Issuu on Google+

pl e Sa m g in ew Vi

Written by

Amelia Ruscoe Other titles by Amelia Ruscoe Crafty Themes Ages 4 - 7 0778

0777C www.prim-ed.com


pl e Sa m g in ew Vi Prim-Ed Publishing www.prim-ed.com

ii

Crafty Ideas A – Z


Foreword Crafty Ideas A – Z provides lower primary teachers with a collection of craft activities and ideas to enhance the teaching of initial sounds. These activities have been designed specifically for pupils in their first year of formal schooling and provide them with the opportunity to develop fine motor skills in conjunction with learning sound-symbol relationships. To consolidate knowledge of initial sounds, a desk mat featuring each of the craft characters has been included, providing pupils with a personal reference as they make their transition into early writing.

pl e

Each letter of the alphabet is supported with teachers notes outlining resources and giving step-bystep instructions for the completion of the craft project, as well as ideas for classroom displays, reference teaching points and a list of age-appropriate consolidation activities. The other title in this series is:

Sa m

Crafty Themes

Contents

Teachers notes ............................ iv – v Resource list ..................................... vi

g

Pupil desk mat ................................ vii

Curriculum links............................... viii

in

Flashcards ................................ ix – xiii

Nosy neighbour ...................... 28 – 29

Bubble bug................................. 4 – 5

Otter singing opera ................ 30 – 31

Colourful cactus .......................... 6 – 7

Panda in pyjamas .................... 32 – 33

Disco dog ................................... 8 – 9

Quail on a quilt ....................... 34 – 35

Electric engine ........................ 10 – 11

Rattling rocket ......................... 36 – 37

ew

Ants on an anthill ........................ 2 – 3

Sailors in a submarine ............. 38 – 39

Giggling gecko ........................ 14 – 15

Ten tiny tadpoles .................... 40 – 41

Hairy hamster .......................... 16 – 17

Upside down ......................... 42 – 43

Inchworm igloo ...................... 18 – 19

Vegetables in a van ................ 44 – 45

Jazzy jewels ........................... 20 – 21

Wig on a walrus ...................... 46 – 47

Kung-fu kitten .......................... 22 – 23

X-ray box ................................ 48 – 49

Lucky lantern ........................... 24 – 25

Yummy yoghurt ....................... 50 – 51

Mail in the mailbag ................. 26 – 27

Zigzag zap! ............................. 52 – 53

Vi

Feely fish ................................. 12 – 13

Prim-Ed Publishing www.prim-ed.com

iii

Crafty Ideas A – Z


Teachers notes Crafty Ideas A – Z has been designed to help pupils learn the letters of the alphabet through visual, auditory and tactile experiences. Each letter combines a hands-on craft activity with a miniature character icon found on the pupil desk mat (see page vii). Through the use of visual stimulus and the repetition of simple rhymes, pupils will come to associate each letter symbol with the sound or sounds it makes. To ensure a holistic learning experience for pupils, and to save teachers’ time, teaching points and cross-curricular ideas for each letter have been provided on a teacher information page. Resources for each craft activity are listed so that teachers can prepare ahead of time. The resources used are simple, require minimal preparation and can be found among any lower primary classroom’s resources. A list of appropriate resources can be found on page vi.

pl e

Sa m g

Suggestions have been provided to help teachers create an attractive and stimulating visual class display for each letter. These displays are designed to use only resources which are readily available to teachers. Each display can be constructed with minimum effort to give maximum appeal.

in

Step-by-step instructions for each craft activity ensure each task is completed successfully and in a practical sequence, helping teachers maintain a controlled working environment with pupils. The pupils will experience most success when craft activities are modelled for them in a step-by-step manner. Some craft activities may require adult helpers to secure difficult sections of the work.

A simple repetitive rhyme which can be sung to the tune ‘Skip to my loo’ accompanies each letter. This rhyme should be sung each day while the letter is being taught and revisited regularly to assist pupils to associate each letter symbol to its sound.

ew

Teaching points include: • a quick-reference word list for each letter, • exceptions to sound-symbol rules to draw pupils’ attention to if appropriate, • sight words which can be introduced in conjunction with some sounds, • ideas for encouraging pupils to attempt phonetic ‘sounding out’ of words and sight word recognition.

Vi

A list of age-appropriate cross-curricular activities assists teachers in planning and teaching learning experiences to consolidate pupil knowledge of sounds. The activities focus primarily on encouraging early oral language skill development in a fun and practical way.

It is recommended that the craft activities be enlarged to make it easier for young children to succeed in completing the fine motor elements. The sturdiness of the craft produced will be improved if it is first copied or glued onto light card. In some cases, coloured card can be used to add to the appearance of the finished craft. All the activities in this book have been designed for use as copymasters. However, the pupils could use painting techniques to cover a sheet of A3 art paper and the copymaster then used as a template to trace the shape onto the art paper after it has dried. Features and extra lines may be added once the shape is cut out.

Crafty Ideas A – Z

iv

Prim-Ed Publishing www.prim-ed.com


Teachers notes

Each craft activity has been designed with easy cutting lines, simple folding and gluing tasks and opportunities for developing fine motor skills, including the use of pencils and crayons. In most cases, the craft constructed can be incorporated into a class display and later taken home by the pupils when the display is dismantled.

pl e

Pupils can trace the letters provided while singing the associated rhyme. Pupils can also be encouraged to find the letter symbol in text displayed around the room and to listen for the sound it makes in the word where possible.

Sa m

A cutting line has been included below the title on each pupil page to allow the title to be glued into a sound book or scrapbook.

A place has been left for a pupil name to be written. This will not only mark the pupil’s desk but also be a reference as he/she learns to write his/her own name.

g

A desk mat with each of the craft characters has been included. The desk mat can be photocopied for each pupil and attached to their desks. Teachers should draw attention to the mat as each letter is introduced, singing the accompanying rhyme with the pupils and encouraging them to point to the correct letter for each rhyme. The mat also provides the pupil with a reference of sounds to use as they make the transition to writing.

Vi

ew

in

Numbers from 0 – 9 are included with fingerprint marks to encourage pupils to point to each number as they count, encouraging one-to-one correspondence.

Prim-Ed Publishing www.prim-ed.com

Flashcards of each letter sound and their corresponding character have been included. These flashcards can be photocopied and used to consolidate pupils’ recognition of each sound, as a resource for playing initial sound games and for sequencing alphabetically. Alternatively, these pages could be reduced in size and reproduced to make individual sound booklets, or could be used to create a personal dictionary of new words for the pupils to refer to during writing activities.

v

Crafty Ideas A – Z


Resource list To ensure craft lessons run smoothly, it is essential to prepare resources beforehand. The list below is a compilation of the additional basic craft resources required to complete the activities in this book. • tissue paper

• sandpaper

• cellophane

• coloured card

• coloured paper

• coloured pencils

• coloured crayons

• shredded coconut

• crepe paper

• drawing paper

• dirt or sand

• PVA glue

• glitter

• newspapers

• photocopiable card

• paint brushes

• scissors

• split pins

• stapler

• string

• felt-tip pens

• writing pencils

• wool

• polystyrene balls

• fabric scraps

• cotton wool balls

• gold and silver crayons

• hole punch

• uncooked rice

• silver and gold paint

• black paper

pl e

• aluminium foil

• heavy cardboard • paint

Sa m

• sequins

Vi

ew

in

g

• sticky tape

Crafty Ideas A – Z

vi

Prim-Ed Publishing www.prim-ed.com


Vi

ew

in

g

Sa m

pl e

Desk mat

Prim-Ed Publishing www.prim-ed.com

vii

Crafty Ideas A – Z


Curriculum links Country Subject England

Literacy

Strand/Unit

Level

Word 2

Yr R

Curriculum objectives • hear and identify initial sounds in words • read letters that represent the sounds a-z • write each letter in response to each sound a-z • sound and name each letter of the alphabet in lower and upper case

Word 6

Yr R

• read on sight high frequency words

Reading Writing

KS 1

pl e

English

Yr R

• build up a sight vocabulary

Sa m

Northern Ireland

Word 3

KS 1

• use the conventional ways of forming letter shapes in upper and lower case • make use of the names of the letters of the alphabet

English

Receptiveness (Reading)

Infants

Infants

• build up a sight vocabulary of common words

Competence (Reading)

Infants

• learn to form and name individual letters

Writing (Spelling)

Level A

ew

Wales

English

English

• learn to recognise and name the letters of the alphabet

Competence (Writing)

Vi

Scotland

• play with language to develop an awareness of sounds

in

g

Republic of Ireland

• develop an interest in words – how they sound • build up a bank of the most commonly used words

Reading (2. Skills)

KS 1

• know the sounds and names of the alphabet • identify initial sounds in words • develop sight vocabulary

Writing (2. Skills)

Crafty Ideas A – Z

KS 1

viii

• write each letter of the alphabet

Prim-Ed Publishing www.prim-ed.com


Vi

ew

in

g

Sa m

pl e

Flashcards

Prim-Ed Publishing www.prim-ed.com

ix

Crafty Ideas A – Z


Vi

ew

in

g

Sa m

pl e

Flashcards

Crafty Ideas A – Z

x

Prim-Ed Publishing www.prim-ed.com


Vi

ew

in

g

Sa m

pl e

Flashcards

Prim-Ed Publishing www.prim-ed.com

xi

Crafty Ideas A – Z


Vi

ew

in

g

Sa m

pl e

Flashcards

Crafty Ideas A – Z

xii

Prim-Ed Publishing www.prim-ed.com


Vi

ew

in

g

Sa m

pl e

Flashcards

Prim-Ed Publishing www.prim-ed.com

xiii

Crafty Ideas A – Z


Ants on an anthill a a a Ants on an anthill a a a Ants on an anthill a a a Sing it all together

Ants on an anthill Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour each section of the ant template, including the ‘feet’.

