Contents

Contents
1 Living things
1.1 Animals and plants alive! 2
1.2 Parts of a plant 5
1.3 Plants and light 8
1.4 Plants need water 11

2 Sound
2.1 Sound sources 15
2.2 Loud and quiet 18
2.3 Sound moves 21

3 Materials in my world
3.1 Different materials 23
3.2 Properties of materials 26
3.3 Sorting materials 31
3.4 Changing materials 34

4 The Earth
4.1 Planet Earth 37
4.2 Heat and light from the Sun 40
4.3 Rocks 44
4.4 Soil 47

iii
 Contents

5 Humans
5.1 Our bodies 50
5.2 Our amazing senses 54
5.3 Similar and different 58
5.4 Staying alive 61

6 Forces
6.1 Moving things 64
6.2 Push and pull forces 67
6.3 Making things move 71
6.4 Floating and sinking 74
6.5 Magnets can pull 77

iv
 How to use this book

How to use this book

This workbook provides questions for you to practise what you
have learned in class. There is a topic to match each topic in your
Learner’s Book. Each topic contains the following sections:

Focus: these questions help

you to master the basics

Practice: these questions

help you to become more
confident in using what you
have learned

Challenge: these questions

will make you think more
deeply

v
 1 Living things
1.1 Animals and plants alive!
Focus
1 Colour in only the things that are alive.

2
 1.1 Animals and plants alive!

Practice
2 Draw lines from these things to the right group.

lion Sun tree

Non-living Living

water butterfly     chair

3
 1 Living things

Challenge
3 Cross out (cross out) the wrong word in the sentences below.
Example: A ball is alive / not alive.
A fish is alive / not alive. A cat is alive / not alive.
A rock is alive / not alive. Water does not need move / food.
A cat can move / food. Water is alive / not alive.

4 Write two sentences about this living thing.

Use some of these words.

The tree is big.

leaves are small.

tall.

__________________________________________________________________

__________________________________________________________________

4
 1.2 Parts of a plant

1.2 Parts of a plant

Focus
1 Draw lines from these words to label this picture of a plant.

stem

root

leaf

flower

Look at lots of plants. Look at the different shaped leaves and flowers.

5
 1 Living things

Practice
2 Draw lines from the words to each picture to label the roots,
stem, leaf and flower.

stem

roots

leaf

flower

Challenge
3 When a plant starts to grow it grows a root and a stem.
The leaves grow on the stem.
Later, the plant makes flowers.
These four pictures show the plant growing but they are in the
wrong order.
Put the plants in the right order using the numbers in the pictures.
Write the numbers here:

6
 1.2 Parts of a plant

1 2

3 4

Label the root, stem, leaf, flower in each picture.

4 Put a cross (3) next to the wrong sentences below:

a There is only a flower on picture 1 because:
the flowers have fallen off in the other pictures
flowers are the last thing to grow

b There is a root and stem in each picture because:

you can't draw a picture without them
the roots grow first, then the stem.

7
 1 Living things

1.3 Plants and light

Focus
1 One of these plants is growing in the dark. The other is growing in the light.
Write the word ‘Dark’ or ‘Light’ under each picture. Colour in the plants.

8
 1.3 Plants and light

Practice
2 Write the words in the right box.

small leaves big leaves tall stem

Plants with light Plants in the dark

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

short stem green leav yellow leaves

es

9
 1 Living things

Challenge
3 Cross out (cross out) the wrong words in these sentences.
Plant A was grown in the light / dark.
Plant B has small / big leaves.
Plant B has a tall / small stem.
Plant B was grown in the light / dark.

A B

4 Write what you think will happen to a plant with no leaves.

stem tall.
grow
The plant will small.
not grow
leaves again.

10
 1.4 Plants need water

1.4 Plants need water

Focus
1 Look at this plant.
This plant has no water.
The plant isn’t given water for a week.
What will the plant look like next week without water?
Draw a picture of the plant without water.

The plant is given water. What would it look like?

Draw the plant after it has had water.

11
 1 Living things

Practice
2 Draw the three missing pictures for days 3, 5 and 6.

Day Rain?

1 Rain

2 No rain

3 No rain

4 Rain

5 No rain

6 No rain

12
 1.4 Plants need water

Challenge
3 Look at these six pictures. They show a plant as it grows.
When we stop watering the plant wilts.
The bricks next to the plant show how high it has grown.
On days 5 and 6 we stop watering.
What happens when we stop watering?
When we stop watering, the plant ____________.
Colour in the bricks on days 2–6 to show the height of the plants.

Day 1 - water Day 2 - water

Day 3 - water Day 4 - water

13
 1 Living things

Day 5 - no water Day 6 - no water

What happens to the height of the plant on day 5 and day 6?

On day 5 the height of the plant was bricks.

On day 6 the height of the plant was bricks.

Why does this happen?

The plant because it had no

14
2 Sound
2.1 Sound sources
Focus
1 There are many sources of sound.
Look at the picture.
Draw a circle around each thing that is a sound source.

15
 2 Sound

Practice
2 There are sounds that you like.
There are sounds that you don’t like.
On the left side, draw things that make nice sounds.
On the right side, draw things that make sounds that are not nice.

baby thunder

Sources of nice sounds Sources of sounds that are not nice

16
 2.1 Sound sources

Challenge
3 Some sound sources can only be found indoors.
Some sound sources can only be found outdoors.
Some sound sources can be found indoors and outdoors.
Put these sounds into the right place.
Draw a line from each picture to the right place.

Indoor sources Outdoor sources

of sound of sound

Indoor and
outdoor sources
of sound

17
 2 Sound

2.2 Loud and quiet

Focus
1 Look at these pictures.
Draw a circle around the correct word to describe the type of
sound the sound source makes.

loud / quiet
loud / quiet

loud / quiet

loud / quiet

loud / quiet
loud / quiet

18
 2.2 Loud and quiet

Practice
2 Draw these things in the right box below.

You need loud sounds here You need quiet sounds here

19
 2 Sound

Challenge
3 Look at the pictures. Decide which is the loudest thing and which
is the quietest thing. Draw a circle around the word that describes
how loud these sound sources are.

Source of sound How loud is the source?

quietest / loudest / quiet / loud / very quiet

volcano
quietest / loudest / quiet / loud / very quiet

train
quietest / loudest / quiet / loud / very quiet

curtains
quietest / loudest / quiet / loud / very quiet

tap dripping
quietest / loudest / quiet / loud / very quiet

tap with lots of

water coming out

20
 2.3 Sound moves

2.3 Sound moves

Focus
1 Loud sounds can hurt your ears.
Circle only the people who are being safe.

21
 2 Sound

Practice
2 Draw lines to complete the sentences.
When a sound source is far away the sound is near

When a sound source is near the sound is far away

Sound sources are louder when you are quiet

Sounds sources are quieter when you are

loud
Challenge

3 Find these words in the puzzle.

far change
quiet

near ears sound

loud source

Draw a circle around the words when you find them.

G C R T V Z Y V D Y
D M H S L M T Z K R
F E Y A O O S P L B
A T A Z N U U O X Z
R R D R T G R D F D
W M A E S D E C N T
N E I M L B X U E N
N U T P D D O N L T
Q B G T M S X N D L
22
3 Materials in
my world
3.1 Different materials
Focus
1 Draw lines to match the pictures with the materials.
One has been done for you.

glass

rock

wood

paper

plastic

fabric

metal

23
 3 Materials in my world

Practice
2 What materials are these things made of?
Use these words to help you.

rubber metal
plastic

paper fabric rock

One has been done for you.

metal a

b c

d e

24
 3.1 Different materials

Challenge
3 What materials are these things made of?
Finish the sentence for each one.
Use words below to help you.

fabric metal rock paper plastic

a The books are made from .

b The clothes are made from .

c The water bottles are made from .

d The paper clip is made from .

e The castle is made from .

f The can is made from .

25
 3 Materials in my world

3.2 Properties of materials

Focus
1 Draw a circle around the correct word to describe the object in the picture.
The first one has been done for you.

smooth rough soft

mirror

hard weak soft

rock

b
weak soft strong

metal bridge

26
 3.2 Properties of materials

hard soft rigid

fabric cushion

hard soft weak

stone floor

weak strong rough

paper

27
 3 Materials in my world

Practice
2 Draw a circle around the right words in these sentences.
The first one has been done for you.

The metal can is weak and soft / strong and shiny.

a The brick is strong and dull / weak and soft.

b The rubber balloon is rough and strong /

shiny and weak.

c The rock is hard and rough / soft and smooth.

d The glass bottle is soft and rough / shiny and smooth.

e The paper is rough and strong / smooth and weak.

28
 3.2 Properties of materials

Challenge
3 Choose the right words to finish the sentences.

a
rock paper glass

soft shiny weak

The mirror is made from because this material is .

b
paper fabric metal

soft weak rigid

The T-shirt is made from because this material is .

c
paper rubber glass

rough flexible weak

The balloon is made from because this material is .

29
 3 Materials in my world

d
metal rock wood

rigid shiny soft

The bridge is made from because this material is .

e
paper rock glass

smooth rough strong

The castle is made from because this material is .

30
 3.3 Sorting materials

3.3 Sorting materials

Focus
1 Draw lines from the labels to the correct recycling bins.

1 2 3 4

metal plastic glass paper

2 Draw a line to show which bin this should go into.

31
 3 Materials in my world

Practice
3 Sort the materials into the right group.
Draw a line from each picture to the correct group.

metal

hard
plastic
fabric

soft

rubber
rock

glass

32
 3.3 Sorting materials

Challenge
4 Draw a circle around the right word to finish these sentences.
a Fabric is rigid / hard / flexible.
b Metal is rough / strong / weak.
c Glass is hard / soft / flexible.

d All of these are shiny / fabric /

rough.

e All of these are hard /

flexible / strong.

f All of these are flexible /

rigid / weak.

