWING THEIR OWN ACTION FIGURES. They can be fixed to card or paper with glue, blue tac or sellotape and the sum displayed but then peeled off for further use.

More on a new product called Dinosaurs which make number facts to 10, 20 and 30.

Making number fact families to 10, 20 and 30 with colour coded, family Dinosaurs.

Although aimed at boys, most girls will also be attracted to these colourful dinosaur families. The four blue Brachiosaurus members are clearly marked 1, 9, 11 and 19. Two face to the right and two to the left, so they can face each other and have a little chat about the ‘totals’ they make. The obvious conversation will be what their total is and this will be 10, 9 and 1 or 20, 19 and 1, or 30, 19 and 11.

The 6 Dinosaur Families each follow the same pattern, so:

• The Brachiosaurus family are numbers 1, 9, 11 and 19 and in blue.
• Stegosaurus family 2, 8, 18 and 12 in lime.
• Triceratops family 7, 3, 17 and 13 in orange.
• Velociraptor family 6, 4, 16 and 4 in green.
• Pterodactyl family 5, 15, 15 and 5 in purple.
• Tyrannosaurus family 10, 10, 20, and 0 in red.

Don’t stop at number addition facts.

Use as mental maths subtraction sums. Look at any two family numbers, and the little chat can be ‘what is their difference in value’? The 8 and the 2 will have a difference of 6. Continue with ‘8 will be 6 more than 2, and so 2 is 6 fewer than 8. This terminology catches so many children out, and adults even have to think. Following the Sweet Counter theme of visualisation, draw dinosaur eggs to illustrate these calculations. Draw link lines between the eggs, so that you can see how many more or fewer. You might even get a little ‘cross curriculum’ work about reptiles and eggs and other cold-blooded animals.

Now think of doubles.

You have done your double 6, 7, 8, 9, and children are comfortable with these answers. Look at the dinosaurs 9 and 19 and add the two numbers together. 9 add 9 = 18 ………. 28 will be the answer.  8 and 8 = 16 so 8 and 18 make 26 and so on.

Now any two dinosaurs can meet e.g. 14 and 3 and say the ‘total’ 17, ‘ difference’ 11, multiplication even, 42. With 18 and 2, you could even bring in division, but again visualisation – draw images to show 18 prehistoric plants, cave men etc. being eaten by 2 dinosaurs.

Multiplication, division, and visualisation….

Don’t forget the English confusion! Poor children. Make it a little more fun with these dinosaurs. All dinosaurs have their names written under the number, so even reading and spelling work can be brought in. How many more words can you think of starting with ‘pt’?

Dinosaurs – Number Fact Families to 10, 20 & 30. Price – cards only for £5 for limited period only.

Time – where does it go to??
The topic of time is a really hard concept for children to understand, and so here are a few suggestions that might make the topic more understandable and easier to teach.

Here we are in 2012 and the Olympics are around the corner. Why not use this as a calendar countdown. (It obviously ties in with your summer holiday also, but I think the parents may sense desperation if you had that up as a calendar countdown.)

Clock Visualisation

We now have a new free download to help teach time available from our website, Clock visualisation! On our download, we have all the different options, 5, 10, 15 etc, with 1, 2, 3 segments coloured. On the reverse side there is the number of minutes remaining, thus 5 segments coloured will have the number 35 on the reverse side.

This brings us to number bonds / facts to 60. I was asked for this at an exhibition, and I explained that we had facts to 6, 8, 10, 17, 20 and 100 but not 60. As soon as she mentioned that she was teaching ‘time’, it became obvious and really useful for all teachers to do. Children draw and colour a fun clock and the digits clearly displayed, e.g. 40 and so the number 20 is displayed on the reverse side.  As a mental maths activity, each child says the minutes ‘past’ and the other children have identify the minutes ‘to’ the hour.

Digital clocks are fun and easy to make with black paper and chalk. Cut out lots of black pieces of paper – about half of A4, but cut lengthways. Children do a fancy chalk pattern around the edge and two dots in the centre. They all must select a different time for their clocks e.g 14:30. Children can stand up ‘in order’ to arrange the times chosen. Use a master clock to make change the digit to 1 hour, 10 minutes or 1 minute more.

tick and tock - how to tell the time

Tick and Tock is our clock set with a 16 ‘colour shaded’ card clocks that act as templates for the numbers. (Tiny holes in the correct position.) The set contains a workbook with really useful worksheets e.g duration. It is currently on offer (£10 per pack plus VAT and P&P).

MATHS IS ALL AROUND US. It is not just in our maths class.

• Be a ‘digit detective’ and look for numbers on packets and tins, doors and numberplates. Use a magnifying glass.

• Look for patterns in number. The 0 to 9 digits repeat to infinity and beyond, but they all take turns in front.

• Watch out for reversals. 2379 are commonly reversed. If they had an eye, it would look as if they are walking backwards from the way we read and write. Always start at the TOP to write the number.

• Watch out for children writing 14 as 41. You say 4 first!!

• Look for the ‘message’ in the sum or the worksheet. E.g 8 + ? = 12

• The message of this sum, is ‘count on to make a number’. Draw 8 spots, then draw a line and draw MORE spots to make a total of 12. Counting on appears to be the simplest of concepts. It is not! Many children struggle to ‘count on’ in their heads without going back to the beginning. Walking up stairs is good for this, and jumping along the pavement. If they jump 5, they will not want to go back to count on 3 more. They must put the 5 in their heads and go 6, 7, 8.

• If they get something wrong, try not to say ‘NOoooo’ in a negative voice, but ‘nearly’ or ‘not quite’.