• glue

2. Cut along the dotted lines.

• six coloured paper strips per pupil: 1.5 cm wide and 10 cm long

3. Fold along the fold lines between the head and thorax and thorax and abdomen so that the folded paper points downward.

pl e

Resources

4. Fold six coloured paper strips in half. The folded point will point upward to become the knee joints of the legs. Alternatively, pupils may fanfold the legs to reinforce this skill.

Sa m

5. Glue each leg between a tab at the thorax and a foot, to complete the ant.

Display idea

g

Use a sponge to apply light brown paint to a light green or yellow background in the shape of a large mound to create an anthill. Ensure all pupils’ ants are named and fix them to the ‘anthill’. For additional effect and fun, have some of the ants performing acrobatic antics on the anthill. Label all parts of the display with appropriate ‘a’ words. Title the display, ‘Ants on an anthill a a a’.

Teaching points

in

• Introduce ‘a’ by finding or drawing pictures of words beginning with a short ‘a’ sound. Suggestions: alligator, acrobat, adult, alphabet, ambulance, anaconda, anchor, avocado, axe, animal, ankle, ant, antenna, apple.

ew

• Use the indefinite article ‘an’ with words beginning with ‘a’ in texts displayed around the classroom and during directed writing lessons. • Introduce the sight words, ‘a’, ‘an’, ‘and’ and ‘at’. • Encourage the pupils to find these sight words in texts read as a whole class, in texts displayed around the room and in texts they read during independent reading. • Encourage pupils to find the small word ‘at’ inside bigger words, such as ‘cat’.

Vi

• Consolidate the pupils’ knowledge of ‘a’ sounds in the following ways: – Have pupils act like apes, ants or alligators. – Give special ‘a’ awards.

– Eat apples and ‘ants on alligators’. (Combine cream cheese and peanut butter, spread inside short celery sticks and dot with raisins.) – Have pupils find out and learn their address. – Have pupils role-play an accident, calling an ambulance and being treated by an ambulance officer.

Crafty Ideas A – Z

2

Prim-Ed Publishing www.prim-ed.com


aaa

Vi

ew

in

g

Sa m

pl e

Ants on an anthill

Prim-Ed Publishing www.prim-ed.com

3

Crafty Ideas A – Z


Bubble Bubble Bubble Sing it

Bubble bug

bug b b b bug b b b bug b b b all together

Resources

Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons or paint and brushes

1. Colour or paint the bubble bug and the strip of paper which will become its proboscis.

• PVA glue

2. Cut along the dotted lines.

• small polystyrene balls to glue onto spots to make ‘bubbles’

pl e

3. Wind the paper strip around a pencil tightly so that it will curl when released.

4. Attach the curled paper strip to the tab at the bubble bug’s mouth to make the proboscis.

Sa m

5. Using PVA glue, attach a polystyrene ball to each of the spots on the bubble bug’s back to give the bug its ‘bubbly’ appearance.

Display idea

g

Find a section of the classroom wall about 1 metre wide which stretches from the floor to the ceiling. Cover with yellow paper. Use a 10 cm foam paint roller and green paint to roll lengths of ‘bamboo’ from floor to ceiling. At various intervals, add ‘joints’ to the bamboo. Make sure pupils have named their bubble bugs and attach them to the bamboo. Title the display ‘Bubble bugs on bamboo b b b’.

Teaching points

in

• Introduce ‘b’ by finding or drawing pictures of words beginning with ‘b’. Suggestions: baby, bag, ball, ballerina, balloon, banana, banjo, basket, bat, bath, beach, bead, bear, bed, bee, beetle, berry, bike, bikinis, bird, boat, bone, book, bottle, box, boy, bucket, button.

ew

• Introduce the sight words, ‘by’ and ‘big’.

• Encourage the pupils to find these sight words on the covers of texts read as a whole class and on the covers of texts they read during independent reading, and to identify the author or illustrator. • When writing a joint class big book, add who the individual pages (or book) were written ‘by’.

Vi

• Consolidate the pupils’ knowledge of ‘b’ as an initial sound in the following ways: – Use a bell to signal starting and stopping times in a game of ‘statues’. – Write a class book about bubble bugs, buzzing bumblebees and a big beetle who bullies them. – Practise keeping the beat to familiar songs by shaking beans in bottles. – Blow up balloons, eat bananas, balance balls and thread beads. – Role-play bathing a baby, giving it a bottle, burping it, using a bib and putting it to bed. – Have pupils follow directions which incorporate the positional terms behind, below, beside and between. – Investigate bones in the body.

Crafty Ideas A – Z

4

Prim-Ed Publishing www.prim-ed.com


b b b

Vi

ew

in

g

Sa m

pl e

Bubble bug

Prim-Ed Publishing www.prim-ed.com

5

Crafty Ideas A – Z


Colourful cactus c c c Colourful cactus c c c Colourful cactus c c c Sing it all together

Colourful cactus Instructions

Resources

For the best results, enlarge and copy onto lightweight card.

• scissors

1. Colour the cactus green and the fan-shaped flowers in bright colours such as hot pink, red and yellow.

• crayons • writing pencil

2. Draw a line from each dot on the cactus plant to the dotted cutting line using a dark coloured or lead pencil to make cactus spikes.

pl e

• glue or sticky tape

3. Cut along the dotted lines, including the lines in the fan-shaped flowers.

4. Fold each of the flower petals alternately backward or forward to give a three-dimensional effect.

Sa m

5. Create a stand for the cactus by folding the base of the cactus into a cylinder shape and fastening with glue or sticky tape.

Display idea

Teaching points

in

g

Cover a small table with sandy coloured fabric or paper. Place the table against a wall and paint a simple canyon (use pencil first to draw steep jagged mountain sides framing a sandy creek). Paint or make a collage of a large sun to give the impression of dryness. Attach each of the pupils’ cactuses to the table top using sticky tape to hold the stands in place. Add other ‘c’ things to the scene, such as a canoe on the creek, a cave, a cockatoo, camels made from toilet roll cylinders with plasticine humps and toothpick legs, or a camping ground (perhaps one with a caravan).

ew

• Introduce the ‘hard c’ sound by finding or drawing pictures of words beginning with ‘c’. Suggestions: cabbage, cabin, cage, cake, cow and calf, camel, camera, canary, candle, cap, cape, car, card, carrot, cartoon, castle, cat, caterpillar, cauliflower, computer, coat, cob of corn, coconut, cocoon, coin, comb, comet, cork, cube, cup, curtains. • Introduce the sight words ‘cat’, ‘can’ and ‘come’.

Vi

• Encourage the pupils to find these sight words beginning with ‘c’ in texts read as a whole class, in texts displayed around the room and in texts they read during independent reading. • Consolidate the pupils’ knowledge of the ‘hard c’ sound in the following ways: – Role-play being a cook in a cafe, cooking carrots, cabbage, cauliflower, coconut and corn with coffee, candy, caramel cake and custard for desert. – Wear or make costumes with capes. – Provide a variety of ‘c’ things with different textures for pupils to feel, such as canvas, carpet, cotton and cork. – Have the pupils act out a short teacher-directed play about a captain of a ship carrying a cargo of ‘c’ things to a castle. – Count, burn a candle, draw curly and curvy lines, look at cones and cubes, play cards and visit the school canteen.

Crafty Ideas A – Z

6

Prim-Ed Publishing www.prim-ed.com


c c c

Vi

ew

in

g

Sa m

pl e

Colourful cactus

Prim-Ed Publishing www.prim-ed.com

7

Crafty Ideas A – Z


Disco dog d d d Disco dog d d d Disco dog d d d Sing it all together

Disco dog Instructions

Resources

For the best results, enlarge and copy onto lightweight card.

• scissors

1. Colour each section of the Disco dog.

• crayons

2. Glue pre-prepared diamonds onto diamond outlines on the trousers.

• PVA glue or sticky tape

3. Cut out each part of the template along the dotted lines.

• stapler

pl e

4. Roll each leg into a cone shape and use sticky tape or PVA glue to fasten.

• diamond shaped coloured paper pieces. To make, rule diagonal lines across a coloured paper square in opposite directions to create diamond shapes and cut out prior to activity.