33
 3 Materials in my world

3.4 Changing materials

Focus
1 Draw a circle around the word that matches each picture.

a b

bend / twist / stretch / compress bend / twist / stretch / compress

c d

bend / twist / stretch / compress bend / twist / stretch / compress

34
 3.4 Changing materials

Practice
2 Draw a circle around the word that describes what has happened
to these materials.
The first one has been done for you.

The can has been bent / twisted / compressed.

a The paper has been bent / twisted / compressed.

b The pipe has been bent / twisted / compressed.

c The balloon is being bent / twisted / compressed.

d The rope has been bent / twisted / compressed.

e The fruit has been bent / twisted / compressed.

35
 3 Materials in my world

Challenge
3 Zara is testing materials.
Finish the table of results.

Material Compress Bend

paper yes yes
metal
fabric
wood
rubber
glass

Use the results to finish these sentences.

Use these words to help you.

compress bend

The first one has been done for you.

Zara can bend the paper.

a Zara cannot the metal.

b Zara can the fabric.

c Zara cannot the wood.

d Zara can the rubber.

e Zara cannot the glass.

36
4 The Earth
4.1 Planet Earth
Focus
1 What does Earth look like from space?

Tick (✓) the sentences that say what an astronaut can see from space.
The Earth is like a ball. There are clouds on Earth.
There is land on Earth. There are rivers on Earth.
There are seas on Earth. There are lakes on Earth.

37
 4 The Earth

Practice
2 Draw a line from the labels to the right place on the Earth.

the Earth is
like a ball

land covered
land
by a sea

land covered
by a lake

38
 4.1 Planet Earth

Challenge
3 Earth is the only planet with life on it.
Write answers to complete the sentences.
Use these words:

living things ball water land planet

a The Earth is like a very large .

b The Earth is a .

c The surface of the Earth is made of .

d Some land is covered with .

e Earth is home to lots of .

39
 4 The Earth

4.2 Heat and light from the Sun

Focus
1 Does light from the Sun help these things?

Draw a circle around the right word, yes or no.

yes / no

yes / no
yes / no

yes / no
yes / no

40
 4.2 Heat and light from the Sun

Practice
2 We get heat and light from the Sun.
Look at the picture.

41
 4 The Earth

Copy the right word to finish each sentence.

a Light from the Sun helps us to .

see warm cold hur t Sun

b Light from the Sun can .

see cold hur t our ey

warm es

c At night there is no light from the .

warm cold
see hur t Sun

d The Sun gives us heat to keep us .

cold hur t Sun

see warm

e Without heat from the Sun we would be very .

see warm cold hur t Sun

42
 4.2 Heat and light from the Sun

Challenge
3 On planet Earth the light from the Sun gives us daytime.
After our daytime we get night-time.
Zara and Marcus have a model of day and night on planet Earth.
The flashlight is the Sun.
Use these words to label the model.

day Earth night

4 Marcus, holding the flashlight, can only see one side of Earth.
Draw a circle around the right word in this sentence.
He can see the day side / night side of the Earth.

43
 4 The Earth

4.3 Rocks
Focus
1 Look at the two different rocks.
Write the name of each rock below the pictures.

2 How are the rocks different?

Which rock is harder?
Which rock is smoother?
3 How are the rocks the same? Draw a circle around the right answers.

Both rocks a
re strong. Both rocks are weak.

Both rocks
exible. are rigid.
Both rocks are fl

44
 4.3 Rocks

Practice
4 Sofia tries to scratch these rocks with a metal nail.
She wants to name the rocks.

Granite – very hard with

different coloured bits

Chalk – soft, white

Limestone – hard, grey

Draw a circle around the correct name for each rock.

Rock A is chalk / limestone / granite.
Rock B is chalk / limestone / granite.
Rock C is chalk / limestone / granite.

45
 4 The Earth

Challenge
5 Marcus uses a wooden stick to scratch rocks.

Coal Sandstone Limestone Granite

The coal I scratched Some rock The granite

was not off lots came off. was not
scratched. of sand. The stick scratched.
The stick was The stick
was badly scratched broke.
scratched. a little.

Copy the right word to finish each sentence.

a The hardest rock was .

hard granite soft

sandstone

b The softest rock was .

hard
sandstone granite soft

c The granite broke the stick because it is .

hard granite soft

sandstone

d Sandstone did not damage the stick because it is .

hard granite
sandstone soft

46
 4.4 Soil

4.4 Soil
Focus
1 Look at the picture of the carrot growing in soil.
Read what the children said.
Cross out (cross out)the things that are wrong.
Tick the things that are right.
One has been done for you.

Plants only
need water.

The plants
need soil
to grow. Soil is
just dirt.

Soil is just
Soil has
made of rock.
living things
growing in it.

47
 4 The Earth

Practice
2 Look at the eight things around the hands holding the plant.
Draw a circle around the ones which you find in the soil.

48
 4.4 Soil

Challenge
3 Arun and Marcus are looking at two different soils.
One soil is from the park and the other soil is from
the school garden.
They record the things they found.

In soil from the park we found… In soil from the school garden
we found…

beetle

dead leaf

rocks bone

earthworm

rocks

Which is the better soil?

Draw a circle around the correct word in this sentence.
The soil from the park / garden is better.
Why is this a better soil?
It is better because it has

49
 5 Humans
5.1 Our bodies
Focus
1 Draw lines from the words in boxes to label the drawing of the body.

eye nose
hair

mouth

shoulder

ear

chest
elbow

hip
hand

knee
finger

foot tummy
toe

50
 5.1 Our bodies

B C
E
A
D

Practice
2 These people are hurt.
Draw a circle around the correct word to finish these sentences.
The first one has been done for you.

The boy next to girl A has hurt his .

foot elbow knee

A This girl has hurt her .

knee foot finger

51
 5 Humans

B This man has hurt his .

foot
knee finger

C This woman has hurt her .

knee foot hand

D This boy has hurt his .

finger hand eye

E This girl has hurt her .

finger hand eye

52
 5.1 Our bodies

Challenge
3 These children are comparing their feet.

Amna Bill Arun Fen

Example:
8 bricks __ bricks __ bricks __ bricks

Fill in the gaps in the table to show how many bricks for Bill, Arun and Fen.
Who has the longest feet?
Draw a circle around the correct answer.

Amna Bill Arun Fen

Who has the shortest feet?

Draw a circle around the correct answer.

Bill Fen
Amna Arun

53
 5 Humans

5.2 Our amazing senses

Focus
1 Colour in red the things you can smell.
Colour in blue the things you can hear.

Coffee
Orange

Tambourine

Mobile phone
Drum

Chocolate Banana

54
 5.2 Our amazing senses

Practice
2 Draw lines to match the senses to the right place on the picture.

hearing

taste

sight

smell

touch

55
 5 Humans

3 Copy the right word to finish each sentence.

The first one has been done for you.

You touch with your skin .

nose ears
skin eyes mouth

a You hear with your .

skin nose mouth

eyes ears

b You see with your .

eyes nose mouth

skin ears

c You taste with your .

mouth
skin eyes nose ears

d You smell with your .

ears
skin eyes nose mouth

56
 5.2 Our amazing senses

Challenge
4 Alex is investigating touch.
His predictions for what he touched
and his results are in this table.

A B C
Prediction

orange book pencil

Result

lemon book pen

Was he right? Yes / No Yes / No Yes / No

Draw a circle around the missing answers for columns B and C.

How many predictions were right?

How many predictions were wrong?

57
 5 Humans

5.3 Similar and different

Focus
1 Draw a friend in each box, then write their name in the box
and on the right line.

Taller than me Shorter than me

Same colour hair Different colour

as me hair to me

58
 5.3 Similar and different

Practice
2 Look at these children.

Are these sentences right?

Tick (✓) the right box.
The first one has been done for you.

They both have arms. Yes ✔ No

a They have different skin colour. Yes No
b They are a different height. Yes No
c They have similar hair. Yes No
d They both have eyes. Yes No
e They are both boys. Yes No

59
 5 Humans

Challenge
3 Put these people into groups. Write their names in the correct box.
Some of the people will be in more than one group!

short tall

black hair fair hair

60
 5.4 Staying alive

5.4 Staying alive

Focus
1 Udom and Kanya are on holiday.
Colour in only the things they need to stay alive.

61
 5 Humans

Practice
2 Which of these foods are healthy for humans?
Tick (✓) the right box.
The first one has been done for you.

Fruit

Healthy ✔ Not healthy

a Vegetables

Healthy Not healthy

b Cake

Healthy Not healthy

c Eggs

Healthy Not healthy

d Noodles

Healthy Not healthy

e Sweets

Healthy Not healthy

62
 5.4 Staying alive

Challenge
3 Finish these sentences.
Use these words.

alive water air healthy

unhealthy food

a All animals need .

b All animals need .

c All animals need .

d Humans need these things to stay .

e If you eat the wrong food you will be .

63
 6 Forces

6.1 Moving things

Focus
1 The picture shows
a playground.
Some people
are moving.
Some people are
not moving.
How are some
people moving?
Colour in only
the people who
are moving.

64
 6.1 Moving things

Practice
2 Things move all around us.
Some things have lots of moving parts.
A bicycle has lots of moving parts.
Look at this picture of Zara riding her bicycle.
Draw a circle around the moving parts of the bicycle.

65
 6 Forces

Challenge
3 These toys all move.
Draw a circle around one or more of the arrows to show how each
one moves.
The first one has been done for you.

