Worked example · Expressive Arts · Year 1
LNF: Literacy → Reading → Phonological and phonemic awareness
A finished activity page from a secure Year 1 pupil (pupil marks in blue), with notes on what to look for. It is also the answer key. Task 1, 1 beat: drum, harp, bell, horn. 2 beats: trum-pet, gui-tar, cym-bals, ban-jo. 3 beats: pi-a-no, vi-o-lin, re-cor-der, ma-ra-cas. Task 2: harp and bell go to the 1 beat drum, trumpet and banjo to the 2 beat drum, maracas and piano to the 3 beat drum. Task 3: drum and thumb, bell and shell, horn and corn; the fish has no rhyming partner. Task 4: drum d, bell b, harp h, guitar g. Task 5 has many right answers; the beat numbers must match the pictures chosen.
drum
trumpet
piano
harp
guitar
violin
bell
cymbals
recorder
horn
banjo
maracas
All 12 right: 1 box for drum, harp, bell and horn; 2 boxes for trumpet, guitar, cymbals and banjo; 3 boxes for piano, violin, recorder and maracas. The spare boxes are left white. Evidences “I can clap the beats in a word” (LNF: Phonological and phonemic awareness, using syllables).
Every line goes to the right drum: 2 pictures on each drum. Evidences “I can sort words with 1, 2 or 3 beats” (LNF: Phonological and phonemic awareness, using syllables). Beats belong to the word, not the size of the instrument: the piano is big and the maracas are small, but both have 3 beats.
3 rhyming pairs joined and the fish left alone. Evidences “I can hear words that rhyme” (LNF: Phonological and phonemic awareness, using rhyme). A common slip is joining each picture to the one straight across from it, such as the horn to the thumb: ask the pupil to say both words aloud and listen to the end sounds.
Trace: drum drum
All 4 first letters circled: d, b, h, g. The word drum is traced neatly twice. Evidences “I can hear the first sound in a word” (LNF: Phonological and phonemic awareness, initial sounds).
beats: 1
beats: 1
beats: 3
beats: 1
My partner clapped it. Tick:
The pupil chose drum, drum, piano, drum and wrote 1, 1, 3, 1. Their partner clapped it as 1 clap, 1 clap, 3 quick claps, 1 clap. Evidences “I can make a rhythm and clap it with a partner” (Expressive Arts, music: each syllable is one beat) and uses syllables again (LNF).
| Secure | Working towards | |
|---|---|---|
| Beats in words (LNF, syllables) | Task 1 has the right number of boxes coloured for all 12 pictures, and all 6 lines in Task 2 go to the right drum. | Colours all 3 boxes every time, or counts letters, or claps cym-bals and ban-jo as 1 beat. Say: “Put your hand under your chin and say it slowly. How many times did your chin drop?” |
| Rhyme (LNF) | Task 3 joins drum and thumb, bell and shell, horn and corn, and leaves the fish. | Joins pictures that look alike or go together, not words that sound alike. Say both words slowly: “Drum, thumb. Do they sound the same at the end? Drum, fish?” |
| First sounds (LNF) | Task 4 circles d, b, h and g, and the pupil can say “d, d, drum”. | Circles a letter from the end of the word, or mixes up b and d. Stretch the first sound: “b, b, bell”, and show that your lips start closed for b. |
| Clapping a rhythm (Expressive Arts, music) | Claps one clap for each beat, in time, and the Task 5 numbers match the pictures (drum 1, piano 3). | Claps once for each picture whatever its length, or rushes. Clap together slowly while saying the words, then let the pupil try alone. |