5. Staple the cone shaped legs to either side of the Disco dog’s shirt at the staple marks.

Sa m

Alternative: Staple legs on vertically or use split pins to allow the legs to swing from side to side.

Display idea

Teaching points

in

g

Have the pupils finger paint a large sheet of paper using yellow and blue paint. As they mix the colours, various shades of green will be created. When dry, cut grass shapes from the paper and fix to a long blue strip of paper to create a frieze running at ground level—underneath a whiteboard is ideal. Ensure the pupils’ names are on their Disco dogs and attach them to the strip. Have the pupils make daisies using green coloured straws as stems and a white circle, approximately 10 cm in diameter, with petals created by cutting slits towards the centre at equal intervals. A piece of scrunched yellow crepe paper could be used to make the flower centre. Title the frieze, ‘Disco dogs dancing in the daisies’.

ew

• Introduce ‘d’ by finding or drawing pictures of words beginning with a ‘d’ sound. Suggestions: dad, daffodil, daisy, dart, date, denim, dentist, desert, dessert, desk, diamond, dictionary, dice, dirt, dish, doctor, dog, doll, dolphin, domino, donkey, dove, duck. • Introduce the sight words, ‘do’, ‘dad’, ‘day’ and ‘dog’.

Vi

• Encourage the pupils to find these sight words in texts read as a whole class, in texts displayed around the room and in texts they read during independent reading. • Encourage pupils to find the small word ‘do’ inside bigger words, such as ‘dog’. • Consolidate the pupils’ knowledge of the ‘d’ sound in the following ways: – Write a letter to Dad beginning with ‘Dear Dad’ and including ‘d’ words such as dance, down, do or dog. – Begin or continue a ‘daily diary’ with each entry beginning with ‘Dear Diary’. – Draw a diagram of a duck or a dolphin. – Draw doodles using dots, dashes and diagonal lines. – Role-play being doctors, dentists or detectives. – Hold a disco dance where the pupils can wear denim – Play dominos, make a class duty poster, learn the days of the week and eat dessert.

Crafty Ideas A – Z

8

Prim-Ed Publishing www.prim-ed.com


ddd

Vi

ew

in

g

Sa m

pl e

Disco dog

Prim-Ed Publishing www.prim-ed.com

9

Crafty Ideas A – Z


Electric engine e e e Electric engine e e e Electric engine e e e Sing it all together

Electric engine Resources

Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour all the circles blue and all the triangles red.

• PVA glue

2. Cut along the dotted lines, including the dotted lines around the lightning bolt, to create a window.

pl e

• sticky tape

3. Use sticky tape to fasten cellophane behind the engine to cover the lightning bolt-shaped window.

• aluminium foil cut into rectangles to fit the spaces on the engine

4. Glue aluminium foil rectangles to the matching rectangles on the engine. (They have been shaded.)

• yellow cellophane cut into rectangles larger than the lightning bolt

Sa m

5. Colour the remaining areas in colours of your choice.

Display idea

g

The engine has been designed to fit end to end with identical copies, creating a long continuous engine which can be made into a frieze along the classroom windows. If you wish, add a track by sponging grey paint mixed with detergent (for easy removal) on the windows. At the left-hand end of the engine, draw or make a collage of a large arrow pointing into the first engine and label ‘Entry’. At the end of the engine add an arrow saying ‘Exit’. Title the display ‘Electric engine e e e’.

in

Teaching points

• Introduce ‘e’ by finding or drawing pictures of words beginning with the short ‘e’ sound. Suggestions: edge, echo, egg, elbow, elephant, engine, end, entry, exit, explosion.

ew

• Use the indefinite article ‘an’ with words beginning with ‘e’ in texts displayed around the classroom and during directed writing lessons. • Consolidate the pupils’ knowledge of ‘e’ as an initial sound in the following ways: – Make a display of different types of eggs and decorated eggs.

Vi

– Role-play an exciting escape.

– Label a body showing elbows. – Set up a small display of various vessels with a label, ‘Every one is empty’. – Draw attention to the end of a story or the school day.

Crafty Ideas A – Z

10

Prim-Ed Publishing www.prim-ed.com


e e e

Vi

ew

in

g

Sa m

pl e

Electric engine

Prim-Ed Publishing www.prim-ed.com

11

Crafty Ideas A – Z


Feely fish f f f Feely fish f f f Feely fish f f f Sing it all together

Feely fish Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• coloured pencils

1. Colour all parts of the fish using coloured pencils.

• PVA glue

2. Cut out along the outside dotted line to make the fish shape.

• materials with a variety of textures that can be made into the fish scales; e.g. fabrics such as velvet, felt, hessian, satin, taffeta, coloured paper scraps, sandpaper, cellophane, tissue paper, crepe paper, aluminium foil, eggshell, sand

3. Cut along the dotted lines in the fins and tail. Ruffle or curl the paper fins and tail.

pl e

Resources

4. Cut textured materials into pieces small enough to be made into a collage in each scale, or glue on collage materials such as sand or eggshell.

Sa m

5. Use collage to create a different texture in each scale.

Display idea

Teaching points

in

g

Push tables together and cover with blue fabric or paper to create an effect of water. Use a cardboard cylinder with plasticine at the bottom to form the base of a fountain. Roll a large sheet of blue paper and make cuts three-quarters of the way down the tube at even intervals. Insert the uncut end of the paper tube into the cardboard cylinder and allow the cut end to fall into a ‘fountain’. Ensure pupils’ fish are named and place them in the fountain to create a ‘feely’ table. Label the display with words such as fuzzy, furry, fabric, feathery, felt, fin, fish, foil, folds. Title the display, ‘Feely fish in a fountain’.

ew

• Introduce ‘f’ by finding or drawing pictures of words beginning with ‘f’. Suggestions: face, factory, fairy, family, fork, farm, four, five, fossil, fox, furniture, fair, father, feather, feelers, feet, fence, fish, football, foal, finger, fete. • Introduce the sight word ‘for’.

• Encourage the pupils to find the sight word ‘for’ in texts read as a whole class, displayed around the room and in texts they read during independent reading’. • Consolidate the pupils’ knowledge of the ‘f’ sound in the following ways:

Vi

– Read fables and fairytales.

– Add labels to a body shape, including face, feet and fingers. – Draw a family. Talk about fathers. – Role-play being a farmer on a farm feeding a feathered fowl or fertilising a field. – Hold a race with a finish line and see who comes first, fourth and fifth. – Make a graph of favourite things. – Fold paper, play follow the leader, eat fudge or figs.

Crafty Ideas A – Z

12

Prim-Ed Publishing www.prim-ed.com


f f f

Vi

ew

in

g

Sa m

pl e

Feely fish

Prim-Ed Publishing www.prim-ed.com

13

Crafty Ideas A – Z


Giggling gecko g g g Giggling gecko g g g Giggling gecko g g g Sing it all together

Giggling gecko Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• green and gold (yellow is fine) crayons

1. Colour the gecko template using greens and yellows or ‘green and gold’ and glue the triangles in the appropriate place.

• cotton wool balls

2. Cut along the dotted line.

• small circles of black paper

3. Fold at the corner of the gecko’s mouth and also along the fold lines on the torso so that the gecko’s body becomes threedimensional. The pupils may require assistance forming and fastening the body of the gecko.

pl e

Resources

• PVA glue or sticky tape • small coloured paper triangles

4. Glue the opposite end of the mouth in place on the shaded area.

Sa m

5. Glue a cotton wool ball to each eye and add a small circle of black paper to each cotton wool ball to make pupils.

Display idea

g

Prepare a wall display area with green paper. Allow the pupils to find leaves, flowers and twigs which have fallen from trees and bushes and glue them to the green background randomly. Ensure that all pupils’ geckos are named and fasten them to the display by stapling the feet, allowing the body to take on a three-dimensional effect. Title the frieze, ‘Giggling geckos with googly eyes living in our garden’.

Teaching points

in

• Introduce ‘g’ by finding or drawing pictures of words beginning with a hard ‘g’ sound. Suggestions: galaxy, game, garage, garbage, garden, gecko, gift, golf, Goldilocks, gold, goggles, goblin, goat, girl, gorilla, gown, gum, guitar. • Introduce the sight words, ‘get’ and ‘go’.

ew

• Encourage the pupils to find these sight words in texts read as a whole class, in texts displayed around the room and in texts they read during independent reading. • Encourage pupils to find the small word ‘go’ inside bigger words, such as ‘got’. • Consolidate the pupils’ knowledge of the ‘g’ sound in the following ways:

Vi

– Play games like ‘Simon Says’ where pupils perform ‘g’ actions such as galloping, giggling, golfing, gurgling, gulping and guitar playing. – Hold a gift-giving day.

– Invite a guest to talk about gardening. – Read and act out the story of ‘Goldilocks and the Three Bears’.

Crafty Ideas A – Z

14

Prim-Ed Publishing www.prim-ed.com


ggg

Vi

ew

in

g

Sa m

pl e

Giggling gecko

Prim-Ed Publishing www.prim-ed.com

15

Crafty Ideas A – Z


Hairy hamster h h h Hairy hamster h h h Hairy hamster h h h Sing it all together

Hairy hamster Instructions

Resources

For the best results, enlarge and copy onto lightweight card.