Key rocking rotating moving forwards or backwards

66
 6.2 Push and pull forces

6.2 Push and pull forces

Focus
1 We can push or pull lots of things.
Draw a circle around the correct word or words for each picture.

push / pull push / pull push / pull

push / pull push / pull

push / pull push / pull

push / pull push / pull

67
 6 Forces

Practice
2 Think about all the things you move when at home and at school.
Think of things you have pushed and things you have pulled.
Draw pictures of three things that move when you push them.

Draw pictures of three things that move when you pull them.

68
 6.2 Push and pull forces

Challenge
3 This is an arrow:
Draw arrows on the pictures to show pushes.
a Show the push that the boy gives to the ball.
b Show the push that the girl gives to the ball.

69
 6 Forces

4 Use the pictures to help you to complete the sentences.

Copy the right word to finish each sentence.
a The boy pushes the ball with his .

harder little
head foot

b The girl pushes the ball with her .

harder head little foot

c They can make the ball go faster by pushing it .

harder head little foot

d They can make it go slowly with a .

harder little pu
head sh foot

Think about how you push next time you play with a ball.

70
 6.3 Making things move

6.3 Making things move

Focus
1 Some things need a little push or pull force.
Some things need a big push or pull force.
Draw a circle around the biggest push.

Draw a circle around the biggest pull.

71
 6 Forces

Practice
2 All these things move.
Some are pushed by hand. Some are moved by electricity.
Draw a circle around the right word for each picture in the table.

hand / electric hand / electric

hand / electric hand / electric

hand / electric hand / electric

hand / electric hand / electric

hand / electric hand / electric

hand / electric hand / electric

72
 6.3 Making things move

Challenge
3 Sofia gives a big push and the ball goes a long way.

It goes a
long way.

Look at the table below.

With a big push, will the car or ball go a long way or a short way?
With a small push, will the car or ball go a long way or a short way?
In the table draw a circle around ‘a long way’ or ‘a short way’.

a long way a long way a long way a long way

a short way a short way a short way a short way

73
 6 Forces

6.4 Floating and sinking

Focus
1 Some things float.
Some things sink.
Make a prediction about each of the things below. Will they float or sink?
Draw each thing in the right box to show your prediction.

Will it float or sink?

spoon key coin ball rock balloon

I predict these will float I predict these will sink

74
 6.4 Floating and sinking

Practice
2 You can change the shape of some things that don’t float.
You can change them so that they float.
Look at these clay shapes.
Draw a circle around the shapes that will float.
Put a cross ( ✗ ) on the shapes that will sink.

Draw another shape that will sink.

Draw another shape that will float.

75
 6 Forces

Challenge
3 Look at the picture.
The metal spoon sinks.
The beach ball floats high in the water.

beach ball metal spoon

Now look at these things.

Some things float high in the water.

Some float lower or sink.
a Predict which will float high and which will float lower.
b Draw these things in the tray of water floating high or low.
c Draw the thing that sinks in the tray of water.

76
 6.5 Magnets can pull

6.5 Magnets can pull

Focus
1 Some materials are magnetic.
Many materials are not magnetic.
Group the magnetic materials together.
Group the non-magnetic materials together.

metal keys brick wood

cotton paper metal nail

Draw the objects in the right group below.

magnetic materials non-magnetic materials

77
 6 Forces

Practice
2 Depal tests materials with a magnet.
Complete his table.
Draw a circle around the correct word in each case.

Object Material Magnetic or non-magnetic

wood magnetic / non-magnetic

metal magnetic / non-magnetic

plastic magnetic / non-magnetic

paper magnetic / non-magnetic

metal magnetic / non-magnetic

3 Draw a circle around the material that is magnetic.

paper metal wood plastic

78
 6.5 Magnets can pull

Challenge
4 Magnets pull magnetic materials towards them.
Look at the pictures. Some materials are magnetic and other
materials are non-magnetic.
Draw arrows to show the pulling force on the magnetic materials.

Why does the magnet not pull on the rubber balloon?

79
Year 1 Science - Plants
Learning from Home
Activity Booklet
 Year 1 Science - Plants
Learning from Home
Year 1 Programme of Study – Plants

Statutory requirements Activity Sheet Page Notes

To identify and name a Plant hunters 2-3

variety of common wild
and garden plants.

Recognise and describe Changes 5-6

the difference between Through the
deciduous and Year
evergreen trees.
Seasonal Trees 7-8

Identify and describe Plant hunters 2-3

the basic structure of
The Root of It 4
a variety of common
flowering plants, Plant food 9
including trees.
Growing seeds 10
Share What 11
You Know

Bringing it all together More Fun 12

Activities with
Plants
Key 13
vocabulary
Note for parents: The main focus of teaching science in key stage 1 is to enable pupils to experience and
observe things, and to look at the natural and human-made world around them. Encourage your child to be
curious and ask questions about what they notice, and help them to use different methods to answer their
questions, such as observing changes over time, grouping and classifying things, carrying out simple tests,
and finding things out, using books and the internet. Talk to your child about what they are doing and en-
courage them to use simple scientific language to explain their ideas to you. Most science learning should
take place through first-hand practical experiences, therefore this booklet contains some ideas for recording
information but has a strong focus on practical activity as well.

Page 1 of 13
 Plant Hunters
Go for a walk in your local woods or countryside. If you live in a town, try walking by
a local river or canal or go to the park. Find examples of the flowering plants named
below and pick one of each (see above), take a photo or sketch them. Find one other
flowering plant as well.
Back at home, draw your four plants in the boxes and colour them in. Then label the parts
like this:
flower
leaves

stem

clover grass

dandelion another plant

Note for parents: This activity is best done in late spring or early summer when there will be a large number
of flowering plants. Encourage your child to sketch or photograph the plants so they have a record of what
they have seen and can study the pictures and talk about them later. If your child does wish to pick flowers,
encourage them to take only one per plant, and make sure you are aware of plants that are poisonous (for
example, deadly nightshade) or which are endangered and cannot be picked (for example, some varieties of
bluebell).

Page 2 of 13
 Plant Hunters
Challenge: draw and label three more plants.

Page 3 of 13
 The Root of It
Carefully pull up some plants by the roots. Shake off the extra soil and then have a good
look at the roots, using a magnifying glass. Draw a picture of the roots here:

Talk to your helper about why a plant has roots. Use books or the internet to find three
reasons.
Note for parents: This activity can be done when you are having a weeding session in your garden.
Alternatively, look at the roots of some of the plants you have grown as part of one of the other activities
on this sheet.

Page 4 of 13
 Changes Throughout the Year
Go for a walk in your local woods in Autumn. Have a look at what is happening to the
trees. Draw or write what you can see.

Note for parents: The best time to start a conversation about deciduous and evergreen trees is in the
Autumn, when children can be encouraged to notice the changes in deciduous trees. It is worth knowing that
evergreen trees often have small, thin and/or shiny leaves. These are all adaptations that enable the tree and
its leaves to survive cold, snowy weather.

Page 5 of 13
 Changes Throughout the Year
Can you find any trees that look different? Take a leaf from a tree that is changing and
a tree that is not. What differences can you see? Draw the two leaves and describe them.

deciduous leaf evergreen leaf

Page 6 of 13
 Seasonal Trees
Decorate the trees on the following page to show what happens in spring, summer,
autumn and winter. You can use coloured pens or pencils, painted fingerprints or scraps
of tissue and paper.
Make some notes here so you can decide how to decorate each tree:

spring summer

autumn winter

Note for parents: There are lots of great time lapse videos on the Internet, showing deciduous trees
changing throughout the year. Children need to understand that deciduous trees don’t just change in the
Autumn, but all year round. Watch one of these videos with your child and discuss what they can see. The
completed decorated trees can make a great calendar gift if you attach a small calendar booklet, which you
can buy from craft shops!

Page 7 of 13
 Seasonal Trees
spring summer

autumn winter

Page 8 of 13
 Plant Food
Have a look at these vegetables. Can you decide which part of the plant they come from?
If you are not sure, find a picture of the plant growing – this might help!
Word Bank - root, leaves, stem, flower

Plant/vegetable What part do we eat? Do you like it?

broccoli

carrot

lettuce

spring onion

cauliflower

celery

Note for parents: This activity helps children to relate their knowledge of plants to everyday life. To make
the activity as practical as possible, go with your child to the supermarket or greengrocer and buy a small
amount of each of the plants. When you have discussed which plant part they are, encourage your child to
try each one and say which they prefer.

Page 9 of 13
 Growing Seeds
• Do seeds need water to germinate (begin to grow)? Plant seeds in two separate pots.
Water one every day. Don’t water the other one. What happens?
• Do seeds need warmth to germinate? Plant seeds in two separate containers. Put one in
the fridge and keep one out in another room. What happens?
• Do seeds need light to germinate? Plant seeds in two separate containers. Put one in a
dark place such as a cupboard, and the other in the light. What happens?
• Do seeds need soil to germinate? Take some cotton wool and place it in a saucer. Dampen
it slightly and sprinkle cress seeds on top. Keep the cotton wool moist and watch
what happens.
• Another great trick with cress is to take an empty eggshell and place it in an eggcup.
Draw a face on the eggshell and fill it with damp cotton wool. Sprinkle cress seeds on top
and watch your egg-man grow hair!
Once your seeds have germinated, try these tricks:
• Water one plant regularly and don’t water the other. What happens?

• Take a cereal box or shoe box, and cut a small hole near the top. Place your new plant
inside and seal the box up completely. Now wait and watch your plant try to escape from
the box!

Note for parents: Planting and growing seeds is a fun, engaging way of teaching children about how plants
grow and develop, and can give them opportunities to carry out simple investigations. The quickest and most
rewarding seeds to grow are cress, broad beans or sunflowers, with the added bonus that the final plant
is either edible or beautiful! Here are some ideas of things you can try and observe when your seeds are
growing. Before you try each one, ask your child to think about what may happen (make a prediction) and,
if appropriate, explain why. Encourage your child also to think about making each test ‘fair’ – this basically
means changing only one thing (the variable) and keeping everything else the same. So if we are testing
whether plants needs water, the only thing we change is the amount of water we give the plants. Everything
else that might affect the plants’ growth must be the same – temperature, light, type of plant etc.