• Avoid negative attitudes wherever possible. ‘He won’t be any good at maths as I was hopeless at maths!!!!!’ It does not have to follow.

• Try to make it enjoyable. It does not have to be paper and pencil worksheets.

• Use colour to bring things alive. The Lotttonumbers shows the ‘units’ pattern with horizontal colour, and then turn over the card, and you can see the tens pattern with the ‘vertical’ colour coding. (Remember Zillions with the colour coding to 10. Blog Number Bonds and Place Value).

View the Assessment video below. Is your child making similar mistakes to Lucy?

We are now going to move away from the products, and look at a case study, a Year 3 child who considers her self ‘rubbish’ at maths.

Helping children with Maths – A Case Study

It is currently October and Lucy has just moved into the Juniors. SHE IS SUMMER BORN WITH A JUNE BIRTHDAY. Her mathematical concepts should be secure by this time, but many summer born children miss out on understanding concepts, after all, they are a year younger than many of the children in their class.

The Foundations of Mathematical Understanding

A concept is a ‘connection’ and all these connections build up the foundations of mathematical understanding. If the foundations are not secure children find it difficult to progress with confidence.

DON’T BLAME THE TEACHER. The best teacher will find it difficult to ‘reach’ and concentrate on the weaker maths group, or indeed stretch the stronger pupils as well as draw out the potential of the ‘average’ pupil.

A cry from many parents is “HE/SHE WON’T LISTEN TO ME!” “IT WAS DIFFERENT IN MY DAY” Basic concepts remain the same! The emphasis is ‘understanding’ rather than ‘rote’ learning. If they do not enjoy working with you as a parent, you do NOT have to do pencil and paper worksheets. Just walking to school has odd and even numbers on doorways, number plates to add digits at speed, shop windows advertising prices and discounts. As you will see, a big emphasis is ‘real maths’, ‘using and applying’ as it is termed.

Useful Tips to Help Children Understand Maths

Over a number of sessions we will identify many of the different concepts that children have to know and understand during Key Stage 1. You will see snippets of Lucy and I working together and using the Sweet Counter resources. The first session we used Zillions, Lady Bugs and Road Signs.

Take a look and follow Lucy on her maths journey.

Here is another great product to teach facts to 10. Teachers will know that you have to do the same thing in different ways before it sinks in and those eyes light up with understanding. This product also has another important aspect, and that is ‘counting on’ to make 10.

Number Facts and Bonds to 10 - Lady Bugs

On one side of the Lady Bug you have the number and word but no dots. On the reverse side you have the spots that make 10. Thus 4 has 6 spots on the reverse side, and 7 has 3 spots. For young children you may just use the ‘spot side’ and count the dots and put the cards in a row to show that ‘when we count – we make 1 more’.

Young children can find a friend for the Lady Bug. If you have 6 as a number, you will be able to find a separate card that has 6 spots on it. (This card will have 4 on the front.) You can then see spots and number at the same time.

Counting On and how many more make 10

Once children are familiar with the cards, they should be confident with ‘counting on’ to make 10, and they will be self correcting by looking on the reverse side. As they become more confident they should be able to pick up any card and instantly ‘kow’ the number of spots on the reverse side. Alternatively, they may count the spots and instantly know the number on the front.

Lady Bugs - number facts and number bonds to 10

Girls will also probably notice the ‘ruby lips’ of 6 are the same as 4, 6 matches 4 etc.

For more information on this product click on the product image.

This is the product to make 10 that emphasizes the ‘patterns’ of making 10.

“I wish they knew their number bonds” is a regular cry from teachers. With these Kissy Fishy cards, apply named Wish Fish, they soon will.

Children think there are lots of sums to learn to make 10, but they can usually remember 9,1 and 10, 0 and 5, 5 with ease. They only have to remember 6,7,8 and their ‘friend’. If you place the fish vertically so they show 10,9,8,7,6, and 5 they will then see the 5,4,3,2,1,0 pattern on the other side. The fishy pairs face each other as if kissing.

They also have to realize that 6 and 4 will give the same answer as 4 and 6. There will be no change to the answer.  (Just as if Chloe and Sarah take the register to the office and swap sides and walk back as Sarah and Chloe, there is no actual change.)

Fun visual Number Patterns simplify learning Number Facts & Bonds to 10

Playing Pairs Games is the main game to play with these cards. Place one set of cards face down and one player picks up two cards. If they are not a pair, they put them back on the table face down. If they are a pair, they look at the numbers e.g. 6 and 4 and place them at their side. (Kissing noise usually accompanies this especially if girls playing.)

They continue until all pairs are allocated and the winner is the one with most pairs. For the next game add another full set of fish and finish with the full 36.

Always remember to emphasise the pattern of numbers. Patterns run through every aspect of mathematics.

For more information on this product click on the product image.

The Plus Bus was followed by Jumbo Jets and Busy Boats.

Jumbo Jets - number facts to 8

The Jumbo Jets has eight windows on each of its 4 colourful, double sided planes. Children will count the 5 passengers, 1,2,3,4,5 and naturally write 6,7,8 in the blank windows, thus ‘counting on.’ Again you can ‘write on and wipe off’ using dry wipe pens. One has the windows cut out so forming a Jumbo Jet template. Each child can draw their own jet, complete their choice of the number of passengers and write the sum. Where is their jet going to?

Busy Boats - number facts to 10

The Busy Boat has ten windows to teach the all important bonds / facts to 10. There are three inserts and as they are double sided, they show the 6 permutations to make 10.

Again the emphasis is visualisation and maths stories using real situations and linking these to fast number bond recognition with UNDERSTANDING!

For more information on these products click on the product images.