• scissors

1. Colour each section of the hamster template using suitable ‘fur’ colours.

• glue

2. Cut along the outside dotted line.

• lengths of grey, white, yellow, black and brown wool, approximately 20 cm long.

3. Fold the hamster body along the fold lines.

pl e

• crayons

4. Glue the lengths of wool onto the shaded section of the hamster’s body, so the wool hangs down either side of the body.

Sa m

5. Glue the tabs on the hamster’s head to the marked spaces on the hamster’s body. The pupils may require assistance forming and fastening the body of the hamster. 6. Fold the hamster’s paws outwards to help support the body in a standing position.

Display idea

g

Make a hutch for the hamsters using a large empty cardboard box. Cut out windows from the sides of the ‘hutch’ and cover with a mesh such as fishing net, chain wire or string knotted in a grid pattern. Cover the bottom of the hutch with hay and allow pupils to place their named hamsters. Encourage the pupils to give their hamsters a name that starts with ‘h’. Title the display ‘Our hairy hamsters have hay in their hutch’.

in

Teaching points

• Introduce ‘h’ by finding or drawing pictures of words beginning with ‘h’. Suggestions: hail, hair, half, hamburger, hammer, hamster, hand, handkerchief, harmonica, harp, hat, hawk, heart, hedgehog, helicopter, hen, herbs, hill, hippopotamus, holly, house, honey, hive, horse, Humpty Dumpty.

ew

• Introduce the sight words ‘he’, ‘had’ and ‘have’.

• Encourage the pupils to find these sight words in texts read as a whole class, in texts displayed around the room and in texts they read during independent reading. • Write alliterative sentences using ‘h’; e.g. ‘Henry hamster hardly ever has hair on his head’. • Consolidate the pupils’ knowledge of ‘h’ as an initial sound in the following ways:

Vi

– Hold a crazy hat and hair day. Pupils can come with a heavenly or horrible ‘hairdo’. – Make healthy hamburgers to encourage pupils to be ‘heart smart’. – Play games with hula hoops. – Share hobbies or holiday stories. – Hold a ‘honeycomb hunt’. – Make a mini haunted house. – Role-play using a phone to call for help from home and being transported to hospital in helicopter.

Crafty Ideas A – Z

16

Prim-Ed Publishing www.prim-ed.com


h h h

Vi

ew

in

g

Sa m

pl e

Hairy hamster

Prim-Ed Publishing www.prim-ed.com

17

Crafty Ideas A – Z


Inchworms in the igloo i i i Inchworms in the igloo i i i Inchworms in the igloo i i i Sing it all together

Inchworm igloo Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• coloured pencils

1. Colour the inchworm figures.

• glue

2. Cut out along dotted lines of the inchworms.

• white or light blue paper

3. Place a second sheet of paper behind the igloo and cut along the dotted line to make two igloo shapes.

pl e

Resources

• stapler

4. Glue or staple the two shapes together along the left hand edge to form a card.

• shredded coconut

5. Glue the inchworms inside.

Sa m

6. Apply glue to the front of the igloo and add shredded coconut to it.

Display idea

Prepare a display wall by covering with dark blue or black fabric or paper to make an ‘ocean of ink’. Fasten the pupils’ named igloos to the wall randomly. Title the display, ‘Imagine ... inchworms in igloos floating on ink’.

g

Teaching points

in

• Introduce ‘i’ by finding or drawing pictures of words beginning with a short ‘i’ sound. Suggestions: igloo, ill, illustration, imp, inch, India, infant, ink, insect, instruments, invention. • Use the indefinite article ‘an’ with words beginning with ‘i’ in texts displayed around the classroom and during direct writing lessons. • Introduce the sight words ‘in’, ‘it’ and ‘is’.

ew

• Encourage the pupils to find these sight words in texts read as a whole class, in texts displayed around the room and in texts they read during independent reading. • Encourage the pupils to find the small words ‘in’, ‘it’ and ‘is’ inside bigger words such as ‘bin’, ‘sit’ or ‘his’.

Vi

• Consolidate the pupils’ knowledge of the ‘i’ sound in the following ways: – Encourage pupils to find the name of the illustrator on the cover of storybooks. Refer to pictures in children’s literature as illustrations. – Create and discuss an imaginary invention; e.g. an invention for making things invisible. – Provide a variety of instruments for the pupils to experiment and play with. – Write simple instructions to follow together as a whole class. – Have pupils imagine they are an insect. Interview the ‘insects’ to find out where they live and what they eat. – Write invitations. – Find out about India. Look at Indian clothes and taste Indian food.

Crafty Ideas A – Z

18

Prim-Ed Publishing www.prim-ed.com


i i i

Vi

ew

in

g

Sa m

pl e

Inchworm igloo

Prim-Ed Publishing www.prim-ed.com

19

Crafty Ideas A – Z


Jazzy jewels j j j Jazzy jewels j j j Jazzy jewels j j j Sing it all together

Jazzy jewels Resources

Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• gold and silver paint (white and yellow will suffice)

1. Paint/Colour the necklace, bracelet and ring strips in gold and silver. 2. Decorate the jewels by colouring brightly. Add glitter or sequins.

• paints or crayons in a variety of colours

pl e

3. Cut out the coloured jewels and strips along the dotted lines. 4. Glue the jewels along the length of each paper strip to decorate.

• glue

5. Glue the shaded tabs behind the opposite end of the bracelet and ring strips so that the loop created is big enough to be taken on and off by the pupil. (The pupils will require assistance to fasten bracelets and rings.)

• glitter or sequins • string or wool

Sa m

6. Make holes at the dots at either end of the necklace and attach a piece of string to each end so that it can be tied in place.

Display idea

in

Teaching points

g

Make a treasure chest using a cardboard box. Spraypaint the carton gold. Curve a ‘lid’ of stiff card into a half-cylinder shape. To hold this shape, tape semicircular cardboard shapes to either end of the lid. Fill the box with scrunched paper and spray paint the top of the paper gold. Have pupils add treasure to the chest such as beads they have threaded, old pieces of fake or costume jewellery from home or from the dress-up corner, shiny Christmas decorations, sparkly rocks and stones or anything else ‘precious’. Title the display, ‘Jingle, jangle, jazzy jewels’.

• Introduce ‘j’ by finding or drawing pictures of words beginning with a ‘j’ sound. Suggestions: jacket, jaguar, jail, jam, jar, jelly, jet, jewels, jug, juggle, juice, jungle, junk.

ew

• Consolidate the pupils’ knowledge of the ‘j’ sound in the following ways: – Write a journal entry about a journey. – Make jiggly jellies and set them in jam jars. – Have pupils wear a jester’s hat to share a joke with the class.

Vi

– Pretend to be jaguars with strong jaws jumping through the jungle. – Invite someone who can juggle and teach the pupils this skill. – Go for a jog, drink juice and throw away junk.

Crafty Ideas A – Z

20

Prim-Ed Publishing www.prim-ed.com


j j j

Vi

ew

in

g

Sa m

pl e

Jazzy jewels

Necklace Bracelet Prim-Ed Publishing www.prim-ed.com

Bracelet

Ring 21

Ring

Ring

Ring Crafty Ideas A – Z


Kung-fu kitten k k k Kung-fu kitten k k k Kung-fu kitten k k k Sing it all together

Kung-fu kitten Resources

Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons or coloured pencils

1. Colour the kitten template. 2. Cut along the outside dotted lines.

Sa m

pl e

3. Fold along the fold lines in the arm and leg so that the paper concertinas backwards, allowing the arm and leg to move back and forward.

Display idea

in

Teaching points

g

Prepare a section of wall in the corner of the classroom. Place a desk in the corner and decorate to look like a kitchen bench; e.g. attach cupboard doors cut from cardboard to the front of the desk and glue ‘tiles’ cut from card to the wall. The pupils can decorate the tiles with ‘k’ things before they are attached. Fasten the kung-fu kittens to the wall. Add to the kitchen display with labelled items such as a kettle, keys and ketchup. Title the display ‘Kung-fu kittens should keep out of the kitchen!’.

• Introduce ‘k’ by finding or drawing pictures of words beginning with ‘k’. Suggestions: kaleidoscope, kangaroo, karate, kayak, kazoo, kennel, kernel, ketchup, kettle, key, king, kiosk, kiss, kitchen, kite, kitten, koala.

ew

• Mention the fact that ‘c’ and ‘k’ can make the same sound and that sometimes they go together to make a ‘k’ sound at the end of some words. Suggestions: back, sack, peck, kick, lock, duck. • Consolidate the pupils’ knowledge of ‘k’ sounds in the following ways: – Make kaleidoscope prints by folding a paper circle into quarters or eighths, opening it out and painting with blobs of colour, then folding again while wet. When opened again, a kaleidoscope effect will have been created.