Page 10 of 13
 Share What You Know
Imagine you are writing instructions to go on the back of a packet of seeds. What would
you tell people to do to make sure their seeds grow and stay healthy?

Note for parents: Children can complete this activity at their own level. Confident writers should be able to
have a go at writing the instructions; less confident writers may need more support, or to express their ideas
verbally.

Page 11 of 13
 More Fun Activities with Plants
• Put several drops of food colouring into a beaker of water then place the stem of a
white carnation flower into the water. Over time the flower will change colour as the
water is drawn up through the stem by ‘capillary action’. To make this more
interesting, have two beakers with two different colours of water. Carefully split
the carnation stem up the middle using a sharp knife, then place half the stem in one
colour and half in the other. Ask your child what they think will happen.
• Grow some food! Salad crops like radishes and lettuce can be grown easily, in pots or
containers. Strawberry plants usually grow well, provided the fruit is protected from
birds. Or you could grow potatoes in an old bin or a specially designed potato bag.
• Go through your cupboards and sort all the food in there according to whether
or not it comes from a plant. Or you could look at what you are eating for dinner and
discuss the plants you are eating. Children may be surprised to learn that things like
bread, oils and cereals come from a plant. Discuss with your child, that foods that
don’t come from plants also need plants – for example, we would not
be able to have burgers, eggs, milk or cheese if animals could not eat plants.

Page 12 of 13
 Key vocabulary
Children should become familiar with this vocabulary and, where appropriate depending
on age and ability, should be able to read and spell the words.

stem blossom evergreen

leaf trunk deciduous

root branch germinate

bulb seed plant

flower fruit bud

petal

Page 13 of 13
ANSWERS
 95 40 0
60 80 60

35 5 40 50 80
25 100
0

63 68 78 88 93 73 63 43 3
13

39 24 19 9 25 35 55 65 75
29 4 95

42 32 22 2 134 114 94 74
47 27 7 124 84 64

96 101 106 58 78 118

66
71 81
86 91
48 68 88 98 108

10 16 7 14

12 5 9 5

29 37 42 30

34 41 28 23

93 88 91 64

70 50 0 70

106 97 106 77
8 3 4 6

4 14 10 6

14 15 14 15

19 15 14 18

9 26 5 9

7 17 22 4

6 10 3 3

4 5 1 4

50 8 2 1

8 30 7 10

70 16 6 9
 6
12

20
20

8 16

12 24

36

32 48
16 28

80 54

14 18

14 18

20 17

17 17

3 4 5

17 18 19

28 29 30

98 99 100

101 102 103

 6 1/2

1/2
8

18

1
24
4

11
40

   

 

triangle

It has 3 sides.
shorter

taller

e.g.

No

All of the sides are the same length.

 No
95 is not an answer in the 10 x table.  


60

coins drawn
appropriately

30

4 10

or an
alternative
correct
answer cuboid

 cylinder

an additional six squares

should be shaded (8 in total)


It is not a square.

or any other groupings of three chocolates

 

Marja Amir

Tom

It doesn’t make a noise.

Amir
 tree

tower

café

bike

goat

Sara

water

woman

windmill

2
3

5 
7

1 

4 


 Tommy fits inside

a mug

Tommy fits inside

a bag

Tommy fits inside

a pot

Tommy sees a worm

Tommy sees a bee

Tommy sees a spider

T Tommy falls out of the tree.

H
It is a long way to fall.

He falls into the spider’s web.

M

I Oh dear! The web is broken.

W
Spider is cross.

S
Now he will have to make another web.

B
 ou
ou shout argue
ow
ou

ou
tissue
ue louse
ue count

found
au ow
ue ou crown

shore tore

cra w l yawn

chew lied high hair dairy

new dries night
flew field right

year spear

bare scare

born sore pull

horn tore push starfish
short more our bedroom
 alphabet
skip

think

phonics

where

When

Words spelt correctly

well catch

love

puff will cross

sniff pill mess fastest

stuff smell grass

fetch

puff

fuzz crack if
whizz brick yes
fizz stick bus
 s n iff s t iff

p u l l s h e l l

mess cross

back stuck

have glove

watch snatch
any appropriate sentences
 To Contents

Year 1 - Comprehension
Fiction, Non - Fiction and Poetry Texts in Themes
e.book version

LICENCE TERMS
Permission to use and reproduce the materials in this publication is on a
non-exclusive and non-assignable basis.
This licence only covers use of this Publication by the purchaser’s Educa-
tional Establishment for educational purposes or for the purchaser’s per-
sonal reference only.
This permission terminates if you breach these licence terms. Any other use
(including use for commercial purposes) is strictly prohibited.

“Educational Establishment” means any school and any other description of

educational establishment as may be specified by order of the Secretary of
State under s 174 of the Copyright Designs and Patents Act, 1988 (as
amended, modified or re-enacted from time to time).

Full terms and conditions can be found at

www.topical-resources.co.uk/terms
YEAR 1 - Comprehension Contents
Fiction, Non - Fiction and Poetry Texts in Themes Theme: Toys
Curly the Doll 2
Introduction Doll’s House 4
Year 1 Comprehension is a collection of fiction, non-fiction and poetry texts grouped in Toy Shop Window 6
themes suitable for the age group. These exercises can be used to introduce children to
Theme: Ourselves
reading comprehension or used alongside themes the class may be studying at the time.
Body Parts 8
The question pages are split into two sections. Section A has missing words or phrases to
At the Park 10
find, Section B requires the pupil to answer with a complete sentence. All the pages have
Keeping Healthy 12
been printed ‘Landscape’ to make maximum use of the space on Interactive Whiteboards.
Black and white images are used in the paper book; full colour images have been used in Theme: School
the e.book and download. First Day at School 14
In the Classroom 16
Texts written by: Sports Day 18
Peter Bell, Heather Bell and Kath Cope
Theme: Homes
Parts of a House 20
Topical Resources publishes a range of Educational Materials for use in Primary Schools
Moving House 22
and Pre-School Nurseries and Playgroups.
Different Homes 24
Theme: Plants
In the Garden Shed 26
For the latest catalogue Permission to use and reproduce the materials in this How to Plant a Bulb 28
Tel 01772 863158 publication is on a non-exclusive and non-assignable Five Little Flowers 30
basis. This licence only covers use of this Publication
Fax 01772 866153 by the purchaser’s Educational Establishment for Theme: Gifts
Email: sales@topical-resources.co.uk educational purposes or for the purchaser’s personal Baby Jesus 32
reference only. This permission terminates if you How to Wrap a Present 34
Visit our Website at: breach these licence terms. Any other use (including
What’s in the Box? 36
www.topical-resources.co.uk
use for commercial purposes) is strictly prohibited.

“Educational Establishment” means any school and

Theme: The Three Little Pigs
Copyright © Peter Bell any other description of educational establishment as The Three Little Pigs 38
First Published January 2013 may be specified by order of the Secretary of State How to Make a House of Sticks 40
ISBN 978-1-909458-01-7 under s 174 of the Copyright Designs and Patents Act, All About the Pigs’ Houses 42
1988 (as amended, modified or re-enacted from time to
Illustrated by John Hutchinson, Art Works, Fairhaven, time). Theme: When I was Young
69 Worden Lane, Leyland, Preston Baby’s Room 44
Designed by Paul Sealey, PS3 Creative, 3 Wentworth Terms and conditions can be found at
Birthday 46
Drive, Thornton, Lancashire www.topical-resources.co.uk/terms
Printed in the UK for ‘Topical Resources Ltd’ by T. Nursery School 48
Snape and Co Ltd., Boltons Court, Preston, Lancashire
Answers 50
Topical Resources is the trading name of Topical Resources Ltd,
registered in England number 8072582.
Registered office: Jumps Farm, Durton Lane, Broughton, Preston, Lancashire. PR3 5LE

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 Curly the Doll
Back to Contents
Theme 1 Toys Narrative

She comes with me Mum took me to the

Curly is my best doll.
all the time. carpet shop.

I cried when I could We went back and the

I left Curly in the shop.
not find Curly. man gave her to me.

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 Curly the Doll
Back to Contents
Theme 1 Toys Narrative

Section A - Circle the correct answer.

1 What was the doll called?

Carly Crissy Cathy Curly

2 Which shop did they go to?

paper shop carpet shop toy shop

3 Where was Curly left?

in the car in the street in the shop

4 What did the girl do when she lost the doll?

shouted cried went to sleep

Section B - Write a sentence.

5 Who gave the doll back to the little girl?

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 Doll’s House
Back to Contents
Theme 1 Toys Information

chimney

roof

window
shower

bath
cooker

door

table stairs TV chair

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 Doll’s House
Back to Contents
Theme 1 Toys Information

Section A - Circle the correct answer.

1 How many chairs can you see?

one two three four

2 Where is the table?

kitchen bedroom bathroom

3 How many doors can you see?

one two three four

4 Where is the bath?

upstairs downstairs in the kitchen

Section B - Write a sentence.

5 Where is the chimney?

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 Back to Contents
Theme 1 Toys Poetry

Toy Shop Window

Two little children,
Stop to stare,
A fairy doll, a toy car,
A furry teddy bear.
A train on a wooden track,
A plane up on high,
A doll’s pram and tucked inside,
A dolly who can cry.

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 Toy Shop Window
Back to Contents
Theme 1 Toys Poetry

Section A - Circle the correct answer.