Vi

– Investigate Australian animals such as kangaroos, kookaburras and koalas. – Role-play preparing food in a kitchen. – Make and fly kites.

– Nominate pupils to be ‘king for a day’.

Crafty Ideas A – Z

22

Prim-Ed Publishing www.prim-ed.com


k k k

Vi

ew

in

g

Sa m

pl e

Kung-fu kitten

Prim-Ed Publishing www.prim-ed.com

23

Crafty Ideas A – Z


Lucky lantern l l l Lucky lantern l l l Lucky lantern l l l Sing it all together

Lucky lantern Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour the lantern, including the handle, using rainbow colours.

• glue and sticky tape

2. Put glue on each star and add glitter.

• glitter

3. Cut around the lantern shape and handle along the dotted lines.

pl e

Resources

4. Fold the lantern in half at the fold line.

5. Cut along the dotted lines from the fold line while the lantern is folded. Be sure not to cut through the edge of the paper.

Sa m

6. Unfold the lantern and roll into a cylinder, gluing the shaded edge behind the opposite edge of the lantern. 7. Attach the handle by gluing the shaded ends inside the top edge.

Display idea

Tie a length of fishing line across the classroom. Hang the pupils’ named lanterns along the fishing line. Title the display, ‘Lucky lanterns in a line’.

g

Teaching points

in

• Introduce ‘l’ by finding or drawing pictures of words beginning with an ‘l’ sound. Suggestions: lace, ladder, lady, lamp, lantern, leaf, leather, leech, leg, lemon, leopard, letter, lettuce, lid, light, lightning, lily, lime, lion, litter, lobster, lock, log, lunch. • Introduce the sight words ‘look’ and ‘like’.

ew

• Encourage the pupils to find these sight words in texts read as a whole class, displayed around the room and in texts they read during independent reading. • Consolidate the pupils’ knowledge of the ‘l’ sound in the following ways: – Label diagrams of lions, lobsters or leopards. – Make a display of different types of lights including lamps, lanterns and light bulbs.

Vi

– Read ‘The Rabbit and the Hare’ and discuss the hare and what he did, using words such as lazy, late, last, long, lost, look and listen. – Write a list of things we could eat for lunch. – Write a letter to a character in a legend that has been read in class. – Have pupils lick different foods while they are blindfolded and guess what they are. Use foods such as lemons, lollies, lettuce and limes. – Make a list of things which are large and things which are little. – Have a limbo competition and make lemonade.

Crafty Ideas A – Z

24

Prim-Ed Publishing www.prim-ed.com


l l l

Vi

ew

in

g

Sa m

pl e

Lucky lantern

Prim-Ed Publishing www.prim-ed.com

25

Crafty Ideas A – Z


Mail in the mailbag m m m Mail in the mailbag m m m Mail in the mailbag m m m Sing it all together

Mail in the mailbag Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Cut out the mailbag shape and the four letters.

• lead pencil

2. Colour the back of the mailbag shape.

• glue

3. Fold the mailbag along the fold line and glue or staple together the shaded areas.

pl e

Resources

• string or wool

4. Use a hole punch to make holes on either side of the mailbag and attach a string or wool carry strap. (Pupils may require assistance punching holes accurately.)

• stapler • hole punch

5. Illustrate each of the stamps on the letters.

Sa m

6. Write a different name on each of the letters and put them in the mailbag, ready for delivery.

Display idea

Set up a class mailbox for pupils to ‘post’ letters to one another. Paint a medium-sized box red. Use a razor knife to make a slot through which the letters can be posted. Label the box ‘Mailbox’ and appoint a different pupil each day to deliver everyone’s mail.

g

Teaching points

in

• Introduce ‘m’ by finding or drawing pictures of words beginning with an ‘m’ sound. Suggestions: museum, music, muffin, mug, moth, mule, mum, monkey, mobile, meteor, medal, medicine, melon, mop, moon, mouse, mat, meat, marbles, mango, mountain, mouth, magpie, man, mandarin, money, milk, macaroni, machine, magazine, magnet. • Introduce the sight words ‘me’, ‘my’ and ‘mum’.

ew

• Encourage the pupils to find these sight words in texts read as a whole class, in texts displayed around the room and in texts they read during independent reading. • Consolidate the pupils’ knowledge of the ‘m’ sound in the following ways: – Make a monkey mask and wear it while eating mango, melon and mandarin. – Nominate a different pupil each day to be maths or music monitor or model pupil of the day.

Vi

– Investigate things in space such as the moon, meteors, Mars and Mercury. – Make a mobile of things beginning with ‘m’; e.g. moth, marble, macaroni, magnet, menu, map, material, metal, medal. – Draw attention to Monday on the ‘days of the week’ chart. Find out how many days there are in the months of March and May. – Have the pupils write a message to their mum. – Have pupils guess the length of a minute. – Search through magazines for ‘m’ pictures. – Make a mosaic using pieces of material. – Make models of machinery and motorbikes. – Mix milk and other ingredients to make muffins. – Role-play using money to buy things at the market.

Crafty Ideas A – Z

26

Prim-Ed Publishing www.prim-ed.com


mmm

Vi

ew

in

g

Sa m

pl e

Mail in the mailbag

Prim-Ed Publishing www.prim-ed.com

27

Crafty Ideas A – Z


Nosy neighbour n n n Nosy neighbour n n n Nosy neighbour n n n Sing it all together

Nosy neighbour Resources

Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour the nosy neighbour and the fence.

• sticky tape

2. Cut out the pull strip, nosy neighbour and fence.

pl e

3. Cut the slits in the nosy neighbour’s eyes. (The pupils may require assistance cutting internal lines.) Cut a slit up each side of the nose.

4. Cut and fold the panels at the bottom of the fence so they alternate forward and backwards to create a base that will stand. 5. Thread the pull strip through the eye slits so that the pupils are showing and can be pulled back and forth to make moving eyes.

Sa m

6. Sit the nosy neighbour on top of the fence so that his nose is in front of the fence and his cheeks are behind.

Display idea

g

Stand each pupil’s nosy neighbour along a window sill so that the fence edges join to make one long fence. Attach sentences to the windows above the fence, such as ‘He reads a newspaper’, ‘Nobody knows his name’, ‘ He grows nectarines in his nursery’, ‘He makes nibbling noises at night’ and ‘He naps at noon’. Title the display ‘The nosy neighbour from number nine.’

in

Teaching points

• Introduce ‘n’ by finding or drawing pictures of words beginning with ‘n’. Suggestions: nine, nineteen, ninety, ninth, Noah, noodle, north, nose, nostril, note, numbers, nun, nurse, nut, needle, nest, net, news, newspaper, nightie, nail, napkin, nappy, neck, necklace.

ew

• Introduce the sight word ‘no’.

• Encourage the pupils to find the word ‘no’ in texts read as a whole class, in texts displayed around the room and in texts read independently by pupils. • Consolidate the pupils’ knowledge of the ‘n’ sound in the following ways:

Vi

– Play ‘Who am I?’ where the pupils must be one of the ‘n’ things from the class list. Make up a card with ‘yes’ on one side and ‘no’ on the other for the pupil to answer with. – Hold a ‘nut race’ where the pupils have to blow a nut to the finish line. Draw attention to who comes ninth. – Brainstorm a list of noises you might hear at night and title the list ‘Night noises’. – Write your name in fancy ways or using a variety of different mediums. – Cook and eat noodles, make noodle pictures or noodle necklaces. – Role-play being a nurse or working in a nursery. – Read a newspaper, make a nest, write a note, play number games.

Crafty Ideas A – Z

28

Prim-Ed Publishing www.prim-ed.com


n n n

Vi

ew

in

g

Sa m

pl e

Nosy neighbour

Prim-Ed Publishing www.prim-ed.com

29

Crafty Ideas A – Z


Otter singing opera o o o Otter singing opera o o o Otter singing opera o o o Sing it all together

Otter singing opera Resources

Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour the otter and his costume. Encourage the pupils to use orange.

• glue

pl e

2. Cut around each shape along the dotted line.

Sa m

3. Glue the costume onto the otter in the appropriate places.

Display idea

g

Prepare a section of wall for display by covering with black paper or card. Use material remnants to create a draping curtain down the sides to give the effect of a stage. Red fabric will give the most striking effect. Cut circles of white or yellow paper and attach to the top of the ‘stage’ for ‘spotlights’. Attach each pupil’s named otter to the stage and title the display, ‘Otters singing opera o o o’.

Teaching points

in

• Introduce ‘o’ by finding or drawing pictures of words beginning with a short ‘o’ sound. Suggestions: oblong, octagon, octopus, officer, on/off, olive, omelette, opposites, orange, ostrich, otter, ox.

ew

• Use the indefinite article ‘an’ with words beginning with ‘o’ in texts displayed around the classroom and during direct writing lessons. • Introduce the sight words ‘of’ and ‘on’. • Encourage the pupils to find these sight words in texts read as a whole class, in texts displayed around the room and in texts they read during independent reading.

Vi

• Consolidate the pupils’ knowledge of the ‘o’ sound in the following ways: – Identify and draw oblongs and octagons or make pictures by tracing around templates of these shapes. – Hold a ‘mock Olympics’ in the classroom where pupils use straws as javelins, paper plates for discus and cotton wool balls for shot put. – Make a large sign with ‘on’ on one side and ‘off’ on the other. Flip the sign from one side to the other as the classroom lights are switched on in the morning and off in the afternoon. – Make origami octopuses, cook omelettes with olives and count odd numbers.

Crafty Ideas A – Z

30

Prim-Ed Publishing www.prim-ed.com


Vi

ew

in

g

Sa m

pl e

Otter singing opera

o o o

Prim-Ed Publishing www.prim-ed.com

31

Crafty Ideas A – Z


Pandas in pyjamas p p p Pandas in pyjamas p p p Pandas in pyjamas p p p Sing it all together

Panda in pyjamas Resources

Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• black, purple and pink crayons

1. Use a lead pencil to trace the letter ‘p’s in the polka dot spots.

• lead pencil

2. Use a purple crayon to colour the panda’s pyjamas.

pl e

3. Use a pink crayon to colour the polka dot spots.

4. Use the black crayon to colour the panda in the appropriate places.

Sa m

5. Cut out the panda.

Display idea

g

Prepare a long narrow area for a horizontal frieze by covering with pink paper or card. Prepare a large flag from coloured paper which reads ‘Pandas on parade’ and attach to a long strip of card (the pole). Attach this to the right hand end of the frieze and attach one of the pupil’s pandas to it as if holding it. Attach the other pupils’ named pandas in single file to create the ‘parade’ and title the display, ‘Pandas in pyjamas on parade’.

Teaching points

in

• Introduce ‘p’ by finding or drawing pictures of words beginning with a ‘p’ sound. Suggestions: padlock, pancake, panther, parcel, parrot, panda, paddle, paint, palm, pansy, paper, park, parachute, pan, pyjamas, passionfruit, pasta, pearl, peacock, peach, pea, peg, pelican, pencil, penguin, people, peppermint, pet, piano, pixie, pirate, pipe, pin, pillow, pilot, pig, pie, pizza, plane, planet, plant, plate, pool, pot, potato, pram, puppy, puppet.

ew

• Consolidate the pupils’ knowledge of the ‘p’ sound in the following ways: – Hold a guessing game where pupils taste different ‘p’ foods blindfolded. Use potato, passionfruit, pasta, pancakes, parsley, peach, pepper, pastry, peppermint, pineapple and pear. – Play ‘pass the pig’ where each pupil in a circle has to say a ‘p’ word and pass the pig to the next pupil.

Vi

– Listen to someone play a piece of music on a piano or piccolo. – Hold a pizza party. Make pizza in a pan and put it on a plate to eat. – Encourage pupils to use manners and say ‘please’ and ‘pardon’. – Pretend to be passengers or the pilot on a plane. – Read and write poems.

– Perform a puppet play about pirates. – Make parachutes using plastic bags. – Paint pictures of parrots or people, using bright colours. – Visit the post office and post a postcard. – Bring in pets, make peg people, visit the park or plant a plant.

Crafty Ideas A – Z

32

Prim-Ed Publishing www.prim-ed.com


Vi

ew

in

g

Sa m

pl e

Panda in pyjamas

ppp

Prim-Ed Publishing www.prim-ed.com

33

Crafty Ideas A – Z


Quail on a quilt q q q Quail on a quilt q q q Quail on a quilt q q q Sing it all together

Quail on a quilt Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour each of the quilt pieces and the quail.

• glue

2. Cut out the quilt pieces and the quail along the dotted lines.

• coloured paper squares

3. Glue the quilt pieces onto a square of coloured paper. Encourage the pupils to make a pattern with the quilt pieces and glue them accordingly.

pl e

Resources

4. Stand the quail upright by cutting the dotted lines at the quail’s feet and folding them alternately backwards and forwards so that the quail’s feet are folded forward.

Sa m

5. Choose a place for the quail to stand on the quilt and glue.

Display idea

g

Combine the pupils’ quilts to create one large class quilt. Find or make a toy bed, using the quilt to cover a doll dressed as a queen. Add labels to the display such as ‘queen’, ‘quilt’, ‘question mark’, quarters’, ‘quads’ and ‘quail’. Title the display, ‘Quiet little quails sitting on a quilt’.

Teaching points

in

• Introduce ‘q’ by finding or drawing pictures of words beginning with ‘qu’. Suggestions: quack, quarter, queen, quick, quilt, quiz, quail, quadruplets, quintuplets, question, quiet, quit. • Draw attention to the ‘u’ that always follows ‘q’.

ew

• Consolidate the pupils’ knowledge of the ‘qu’ sound in the following ways: – Brainstorm a list of questions. Draw attention to the difference between questions and statements. Write questions to place around the room; e.g. ‘Is there mail in the mailbox?’ or ‘Have the fish been fed today?’ – Act out a play about a queen.

– Read stories and fairytales about queens.

Vi

– Hold a class quiz where each pupil gets to ask a question. – Use play instruments to role-play a performance by a quartet. – Brainstorm places that are quiet. Focus on the quiet aspect of independent reading times. – Cut fruit into quarters and share among the pupils.

Crafty Ideas A – Z

34

Prim-Ed Publishing www.prim-ed.com


Vi

ew

in

g

Sa m

pl e

Quail on a quilt

qqq

Prim-Ed Publishing www.prim-ed.com

35

Crafty Ideas A – Z


Rattling rocket r r r Rattling rocket r r r Rattling rocket r r r Sing it all together

Rattling rocket Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour the rocket red with rainbow stripes on the nose and fins.

• glue or sticky tape

2. Cut out each shape along the outside dotted lines.

• rice

3. Glue or tape the tab along the length of the rocket to the opposite end, forming a cylinder.

• cardboard circle, 5 cm in diameter.

4. Fold the tabs along the base around the pre-cut circle, forming a base.

pl e

Resources

5. Pour a spoon of uncooked rice into the open end of the rocket.

6. Roll the rocket nose to form a cone. Glue or tape the shaded edge behind the opposite edge to hold the cone in position.

Sa m

7. Glue or tape the cone tabs to the top edge of the cylinder. 8. Attach the fins to the sides of the rocket where shaded.

Display idea

g

Prepare a corner of the ceiling in black paper to represent space. Add silver star cut-outs and suspend scrunched newspaper painted red for space rocks. Attach a piece of string to the nose of each rocket and suspend them as if taking off into space. If desired, add streamers of red and orange crepe paper to the bottom of the rockets. Title the display, ‘Rabbit is racing in his rattling, red rainbow rocket’.

Teaching points

in

• Introduce ‘r’ by finding or drawing pictures of words beginning with ‘r’. Suggestions: rabbit, racoon, rain, rainbow, rake, rash, rattle, radio, raisin, rat, rectangle, red, refrigerator, reindeer, restaurant, ribbon, rice, ring, river, road, robber, rocket, rock, roof, rope, rose, round, rubber, rubbish, ruby, ruler.

ew

• Consolidate the pupils’ knowledge of the ‘r’ sound in the following ways: – Read and write recounts and reports. – Write recipes to use in a classroom ‘restaurant’. Foods might include raisins, rice, roasts, ripe fruit, rich desserts and red onion. – Play reflection games where one pupil copies the movements of the other as a reflection.

Vi

– Create an interest corner of things which can reflect light or images. – Learn rhymes and share riddles. – Recycle rubbish

– Hold relay races.

– Go on a ‘rectangle hunt’. – Find round objects that will roll down a ramp. – Role-play a rescue story. For example, a rat is rescued when a rabbit rows a raft across a raging river in the rain.

Crafty Ideas A – Z

36

Prim-Ed Publishing www.prim-ed.com


r r r

Vi

ew

in

g

Sa m

pl e

Rattling rocket

Prim-Ed Publishing www.prim-ed.com

37

Crafty Ideas A – Z


Sailors in a submarine s s s Sailors in a submarine s s s Sailors in a submarine s s s Sing it all together

Sailors in a submarine Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour or paint the submarine and snorkel silver.

• silver crayons, paint or spray paint

2. Colour the sailors.

• glue

3. Cut around each shape along the dotted lines.

• sticky tape

4. Cut a slit along the dotted line at the top of the submarine. (Pupils may require assistance cutting internal lines.)

pl e

Resources

5. Slide the snorkel through the slit. Fasten behind with sticky tape or leave loose to be moved up and down.

Sa m

6. Glue sailor faces into the portholes.

Display idea

in

Teaching points

g

Have the pupils fingerpaint to combine blue and white paint on a large sheet of clear plastic. Hang the plastic sheet in a position where light can shine through to make it look like the sea. Attach the pupils’ named submarines to the plastic using double-sided tape. For added effect, have pupils add drawings of sardines and salmon to the scene. Label the display with the words sardine, submarine, sailboat, sea, silent, sink, sailor, salmon, salty, sandy, swim and surf. Title the display, ‘Sailors at sea in silver submarines’.

ew

• Introduce ‘s’ by finding or drawing pictures of words beginning with an ‘s’ sound. Suggestions: sad, saddle, sail, sailor, salad, salami, salmon, salt, sand, sandal, sandwich, sardine, sauce, sausage, sea, seat, seed, seedling, seesaw, sequin, sesame seeds, silk, signs, six, seven, suit, sultana, sum, summer, sun, submarine, soap, sock, sofa, soil, soup. • Introduce the sight words ‘said’, ‘see’ and ‘she’. • Encourage the pupils to find these sight words in texts read as a whole class or during independent reading. • Consolidate the pupils’ knowledge of the ‘s’ sound in the following ways: – Investigate seasons and brainstorm summer things, listing them on a sun shape.