1 How many children can you see?

one two three four

2 How much is the toy car?

£2 £3 £4 £5

3 Where is the plane?

on the floor on a shelf up on high

4 What is in the doll’s pram?

fairy teddy bear dolly who can cry

Section B - Write a sentence.

5 What are the children looking at?

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 Body Parts
Back to Contents
Theme 2 Ourselves Labels

hair
eyes
nose face
ear
mouth

elbow

arm

fingers hand

boy
knee thumb
girl
leg
toes

foot

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 Body Parts
Back to Contents
Theme 2 Ourselves Labels

Section A - Circle the correct answer.

1 How many eyes can you see?

one two three four

2 How many thumbs can you see?

one two three four

3 How many toes has the boy got?

4 5 8 10

4 Where is the knee?

on the arm on the leg on the head

Section B - Write a sentence.

5 Who has the longest hair?

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 At The Park
Back to Contents
Theme 2 Ourselves Recount

On Saturday my family went to the park.

My sister went on the We both went on

I went on the slide.
swing. the see-saw.

Mum made us a picnic. We fed the ducks. We flew kites.

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 At the Park
Back to Contents
Theme 2 Ourselves Recount

Section A - Circle the correct answer.

1 Who went on the swing?

Mum Dad my sister my brother

2 Who made a picnic?

Mum Dad my sister my brother

3 What did the children feed?

hens ducks fish the dog

4 What did the children fly?

a plane a kite a flag

Section B - Write a sentence.

5 Who went to the park?

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 Keeping Healthy
Back to Contents
Theme 2 Ourselves Information

To keep your body healthy you must do these things.

Eat some fruit and vegetables. Brush your teeth every day.

Keep your body nice and clean. Rest and take exercise.

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 Keeping Healthy
Back to Contents
Theme 2 Ourselves Information

Section A - Circle the correct answer.

1 To keep healthy you must eat…

fish and chips fruit and vegetables

2 How often should you brush your teeth?

every hour every day every week every month

3 What must you keep nice and clean?

your house your bike your body your clothes

4 What can you do to rest your body?

go to the swings go to bed go swimming

Section B - Write a sentence.

5 What can you do to exercise your body?

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 First Day at School
Back to Contents
Theme 3 School Narrative

I said goodbye to my mum Our teacher Mrs King I sat next to a boy
at the school gate. was waiting for us. called Jack.

I drew a picture Jack and I played Mrs King told us a story.

of my mum. with the Lego. She is very kind.

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 First Day at School
Back to Contents
Theme 3 School Narrative

Section A - Circle the correct answer.

1 Who said goodbye at the school gate?

Mum Dad Gran Grandad

2 Who did the girl sit next to?

John Jim Jazz Jack

3 What did the girl draw a picture of?

Dad brother Mum sister

Section B - Write a sentence.

4 Who told a story?

5 What did Jack play with?

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 In the Classroom
Back to Contents
Theme 3 School Narrative

outside play

slide white board

window
door bike lunch boxes
computer

car paintings

trays coats
sand tray
teacher’s desk

teacher’s chair
paints

water play
tables
carpet
play house chairs

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 In the Classroom
Back to Contents
Theme 3 School Narrative

Section A - Circle the correct answer.

1 What can you play with outside?

sand water paints slide

2 Where are the paintings?

on the carpet on the table on the wall

3 Where is the teacher’s desk?

under the window on the carpet

Section B - Write a sentence.

4 Where is the teacher’s chair?

5 How many paintings can you see?

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 Sports Day
Back to Contents
Theme 3 School Recount

We had a sports day at our school.

John won the egg and We had ice-creams

Jill won the sack race.
spoon race. at play time.

Ann and Raj won The last race was for

Tom won the long jump.
the 3 legged race. mums and dads.

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 Sports Day
Back to Contents
Theme 3 School Recount

Section A - Circle the correct answer.

1 Who won the egg and spoon race?

Jill John Jack Jade

2 Who won the sack race?

Jill John Jack Jade

3 Which two children won the 3 legged race?

John and Jill Ann and Raj Tom and John

Section B - Write a sentence.

4 When did the children have ice-cream?

5 Who was the last race for?

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 Parts of a House
Back to Contents
Theme 4 Homes Labels

chimney pot

roof tiles

bricks
drain pipe
window

green house garage

fence door
door handle

grass
drive
pond
flower bed path

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 Parts of a House
Back to Contents
Theme 4 Homes Labels

Section A - Circle the correct answer.

1 What is the roof made from?

tiles bricks curtains grass

2 What are the walls made from?

tiles bricks curtains grass

3 How many doors can you see?

one two three four five

Section B - Write a sentence.

4 How many flowers are in the garden?

5 Where is the chimney pot?

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 Moving House
Back to Contents
Theme 4 Homes Recount

Mum wanted a house with a garden.

We packed all our things

Dad sold our house. I was very sad.
into boxes.

A big van took the boxes The new house

I was very happy.
to a new house. had a garden.

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 Moving House
Back to Contents
Theme 4 Homes Recount

Section A - Circle the correct answer.

1 Why did Mum want to move house?

more space a garden new kitchen

2 Who sold the house?

Mum Dad Uncle Nanna

3 What took the boxes to the new house?

a bus a car a lorry a van

Section B - Write a sentence.

4 How did the boy feel when his house was sold?

5 How did the boy feel when he moved to his new house?

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 Different Homes
Back to Contents
Theme 4 Homes Information

People live in many different types of home.

Some people live in homes Some people live in homes made

made of bricks. of mud and straw.

Some people live in caravans Some people live in

and some live on house boats. tents called teepees.

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 Different Homes
Back to Contents
Theme 4 Homes Information

Section A - Circle the correct answer.

1 Some people live in homes made of…

blocks bricks sand grass

2 Some people live in homes made of…

sticks and stones mud and straw

3 A teepee is a …

house hotel tent caravan

Section B - Write a sentence.

4 What sort of home could you pull with a car?

5 What sort of homes float?

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 In the Garden Shed
Back to Contents
Theme 5 Plants Labels

saw

flower hammer

seeds

leaf
shelf

plant pots
rake

door

logs
spade
table

soil
lawn mower
bucket

26 © Topical Resources Ltd. Subject to Topical Resources LICENCE TERMS available at: www.topical-resources.co.uk/terms
 In the Garden Shed
Back to Contents
Theme 5 Plants Labels

Section A - Circle the correct answer.

1 How many flowers are in the picture?

one two three four

2 Where are the seeds?

on the floor on a shelf on the table

3 Where is the lawn mower?

on the floor on a shelf on the table

Section B - Write a sentence.

4 What is in the bag on the floor?

5 Name the tools you can see.

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 How to Plant a Bulb
Back to Contents
Theme 5 Plants Instructions

soil

watering
can

plant
pot bulb roots

This is what you will need. Put some soil in the plant pot.

Stand the bulb in the plant pot

Water the bulb with a watering can.
and cover with soil.

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 How to Plant a Bulb
Back to Contents
Theme 5 Plants Instructions

Section A - Circle the correct answer.

1 What goes in the plant pot first?

soil bulb water

2 What goes in the plant pot next?

soil bulb water

3 What do you cover the bulb with?

soil bulb water

Section B - Write a sentence.

4 How do you water a bulb?

5 What do you need to plant a bulb?

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Five Little Flowers
Back to Contents
Theme 5 Plants Poetry

Five little flowers growing by the door,

Along came a gust of wind, then there were four.

Four little flowers for all the world to see,

My friend Tom picked one, then there were three.

Three little flowers glistening with the dew,

A naughty dog jumped on one, then there were two.

Two little flowers growing in the sun,

A fluffy bunny nibbled, then there was one.

One little flower standing all alone,

My Mum would like you, I think I’ll take you home!

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 Five Little Flowers
Back to Contents
Theme 5 Plants Poetry

Section A - Circle the correct answer.

1 What took away the first flower?

rain snow wind frost

2 Who took away the second flower?

dog Tom bunny Mum

3 Who took away the third flower?

Mum dog Tom bunny

Section B - Write a sentence.

4 What did the fluffy bunny do?

5 What would Mum like?

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 Baby Jesus
Back to Contents
Theme 6 Gifts Narrative

A star could be seen Mary and Joseph were Baby Jesus was born.
over a stable. staying there. They put him in a crib.

Some shepherds came Some wise men came The wise men brought
to see the baby. to see the baby. some presents.

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 Baby Jesus
Back to Contents
Theme 6 Gifts Narrative

Section A - Circle the correct answer.

1 A star could be seen over a …

stable field crib barn

2 They put baby Jesus in a …

box cot crib present

Section B - Write a sentence.

3 Who came to see the baby first?

4 Who also came to see the baby?

5 What did the wise men bring for the baby?

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 How to Wrap a Present
Back to Contents
Theme 6 Gifts Instructions

wrapping paper

sticky tape label

pen

scissors

This is what
Wrap the paper round the present.
you will need.

Fold the ends and stick down Write a name on the label
with sticky tape. and stick to the present.

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 How to Wrap a Present
Back to Contents
Theme 6 Gifts Instructions

Section A - Circle the correct answer.

1 What is the first thing you wrap round a present?

sticky tape paper label

2 What do you do with the ends of the paper?

fold bend wrap tear

Section B - Write a sentence.

3 What do you use to stick the end of the paper in place?

4 What do you write on the label?

5 How do you fasten the label to the present?

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 Back to Contents
Theme 6 Gifts Poetry

What’s in the Box?

Shake it, shake it,
What could it be?
A red car, a wooden train,
Something just for me!

Prod it, poke it,

What could it be?
A new book, a puzzle too,
Something just for me!

Hold it, squeeze it,

What could it be?
A cuddly Ted, a Jack in the box,
Something just for me!

Shake it, prod it,

What could it be?
I wonder what is hidden inside?
You’ll have to wait and see!

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 What’s in the Box?
Back to Contents
Theme 6 Gifts Poetry

Section A - Circle the correct answer.

1 What colour is the car in this poem?

blue green yellow red

2 What is the train made out of?

card plastic wood metal

Section B - Write a sentence.

3 Why would you shake this box?

4 Why would you squeeze this box?

5 Who do you think could have sent this present?

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 The Three Little Pigs
Back to Contents
Theme 7 The Three Pigs Narrative

The three pigs left their mummy’s home.

The first pig built The second pig built The third pig built
a house of straw. a house of sticks a house of bricks.

The wolf blew down The wolf blew down The wolf could not blow
the house of straw. the house of sticks. down the house of bricks.

38 © Topical Resources Ltd. Subject to Topical Resources LICENCE TERMS available at: www.topical-resources.co.uk/terms
 The Three Little Pigs
Back to Contents
Theme 7 The Three Pigs Narrative

Section A - Circle the correct answer.

1 The first pig built a house of ...

stones straw sticks bricks

2 The second pig built a house of ...

plastic wood metal sticks

Section B - Write a sentence.

3 What did the third pig build a house from?

4 Which houses did the wolf blow down?

5 Why could the wolf not blow down the house of bricks?

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 How to Make a House of Sticks
Back to Contents
Theme 7 The Three Pigs Instructions

leaves

saw

sticks
rope

This is what you will need. Cut the sticks to the same length.

Stand the sticks up to make a tent shape.

Tie the sticks together at one end.
Cover with small sticks and leaves.

40 © Topical Resources Ltd. Subject to Topical Resources LICENCE TERMS available at: www.topical-resources.co.uk/terms
 How to Make a House of Sticks
Back to Contents
Theme 7 The Three Pigs Instructions

Section A - Circle the correct answer.

1 What do you use to cut the sticks?

hammer nail saw rope

2 What do you use to tie the sticks together?

hammer nail saw rope

Section B - Write a sentence.

3 What shape is the stick house?

4 What is the stick house covered in?

5 What do you need to build a house of sticks?

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 All About the Pigs’ Houses
Back to Contents
Theme 7 The Three Pigs Information

The three pigs built very different houses.

The Straw House

The Brick House
• made of straw
• quick to build The Stick House • made of bricks
• easy to blow down • took a long time to b
• made of sticks uild
uild • could not be blown do
• took longer to b wn
q u it e e a s y t o b lo w down
•

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 All About the Pigs’ Houses
Back to Contents
Theme 7 The Three Pigs Information

Section A - Circle the correct answer.

1 Which house was quick to build?

straw house stick house brick house

2 Which house could not be blown down?

straw house stick house brick house

Section B - Write a sentence.

3 Which house was easy to blow down?

4 Which house took a long time to build?

5 Which do you think was the strongest house?

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 Baby’s Room
Back to Contents
Theme 8 When I was Young Labels

wardrobe door
window
books

pram
clothes

cot drawers

cream
wipes

car nappy cloth bottle

seat

toys changing
mat

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 Baby’s Room
Back to Contents
Theme 8 When I was Young Labels

Section A - Circle the correct answer.

1 Where does the baby sleep at night?

car seat cot pram

2 How many wheels are on the pram?

2 3 4 5

Section B - Write a sentence.

3 What is in the wardrobe?

4 What is used to clean the baby?

5 How many toys can you see?

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 Birthday
Back to Contents
Theme 8 When I was Young Recount

It was my second birthday.

The postman brought

My mum made me a cake. My family came to visit.
some cards.

I blew out the candles My family sang ‘Happy

I opened my presents.
on the cake. Birthday’ to me.

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 Birthday
Back to Contents
Theme 8 When I was Young Recount

Section A - Circle the correct answer.

1 Who brought the birthday cards?

Mum Dad family postman

2 Who made the birthday cake?

Mum Dad family postman

Section B - Write a sentence.

3 Who came to visit?

4 What happened to the candles?

5 Who sang ‘Happy Birthday’?

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 Nursery School
Back to Contents
Theme 8 When I was Young Information

When you are 3 you can go to nursery school.

At nursery school you can At nursery school you can

play in the sand. listen to stories.

At nursery school you can

At nursery school you can play outside.
paint pictures.

48 © Topical Resources Ltd. Subject to Topical Resources LICENCE TERMS available at: www.topical-resources.co.uk/terms
 Nursery School
Back to Contents
Theme 8 When I was Young Information

Section A - Circle the correct answer.

1 At what age can you go to nursery school?

2 3 4 5

2 At nursery school you can play in the …

woods sand soil garden

Section B - Write a sentence.

3 What can you listen to at nursery school?

4 What can you play on outside at nursery school?

5 What can you paint at nursery school?

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 Back to Contents
Year 1- Comprehension Answers

(NB: When answers are given as full sentences they are examples only) Page 11 - At the Park
Section A Section B
Page 3 - Curly the Doll 1) My sister 5) The family went to the park.
Section A Section B 2) Mum
1) Curly 5) The man in the carpet shop gave the doll 3) Ducks
2) Carpet shop back to the little girl. 4) A kite
3) In the shop
4) Cried
Page 13 - Keeping Healthy
Section A Section B
Page 5 - Doll’s House 1) Fruit and vegetables 5) Accept an answer that includes some form of
Section A Section B 2) Every day exercise. E.g. You can go swimming to exercise
1) Two 5) The chimney is on the roof. 3) Your body your body.
2) Kitchen 4) Go to bed
3) Three
4) Upstairs
Page 15 - First Day at School
Section A Section B
Page 7 - Toy Shop Window 1) Mum 4) Mrs King told a story.
Section A Section B 2) Jack 5) Jack played with the Lego.
1) Two 5) The children are looking at the toys in 3) Mum
2) £3 the toy shop window.
3) Up on high
4) Dolly who can cry Page 17 - In the Classroom
Section A Section B
1) Slide 4) The teachers chair is on the carpet.
2) On the wall 5) I can see four paintings.
Page 9 - Body Parts 3) Under the window
Section A Section B
1) Four 1) The girl has the longest hair.
2) Four
3) 10
4) On the leg

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 Back to Contents
Year 1- Comprehension Answers

Page 19 - Sports Day Page 27 - In the Garden Shed

Section A Section B Section A Section B
1) John 4) The children had ice-cream at play time. 1) One 4) There is soil in the bag. on the floor.
2) Jill 5) The last race was for mums and dads. 2) On a shelf 5) I can see a saw, a hammer, a rake and a spade.
3) Ann and Raj 3) On the floor

Page 21 - Parts of a House Page 29 - How to Plant a Bulb

Section A Section B Section A Section B
1) Tiles 4) There are six flowers in the garden. 1) Soil 4) Use a watering can to water a bulb.
2) Bricks 5) The chimney pot is on the roof. 2) Bulb 5) To plant a bulb you need soil, a plant pot, a
3) Three (Front door, 3) Soil watering can and a bulb.
Garage door and
Greenhouse door)

Page 31 - Five Little Flowers

Page 23 - Moving House Section A Section B
1) Wind 4) The fluffy bunny nibbled the flower.
Section A Section B
2) Tom 5) Mum would like the last flower.
1) A garden 4) The boy felt sad when his house was sold.
3) Dog
2) Dad 5) The boy felt happy when he moved to his new
3) A van house.

Page 33 - Baby Jesus

Section A Section B
Page 25 - Different Homes 1) Stable 3) Some shepherds came to see the baby first.
2) Crib 4) Wise men also came to see the baby.
Section A Section B
5) They brought some presents.
1) Bricks 4) You can pull a caravan with a car.
2) Mud and straw 5) House boats float.
3) Tent

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 Back to Contents
Theme
Year 1- 1Comprehension
Victorians Fiction Answers

Page 35 - How to Wrap a Present Page 43 - All About the Pigs’ Houses
Section A Section B Section A Section B
1) Paper 3) Stick the ends in place with sticky tape. 1) Straw house 3) The straw house was easy to blow down.
2) Fold 4) Write a name on the label. 2) Brick house 4) The brick house took a long time to build.
5) Stick the label to the present with the sticky tape. 5) The brick house was the strongest house.

Page 37 - What’s in the Box?

Section A Section B Page 45 - Baby’s Room
1) Red 3) You might shake the box to see what sound it Section A Section B
2) Wood makes. 1) Cot 3) There are clothes in the wardrobe.
4) You might squeeze the box to see if you could feel 2) 4 4) Wipes are used to clean the baby.
what was in it. 5) I can see three toys.
5) Open ended.

Section 39 - The Three Little Pigs

Section A Section B Page 47 - Birthday
1) Straw 3) The third pig built his house of bricks. Section A Section B
2) Sticks 4) The wolf blew down the house of straw and the 1) Postman 3) The family came to visit.
house of bricks. 2) Mum 4) The little girl blew out the candles.
5) The wolf could not blow down the house of bricks 5) The family sang ‘Happy Birthday’.
because it was too strong.

Page 41 - How to Make a House of Sticks

Section A Section B Page 49 - Nursery School
1) Saw 3) The stick house is a tent shape. Section A Section B
2) Rope 4) It is covered with small sticks and leaves. 1) 3 3) You can listen to stories.
5) To build a house of sticks you need some sticks, 2) Sand 4) You can play on a slide outside.
leaves, a saw and some rope. 5) You can paint pictures.

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 Needs a full stop. Needs an
exclamation mark.

Wow What a cute puppy

Oh no I have a puppy

That’s brilliant Grandma has big eyes

What big eyes you have Tim was painting

What a fantastic painting Peter had grown very tall

How tall you have grown I saw a huge ship

 Exclamation Marks
These can show when something
is loud or shouted.

Bang! Crunch! S it d o w n !