Vi

– Count out sets of six or seven. Use concrete materials to complete simple sums and subtractions. Introduce symbols for addition, subtraction and equals. – Write simple sentences using ‘s’ words and the sight word ‘said’. – Make a ‘silly sandwich’ using sesame seeds, salami, salt, sardines, syrup and sultanas. – Hold a sausage sizzle. Make sausage sandwiches with sauce. – Hold a singalong and sing songs together. – Play ‘Chinese whispers’ to pass a special secret around the class. – Role-play being a shopkeeper in a shop. Make soaps to sell at a sale. Make signs to advertise. – Plant a seed and watch it grow into a seedling. – Play ‘statues’ or ‘sleeping seals’ where pupils are required to stay as still as possible.

Crafty Ideas A – Z

38

Prim-Ed Publishing www.prim-ed.com


s s s

Vi

ew

in

g

Sa m

pl e

Sailors in a submarine

Prim-Ed Publishing www.prim-ed.com

39

Crafty Ideas A – Z


Ten tiny tadpoles t t t Ten tiny tadpoles t t t Ten tiny tadpoles t t t Sing it all together

Ten tiny tadpoles Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour each of the tadpole finger puppets.

• glue or sticky tape

2. Draw faces on each of the tadpoles. (One has been done for you!) Be creative and try to give each one a different expression.

pl e

Resources

3. Cut out each of the finger puppets.

4. Write initials on the back of each tadpole so that they do not become confused with the tadpoles belonging to other pupils.

Sa m

5. Glue or tape the shaded area of each tadpole puppet behind the opposite end of the strip to form a loop big enough to fit on a finger.

Display idea

g

Make a miniature puppet theatre for the pupils to perform short ‘counting’ stories with their finger puppets. Put a blue or green cloth across a pupil table to represent a creek. Place rocks on either side of the table to indicate the creek bed. Allow the pupils to crouch behind the table to perform their plays. Add a title across the front of the table reading, ‘The tale of ten tiny tadpoles’.

in

Teaching points

ew

• Introduce ‘t’ by finding or drawing pictures of words beginning with a ‘t’ sound. Suggestions: table, tablet, tack, tadpole, tail, tambourine, tank, tap, tape, target, tart, tartan, taxi, tea, teacher, team, teeth, telephone, television, temple, tennis, tent, tentacles, ten, two, tick, ticket, tie, tiger, tile, tin, tinsel, tissue, toe, torch, torpedo, tortoise, turtle, towel, tower, town, top, turkey, turnip, tusk. • Introduce the sight words, ‘the’, ‘they’ and ‘this’. • Encourage the pupils to find these sight words in texts read as a whole class or during independent reading. • Encourage the pupils to find the small word ‘to’ inside bigger words such as ‘together’.

Vi

• Consolidate the pupils’ knowledge of the ‘t’ sound in the following ways: – Label the teeth, toes, tummy, tail and tongue on a diagram of a tiger. – Investigate which characteristics of turtles and tortoises are the same or different. – Role-play catching a taxi to town or being the teacher giving a test. – Pretend to be turtles, tigers, turkeys and toads. – Count to ten, count by tens, count by twos. – Sing Ten Green Bottles and Two Little Apples. – Bring teddies to school to talk about. – Tell a tall tale on the telephone. – Provide a tank with real tadpoles for the pupils to observe. – Play tag, throw balls at target, play tambourines, make ‘telephones’ using tins, taste toffee or turnip, make towers or temples. Crafty Ideas A – Z

40

Prim-Ed Publishing www.prim-ed.com


t t t

Vi

ew

in

g

Sa m

pl e

Ten tiny tadpoles

Prim-Ed Publishing www.prim-ed.com

41

Crafty Ideas A – Z


Upside down u u u Upside down u u u Upside down u u u Sing it all together

Upside down Instructions

• scissors

Copy onto lightweight card.

• crayons

1. Colour the clown in the ‘upside down’ wheel.

• metre long lengths of string

2. Cut around the wheel along the dotted line.

• glue

3. Glue wool ‘hair’ to each dot on the man’s head so that it will flop up and down as the wheel turns.

pl e

Resources

• hole punch

4. Use a punch to punch holes into the crosses on the man’s tummy and thread the string through them so that a long loop is created.

• wool

5. Tie the string to complete the loop. (The pupils may require assistance threading and knotting the string.)

Sa m

6. Wind the wheel so that when the strings are rhythmically pulled and relaxed, the wheel spins.

Display idea

Teaching points

in

g

Make an ‘upside down’ interest corner with a variety of ‘u’ objects standing or pinned to the wall upside down. Have a picture on the wall in the middle of the display of a young child standing upside down and with a title in a speech bubble reading, ‘I’m upside down in my underwear! Unreal!’ Other labelled items could be an upside down cow with a sign pointing to the udder, upside down umbrella, umpire or uncle.

ew

• Introduce ‘u’ by finding or drawing pictures of words beginning with a short ‘u’ sound. Suggestions: udder, ugly, umbrella, umpire, uncle, under, underground, underline, underwear, unhappy, unhealthy, up, upside down, upstairs. • Use the indefinite article ‘an’ with words beginning with ‘u’ in texts displayed around the classroom and during directed writing lessons. • Introduce the sight word ‘up’.

Vi

• Encourage the pupils to find the sight word ‘up’ in texts read as a whole class, in texts displayed around the room and in the texts they read during independent reading. • Encourage the pupils to find the small word ‘up’ inside bigger words such as ‘cup’. • Consolidate the pupils’ knowledge of the ‘u’ sound in the following ways: – Set up an obstacle course where the pupils travel up ladders, stairs or ramps and under bridges. – Make snowflakes where the pupils fold, cut and unfold paper. – Draw ‘ugly’ pictures. – Cut out pictures of healthy and unhealthy foods or happy and unhappy faces and sort into the appropriate groups. Draw attention to the prefix ‘ un’, meaning ‘not’.

Crafty Ideas A – Z

42

Prim-Ed Publishing www.prim-ed.com


uuu

Vi

ew

in

g

Sa m

pl e

Upside down

Prim-Ed Publishing www.prim-ed.com

43

Crafty Ideas A – Z


Vegetables in a van v v v Vegetables in a van v v v Vegetables in a van v v v Sing it all together

Vegetables in a van Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour the vegetables and truck.

• glue

2. Cut out the truck template, the vegetables and the strips to hold the truck upright.

pl e

Resources

3. Glue the vegetables onto the shelves of the truck.

Sa m

4. Fold the strips along the fold lines and glue to the back of each wheel and the back of the truck to keep the truck upright.

Display idea

in

Teaching points

g

Cut through one edge of a large discarded cardboard carton so that it lies flat to form the base of what will be a village. With the pupils’ input, mark roads, add cardboard box buildings and attach trees made from cardboard rolls and green crepe paper. Have the pupils place their named vans on roads in the village. Enhance the display by adding a vineyard in a valley or shops which sell videos, vitamins, violins or volleyballs. Title the display, ‘Visitors to the village buy vegetables from a van’.

ew

• Introduce ‘v’ by finding or drawing pictures of words beginning with ‘v’. Suggestions: vacuum, valentine, valley, van, vanilla, vase, vegetable, vehicle, velvet, vest, video, view, village, villain, vine, vinegar, vineyard, violet, virus, visitor, vitamin, volcano, volleyball, vowel. • Consolidate the pupils’ knowledge of the ‘v’ sound in the following ways: – Write valentine cards to each other.

– Investigate the vitamins found in various vegetables.

Vi

– Construct a volcano and use vinegar and bicarbonate of soda to make it erupt. – Grow or show a vine in a vase. – Read fairytales and identify the villain. – Watch a video—if the pupils are very good! – Paint violet grapes on a vine. Combine paintings to create a ‘vineyard’ display. – Have a visitor bring a violin to play for the class. – Have a ‘vertical line’ hunt around the classroom. – Introduce the term ‘vowel’ to the pupils. Have them find the vowels on the alphabet desk mat.

Crafty Ideas A – Z

44

Prim-Ed Publishing www.prim-ed.com


v v v

Vi

ew

in

g

Sa m

pl e

Vegetables in a van

Prim-Ed Publishing www.prim-ed.com

45

Crafty Ideas A – Z


Wig on a walrus w w w Wig on a walrus w w w Wig on a walrus w w w Sing it all together

Wig on a walrus Resources

Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour the walrus and the wigs.

3. Cut out the walrus.

pl e

2. Cut out each of the wigs and initial the back of each.

4. Use the wigs to ‘dress up’ the walrus.

Sa m

5. Select one wig for the walrus to wear on display.

Display idea

in

Teaching points

g

Find a large fallen branch with twigs and prop it up in a sand bucket as a coat rack. Put waistcoats, wands, wedding dresses, wings and witches hats on the ‘rack’ for the pupils to try on. Have a full length mirror available for the pupils to see themselves dressed up. Use sticky labels to name each of the costume items. Use double-sided tape to stick the pupils’ named walruses around the edge of the mirror, creating a border. Title the display, ‘Welcome to walrus’s wardrobe … What will you wear?’

ew

• Introduce ‘w’ by finding or drawing pictures of words beginning with a ‘w’ sound. Suggestions: waffle, wagon, waiter, waistcoat, walk, walnut, walrus, wand, wardrobe, wart, wasp, watch, water, wave, wax, weather, web, wedding, wig, wind, windmill, window, wing, wink, winter, wire, wish, witch, weird, wolf, wood, wool, word, world, worm. • Introduce the sight words, ‘we’, ‘was’ and ‘went’. • Encourage the pupils to find these words in texts read as a whole class, in texts displayed around the room and in the texts they read during independent reading.

Vi

• Encourage the pupils to find the small word ‘we’ in inside bigger words such as ‘went’. • Consolidate the pupils’ knowledge of the ‘w’ sound in the following ways: – Have the pupils pretend to walk with a waddle, wag their tail or wiggle. – Write a class poem about a wild winter wind. Use words such as woolly, windmill, warm, weather, westerly and wet. – Role-play being a wise old wizard or a wicked witch. – Write a wish along a paper wand. – Make a feely table of ‘w’ objects, including wax, wood, wool, water, wire and walnuts. – Draw attention to the days of the week. Make Wednesday a ‘weird and wonderful wig’ day for pupils to wear a wig from home. – Use warm water and wipers to wash and wipe the windows. – Go for a class walk and write recount sentences beginning with the sight words, ‘We went …’. Crafty Ideas A – Z

46

Prim-Ed Publishing www.prim-ed.com


www

Vi

ew

in

g

Sa m

pl e

Wig on a walrus

Prim-Ed Publishing www.prim-ed.com

47

Crafty Ideas A – Z


X-ray box x x x X-ray box x x x X-ray box x x x Sing it all together

X-ray box Instructions

• scissors

Copy onto lightweight card.

• crayons

1. Colour the head and feet of each character.

• glue or sticky tape

2. Cut around the characters and x-ray box along the dotted lines.

• yellow cellophane

3. Cut out the shaded window in the x-ray box. This can be done easily by loosely folding the paper before making an incision. (Pupils may need assistance cutting internal shapes.)

pl e

Resources

4. Use sticky tape to fasten a strip of yellow cellophane across the back of the window. 5. Fold the x-ray box along the fold lines to make a four-sided box. Glue or tape the shaded edge behind the opposite edge.

Sa m

6. Roll the character template into a cylinder and hold in place by gluing or taping the shaded section to the opposite edge. 7. Insert the cylinder inside the box and rotate to show the ‘x-rays’.

Display idea

in

Teaching points

g

Have the pupils bring used boxes of all different shapes and sizes from home. Paint each box a different colour. In each box, have pupils place an object or picture of something with an ‘x’ sound in its name. On the open side of each box, attach a sheet of cellophane (light colours work best) so that the object or picture inside can be seen. Label each ‘x-ray box’ with the name of the item inside. For example, saxophone, six, fox, mixing bowl, fax, wax, pixie, axe, ox. Title the display, ‘Can you find a fox in an X-ray box?’

• Introduce words which have an ‘x’ sound as the final sound by finding or drawing pictures of such things as fox, box, six, fix, mix, fax, tax, wax, axe and ox.

ew

• Consolidate the pupils’ knowledge of the ‘x’ sound in the following ways: – Investigate what happens to wax as a candle burns. – Make wax resist paintings by drawing pictures with candles or wax crayons and then painting over them with a watered-down paint solution. – Make groups of six objects. Make up number stories about six foxes.

Vi

– Mix together six ingredients to make a milkshake. – Go on an in-school excursion to the school office to see a fax machine and how it works.

Crafty Ideas A – Z

48

Prim-Ed Publishing www.prim-ed.com


x x x

Vi

ew

in

g

Sa m

pl e

X-ray box

Prim-Ed Publishing www.prim-ed.com

49

Crafty Ideas A – Z


Yummy yoghurt y y y Yummy yoghurt y y y Yummy yoghurt y y y Sing it all together

Yummy yoghurt Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• yellow crayons

1. Colour the yoghurt container, hands, feet and spoon in yellow.

• glue or stapler

2. Cut around each shape along the dotted lines.

• strips of coloured paper, approximately 20 cm long.

3. Fold four strips of coloured paper into concertinas.

pl e

Resources

4. Attach one end of each strip of paper behind the yoghurt container with glue or staples to create arms and legs.

Sa m

5. Attach a hand or foot to the other end of each paper strip.

Display idea

g

Prepare a section of wall for display by covering with coloured paper. Attach strips of brown paper or crepe paper along the wall to create the appearance of shelves. Attach each pupil’s named yoghurt character to the wall as if sitting on a shelf with legs dangling. Title the display, ‘Yes! I eat yummy yellow yoghurt!’.

Teaching points

in

• Introduce ‘y’ by finding or drawing pictures of words beginning with a ‘y’ sound. Suggestions: yacht, yak, yam, yap, yard, yarn, year, yell, yellow, yelp, yes, yoga, yoghurt, yolk, young, youth, yoyo. • Introduce the sight words ‘yes’ and ‘you’.

ew

• Encourage the pupils to find these sight words in texts read as a whole class and in texts they read during independent reading. • Consolidate the pupils’ knowledge of the ‘y’ sound in the following ways: – Cook and mash yam (sweet potato) to eat. – Investigate what is inside an egg; locate the yolk.

Vi

– Design and make a yacht using objects which float and a suitable sail. – Play ‘Who am I?’ where the person must be a ‘y’ thing and can only answer ‘yes’ or ‘no’. Make a double-sided card with ‘yes’ on one side and ‘no’ on the other for the pupils to use to answer the questions. – Brainstorm a list of things to fit into the categories of ‘yesterday’ or ‘next year’. Talk about things that have not happened yet. – Hold a ‘yoga’ class where the pupils perform simple stretches. – Cut pictures of young things from magazines to make a ‘young’ collage.

Crafty Ideas A – Z

50

Prim-Ed Publishing www.prim-ed.com


y y y

Vi

ew

in

g

Sa m

pl e

Yummy yoghurt

Prim-Ed Publishing www.prim-ed.com

51

Crafty Ideas A – Z


Zigzag zap z z z Zigzag zap z z z Zigzag zap z z z Sing it all together

Zigzag zap! Resources

Instructions

• scissors

For the best results, enlarge and copy onto lightweight card.

• crayons

1. Colour each section of the zigzag jigsaw in light, bright colours such as light blue or yellow.

• glue

2. Cut out each segment along the dotted lines, including the ‘zap’.

pl e

• long black paper strips approximately 30 cm long and 15 cm wide

3. Place the pieces onto a black paper strip to make a zigzag and glue into position.

Sa m

4. Glue the ‘zap’ to the bottom of the zigzag as if describing a lightning strike.

Display idea

g

Prepare a display wall by covering with black paper. Use a sponge to apply a mixture of grey and white paint to the top of the black paper to create clouds. Attach the pupils’ named ‘zigzag zap’ pictures randomly underneath the clouds to look like lightning strikes. For extra fun, have the ‘zigzag zaps’ striking pictures of ‘z’ things across the bottom of the display, such as a zebra, zip, zoo or zero. Title the display, ‘Zigzag zap’.

in

Teaching points

• Introduce ‘z’ by finding or drawing pictures of words beginning with ‘z’. Suggestions: zigzag, zap, zebra, zinc, zip, zone, zoo. • Consolidate the pupils’ knowledge of the ‘z’ sound in the following ways:

ew

– Hold a ‘zip day’ where pupils must come to school dressed in something which has a zip. – Go on a class excursion to the zoo.

– Brainstorm or draw things you saw or might see at a zoo.

Vi

– Find out about zebra stripes. Have pupils take their own fingerprints to find out how they are unique in the same way that a zebra’s stripe pattern is unique to each zebra. – Talk about the zigzag lines on roadways which indicate a zebra crossing ahead. – Fold fresh pieces of citrus peel to see the zest. (Beware – can sting young eyes.) – Introduce zero. Make up number sentences with zero in them.

Crafty Ideas A – Z

52

Prim-Ed Publishing www.prim-ed.com


z z z

Vi

ew

in

g

Sa m

pl e

Zigzag zap!

Prim-Ed Publishing www.prim-ed.com

53

Crafty Ideas A – Z


0777 Crafty Ideas