Or they can show emotion.

Ahhhhh! H o w love ly ! Th at hu rt!

They are also at the end of an exclamation

sentence. These start with WHEN or HOW,
W h a t a fa nt a s t ic H o w cold it
g o a l it wa s ! is to d a y !
SPaG

Teacher notes

Year 1 SPaG Activities:

Exclamation Marks
In Year 1, pupils need to learn about exclamation marks. Teach
how they are used in sentences with our brightly coloured
poster, then allow children to apply their skills with the card
sort activity and worksheets.

English Objectives covered are:

• To introduce exclamation marks

The resources include:

• Poster for teaching and display
• Sentence sort activity
• Worksheets

How to use the resource:

Activity 1 - TEACH
Draw an exclamation mark on the board (!). Do the children
know what this is? Can they find examples in reading books in
the class library?

Can they form an exclamation mark correctly? Practise writing

these on whiteboards or in books.

Talk about when an exclamation mark is used, using the poster

to help.

Create a class collection of sentences that may need an exclamation

mark. For example:

Something that is loud or shouted, e.g. Bang! Crunch! Zap! Boing!

copyright 2020
SPaG

Showing emotions, e.g. Ouch! Ahhhhh! That is brilliant! How lovely!

Exclamation sentences, e.g. What a fantastic goal it was! How cold it is

today!

(Note: An exclamation sentence must begin with HOW or WHAT

and must contain a verb. To turn ‘How lovely!’ into an exclamation
sentence, it would need to be reworded as ‘How lovely it was!’ or ‘How
lovely it is!’).

Introduce the card sort activity. Investigate the sentences, deciding

whether each one needs a full stop or an exclamation mark.

Can the children explain why an exclamation mark is needed for some
of the sentences?

Activity 2 - UNDERSTAND, TEST and CHALLENGE

Pupils complete the activities on the worksheet.

This sheet can be completed in one lesson or cut out into

different tasks and completed over several days. There
is opportunity for pupils to carry out a physical task and
discuss it orally.

Activity 3 - APPLY

Pupils look at the picture of a grandma holding a cake.

What might they say to grandma about the cake?
Encourage pupils to write short sentences that show
emotion, or say something loudly or are an exclamation
sentence. (How delicious it looks! Yummy! I want some!)

copyright 2020
Write an ! in each box. . or !
How tall you are
Billy is the tallest boy
Can you find an ! Ouch
in a book?
That is brilliant

What might mum say?

Use a !
What might you say to grandma about
this cake? Use exclamation marks !
a b c
d e f
g h i
j k l
m n o
p q r
s t u
v w x
y z
Aa
Bb
Cc
Dd
Ee
Ff
Gg
Hh
Ii
Jj
Kk
Ll
Mm
Nn
Oo
Pp
Qq
Rr
Ss
Tt
Uu
Vv
Ww
Xx
Yy
Zz
SPaG

Teacher notes

Year 1 SPaG Activities:

Alphabetical Order
In year 1, pupils need to know the names of the letters of the
alphabet and put them in alphabetical order. Children can use
our alphabet cards to put letters in order and then apply their
knowledge using the worksheet in the pack.

English Objectives covered are:

• To name the letters of the alphabet in order

The resources include:

• Alphabet cards – pupil version
• Alphabet cards - teacher version showing both capital and
lowercase letters
• Worksheet

How to use the resource:

Activity 1 - TEACH
What is the alphabet?

Use the large alphabet cards to recite the alphabet in order.

Make sure that the pupils use the letter names, but talk about
the sounds that they make to link to their phonetic knowledge.

Hold up a card – can children tell you the letter that comes
next? Or before?

Using the small alphabet card pack, pairs or groups of pupils

put the letters in alphabetical order. Can they say the letter
names as they do this?

EXTRA CHALLENGE: Do they know which letters are vowels?

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SPaG

Activity 2 - UNDERSTAND, TEST and CHALLENGE

Pupils complete the three activities on the worksheet.

U NDERSTAND

TEST

CHALLENGE

 uring the ‘test’ activity, pupils can

D
talk about their answers.

Activity 3 - APPLY
Pupils use their phonetic knowledge to
write the words for the pictures. They then
need to look at the initial letters and rewrite
the words in alphabetical order in the boxes.

copyright 2020
 Write the Are these Write the
missing letters correct? letter
before
and after
abc acde

mno ghij c

ef h uvwx k

s uv lnmo
p
Why are they
wx z wrong?
s

mno y
Use your phonics to write the words below the pictures.

Now write the words in alphabetical order.

Look at the first letter of each word.
a b c d
e f g h
i j k l
m n o p
q r s t
u v w x
y z
A B C D
E F G H
I J K L
M N O P
Q R S T
U V W X
Y Z
Aa
Bb
Cc
Dd
Ee
Ff
Gg
Hh
Ii
Jj
Kk
Ll
Mm
Nn
Oo
Pp
Qq
Rr
Ss
Tt
Uu
Vv
Ww
Xx
Yy
Zz
SPaG

Teacher notes

Y1 SPaG Activities:
Capital Letters
In year 1, pupils need to be able to recognise capital letters
and form these correctly. Children can use our alphabet cards
to match capital and lowercase letters and then apply their
knowledge using the worksheet in the pack.

English Objectives covered are:

• To name letters of the alphabet in order
• To introduce capital letters
• To form capital letters correctly

The resources include:

• Alphabet cards – lowercase letters
• Alphabet cards – capital letters
• Alphabet cards – teacher version showing both capital and
lowercase letters
• Worksheets

Activity 1 - TEACH
Give pupils the alphabet cards – lowercase. Can
they put them into alphabetical order? Recap
this as needed, using the teacher version of the
alphabet cards.

Using the teacher version of the alphabet cards,

ask why there are two letters on each card (one
is the capital letter). Show the pupils examples of
capital letters (especially B, D, G, H, N, Q, R as they
look quite different from the lowercase versions).
Can they tell you the letter names? Practise forming
the letters using whiteboards.

copyright 2019
SPaG

In pairs, pupils match the lowercase letters to the capital letters using
the alphabet cards.

EXTRA CHALLENGES:
Can children put the alphabet in the correct order in both cases?
Play pairs with the cards, matching the capital and lowercase letters.

Activity 2 – UNDERSTAND, TEST and CHALLENGE

Pupils complete the three activities on the worksheet.

This sheet can be completed in one lesson or cut out
into different tasks and completed over several days.
There is an opportunity for pupils to explain their
answers orally during the challenge task.

Activity 3 – APPLY
Pupils write the alphabet in order twice, first using
lowercase, then capital letters.

copyright 2020
 Write a capital letter. Match the capital and
lowercase letters.

b i a B
b A
e n d G
g P
h r p D

Write three of your friends' names.

Remember, they start with capital letters!

Why do these words need capital letters?

Write the alphabet in order using
lowercase letters.

Write the alphabet in order using

CAPITAL letters.
 Capital letters Capital letters
and full stops. and full stops.

Polly had a cup of tea. at night I have a drink of milk

For lunch Grace had pasta and cheese. The greedy donkey ate all of the food.

a dog barked loudly in the park On Sunday we went to the zoo.

you need flour and eggs to bake a cake my cat has white whiskers

My sister is annoying. stars shine brightly in the sky

i joined the football team with my friend I visited a farm and saw the chicks.
 CAPITAL LETTERS
Capital letters are always used
at the beginning of sentences.

r
Capital lette
at the start
a sentence.
of
T he rabbit ate carrots for lunch.

They are also used for proper

Capital
nouns (names of places, people, letters
days and months) and I. should be tall.
Aa Bb Cc
Monday F ra n k Lo n d o n
Ju ne H ig h St re e t I
 FULL STOPS
A full stop is used at the end of a sentence.

It tells the reader to

T he rabbit ate carrots for lunch.

You must The end of

show your the sentence
reader when to has a full sto p.
STOP by using a
full stop.
SPaG

Teacher notes

Year 1 SPaG Activities:

Capital Letters
and Full Stops
Teach pupils where to use capital letters and full stops in
their simple sentences. Eye-catching posters show how this
punctuation is used and the card sort activity and worksheets
allow pupils to apply their skills.

English Objectives covered are:

• To begin to punctuate sentences using a capital letter and a
full stop

The resources include:

• Posters for teaching and display
• Sentence card sort activity
• Worksheets

How to use the resource:

Activity 1 - TEACH
Write a simple sentence on the board without a capital letter
or full stop (eg the monkey sat in the branch). Can the pupils
tell you what is missing?

Show the posters on capital letters and full stops to teach

where they are needed in a sentence.

Introduce the sentence card sort activity. Pupils use their

blending skills to read the sentences and then arrange the
cards to show whether they are punctuated correctly or not.

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SPaG

EXTRA CHALLENGE: What is missing from some of the sentences?

Can the pupils add capital letters and full stops to cards that are not correct?

Activity 2 - UNDERSTAND, TEST and CHALLENGE

Pupils complete the three activities on the worksheet.

This sheet can be completed in one lesson or cut out into different tasks and
completed over several days. There is an opportunity for pupils to explain their
answers orally during the ‘test’ task.

Activity 3 - APPLY

Pupils write a sentence for each picture. Remind them

to use a capital letter and a noun for each one.

copyright 2020
 Circle the capital letter and Right or wrong?
full stop in each sentence.

The train was late.

I ate a whole bunch
of grapes. my trike has three wheels

the owl hooted at night

In the park I play on
the swings. What is wrong with
the sentences?
The boat had a red sail.

Rewrite the sentence with a capital letter and a full stop.

she will be six on her birthday

Write a sentence for each picture.

Remember to use
a capital letter
and full stop for
each one!
 Read your
Capital Capital
Finger Capital
Full Capital
sentence.
Letter Spaces
Letter Letter
Stop Does it
Letter
A make sense?

Read your
Capital Capital
Finger Capital
Full Capital
sentence.
Letter Spaces
Letter Letter
Stop Does it
Letter
A make sense?

Read your
Capital Capital
Finger Capital
Full Capital
sentence.
Letter Spaces
Letter Letter
Stop Does it
Letter
A make sense?

Read your
Capital Capital
Finger Capital
Full Capital
sentence.
Letter Spaces
Letter Letter
Stop Does it
Letter
A make sense?
 sentence ✓ not a sentence x

ben is going to the zoo

Thecarzoomedpast.

we splash and play in the swimming pool

I read write school.

my nan went shopping

Jackwashappy.
There are swings and a slide at the park.

I helped to put my toys away in the box.

you must brush your teeth every day

Kate is my friend.

Cows sheep live farm.

Dad put his blue coat on.

 te n ce s R u l e s
Writing Sen
Capital letter at Finger spaces
the start between words
A

.
The monkeys sit on
the highest branch.

Full stop at the end

A sentence must be complete and make sense.

Read it to check!
SPaG

Teacher notes

Y1 SPaG Activities:
Simple Sentences
In year 1, pupils learn how to write and punctuate simple
sentences. Our poster reminds pupils what a simple sentence
needs and the worksheets allow them the opportunity to apply
their knowledge creatively.

English Objectives covered are:

• To know how words combine to make sentences
• To separate words with finger spaces
• To introduce capital letters and full stops

The resources include:

• Poster – ‘Writing Sentences Rules’
• Sentence writing bookmarks
• Card sort activity
• Worksheets

Activity 1 - TEACH
What do we need to remember when we write
a sentence?

Model writing sentences on the board, pausing so

pupils can suggest what is needed at each stage
(eg: finger spaces, capital letter, full stop, making
sense). Can the pupils guide you correctly?

Look at the poster and talk about what each rule

means. Introduce the sentence writing bookmarks to
pupils as a way to check their work – they are designed
to be stuck along the top of a page.

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SPaG

Use the sentence card sort activity to organise sentences into

categories: those that are following the rules and those that are not.

EXTRA CHALLENGE: Can they explain why some of the sentences are
incorrect? Could they correct them?

Activity 2 – UNDERSTAND, TEST and CHALLENGE

Pupils complete the two activities on the worksheet.

This can be completed in one lesson or cut out into
three shorter tasks. There is an opportunity for
pupils to explain their answers verbally during the
challenge task.

Activity 3 – APPLY
Pupils write simple sentences about the pictures.
Remind them to use capital letters, finger spaces and
full stops and to read their sentences to check that they
are complete and make sense. Use the sentence writing
bookmarks to help pupils proofread their writing.

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 Correct these sentences.

my teddy is brown and fluffy

Today played game.

Why do some of the words need capital letters?

Rearrange these words to make sentences.

the hot sun is

monkey Ben saw at the zoo a

 Write a sentence for each picture. Use your
sentence writing bookmark to check that you
have remembered everything.

1.

2.
Once upon a time … One day ...

Suddenly … Luckily …
Finally …
KS1 Story Telling Planner

Character Problem

Setting
How
will your
story end?

copyright 2020
English

Teacher notes

KS1 Story Telling

Cards
Oral telling and retelling of tales is incredibly important,
so that pupils can develop their understanding of story
structure. Use this activity to stimulate story telling
through ‘character’, ‘setting’ and ‘problem’ cards.

English Objectives covered are:

COMPOSITION

• Y1 – composing sentences orally before writing

• Y2 – planning or saying aloud what they are going to write about

• Y2 – encapsulating what they want to say, sentence by sentence

Blank cards are included, so children

The resources include:
can come up with their own characters,
• story character cards (green)
settings, problems and sentence starters!
• story setting cards (purple)

• story problem cards (red)

• story cards planner

• sentence starters

copyright 2020
English

How to use the resource:

Activity 1 - Model to the children how to use the cards. Talk about
what ‘character’, ‘setting’ and ‘problems’ are in stories and how
narratives are structured, using the sentence starter cards (some have
been left blank, so you or the children can add your own). As a class
or group, pupils pick character, setting and problem cards and place
them on the story cards planner. Model telling a story using the cards.

Activity 2 - In pairs or groups, pupils choose three cards, place them

onto the story cards planner and have fun telling their stories!

This activity could be completed in an English lesson, displayed in the

library area to be used during reading time, or placed in the classroom
for constant access. The cards can be simply kept in piles – or, to add
interest, treasure chests or fabric bags could be used.

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princess boy girl teacher

doctor superhero footballer puppy

alien knight farmer giant
loses a toy finds a tiger friend needs help gets lost

sees smoke feels unwell falls into a river captured by a pirate

fights a dragon forgets a present breaks a computer is late
 park castle

funfair school

forest shop

zoo house
mountains ship

garden cave
 Question Marks
A question mark is used at the end
of a sentence asking a question.

What is for dinner ?

A question often starts

with one of these words:

W h o W h a t W h e re W h e n Why
Who is at school today? What are we doing?
When is lunch? Where are we going?
Why do we need to come in?
SPaG

Teacher notes

Year 1 SPaG Activities:

Question Marks
In Year 1, pupils need to learn about question marks. Teach
how they are used in sentences with our brightly coloured
poster, then allow children to apply their skills with the card
sort activity and worksheets.

English Objectives covered are:

• To introduce question marks
The resources include:
• Poster for teaching and display
• Sentence sort activity
• Worksheets

How to use the resource:

Activity 1 - TEACH

Draw a question mark on the board (?). Do the children know

what this is? Can they find examples in reading books in the
class library?

Can they form a question mark correctly? Practise writing these

on whiteboards or in books.

Talk about when question marks are used, using the poster to
help. Introduce question words: who, what, where, when, why.

Create a class collection of sentences that may need a

question mark.

Introduce the card sort activity. Chldren should investigate the

sentences, deciding whether each one is a question or not, and

copyright 2020
SPaG

organise the cards into two piles using the heading cards.

Activity 2 - UNDERSTAND, TEST and CHALLENGE

Pupils complete the activities on the worksheet.

 his sheet can be completed in one lesson or cut out into
T
different tasks and completed over several days. There
is opportunity for pupils to carry out a physical task and
discuss it orally.

Activity 3 - APPLY

Pupils look at the picture of children opening presents,

and write questions that they might ask about it, using
punctuation correctly.

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What questions might you ask
about this picture?
 A question Not a question

What is the time The time is one o’clock

When is lunch For lunch I have sandwiches

Where is my toy I have a toy car

Who is coming to the party Jill is coming to my party

Why must I eat my peas Peas are very good for you

What will I see at the zoo Lions and monkeys are at the zoo
 Write a ? in each box. . or ?
Where is the party

I love to eat jelly at parties

It is Jessica’s birthday
Can you find a ?
When will we eat
in a book?
Who is that

Use the words to make a question sentence.

fo o d the party be
at what w il l
Reading Comprehension

Teacher notes

Phase 4 Reading
Comprehension
Teaching of phase 4 phonics will be supported by these five
short comprehension activities suitable for year 1. Each
worksheet allows pupils to develop their comprehension skills,
applying their knowledge of reading CVCC and CCVC words.

English Objectives covered are:

• application of phonics knowledge and skills to decode
words (phase 4);
• read accurately by blending sounds in unfamiliar words
(phase 4);
• read common exception words;
• read words with more than one syllable;
• understand books they read.

The resources include:

Activity worksheets
5 comprehension activities, each with an opportunity
for writing:

• On the farm
• Sail the seas
• Before bed I…
• In the garden
• Lunch!

copyright 2019
Reading Comprehension

How to use the resource:

The worksheets could be used as part of a phonics lesson
or as a reading activity to develop comprehension skills.
They can be completed as a whole, or cut up into individual,
shorter tasks to be used over several sessions.

is used to show that a drawing response

is required.

is used to show that a written response is

required from the pupils.

Activity 1
Read the title of the comprehension activity and discuss the
kind of vocabulary that might be relevant for it.

Activity 2
Children read each sentence and draw a picture to illustrate
it, demonstrating their understanding.

Activity 3
Children write a sentence about the picture linked to the
theme of the worksheet, applying their phonics skills.

copyright 2020
 On t h e fa r m
The pig is pink. The chicken has
brown feet.

The farmer sits on The sheep jump

the haystack. high in the air.

1 copyright 2020
 e s e a s
Sail th
The boat is green. The ship has three
sails.

I can see four red The boat sails on

fish and two pink the deep sea.
shells.

2 copyright 2020
 e b e d I …
B e fo r
brush my teeth. wash my hands.

hear a story. say goodnight.

3 copyright 2020
 a r d e n
In the G
I can see five The dog sits on the
soil.

A cat sleeps in the I jump in the mud

flowers. in my boots.

4 copyright 2020
 L u n c h !
I munch on crisps. We had sandwiches
for a snack.

In my lunchbox I We drink milk for

have a plum. lunch.

5 copyright 2020
English, writing, SPaG

Teacher notes

Word Spinners
These word spinners help children to practise and
identify common letter strings in one syllable words.

Templates for 28 letter strings are included.

Colour-coded word spinners

The spinners are colour coded to identify the with

which the letter string starts with. Black and white
copies are also included.

Blank word spinners

Blank word spinners are also included so that children

can create their own word spinners.

How to create a Word Spinner

› Cut out both parts to the word spinner.
› The cover side has a 2-letter number string. Place this on
top of the bottom.

› Use a split pin through the centre of the word spinner

to attach both parts.

How to use the word spinner

› Rotate the top half so that the opening reveals a new
letter or letters.

› Read the word created by two parts of the word spinner.

copyright 2019
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