Irene Falcón González

Each story uses imaginative characters and predictable structures to enhance phonemic awareness and rhythm, facilitating the connection between graphemes and their sounds in a playful and funny way.

The objective is to locate CVC words from Group 1 to practice oral segmentation and continuous blending, strengthening automaticity in decoding.

Additionally, the visual and interactive format promotes multisensory learning, increasing engagement and helping students retain letter–sound relationships more effectively.

Zaida del Pino Benítez Martel.

First, we identified the sounds in each word and segmented them orally using clapping. Then, students wrote the words on mini whiteboards, breaking them into individual sounds (e.g. h-ea-d, n-o-s-e).

Finally, we checked and corrected the words together, providing feedback and reinforcing correct grapheme–phoneme correspondences.

This activity helped students improve their phonological awareness, spelling, and confidence when reading and writing in English.

Néstor Santana.

The resource includes visual cues, sound boxes, and simple examples to help students connect phonemes with graphemes. It also offers guided practice and independent tasks, allowing learners to read, build, and write CVC words. This makes the activity more accessible, especially for early readers and mixed-ability classrooms.

Eduardo Carmona Barrales

Eduardo Carmona Barrales

Each activity is based on a different character (lion, fox, bear and octopus) and includes simple language, repetition, and visual support.

From Gary the Gymnast to Benny the Ball, every character brings sounds to life through exciting activities like leaping, running, bouncing, and exploring obstacle courses. The aim is simple: learn sounds while staying active and engaged.

I hope you enjoy these stories as much as my students would—let’s learn, move, and smile together!

In my experience, students respond very well to this type of visual and interactive material, especially when it is combined with oral storytelling and classroom activities.

It can be used for whole-class storytelling or small group phonics practice.

Step 1: Introduce the Picture (5 mins)

Show the image and say:

• “Today we are learning how to read using synthetic phonics.”

• “This picture shows us 4 important steps.”

Ask:

• “What can you see?”

• “What are the children doing?”

Step 2: Learning Sounds (Section 1) – 8 mins

Point to “Learning Sounds”

Say:

• “Letters make sounds. Not names — sounds.”

• Model:

  • s → ‘sss’

  • a → ‘aaa’

  • t → ‘ttt’

Activity:

• Children repeat sounds after you

• Add actions (e.g., snake for sss)

Step 3: Blending Sounds (Section 2) – 8 mins

Point to “Blending Sounds”

Explain:

• “We push sounds together to make a word.”

Model slowly:

• “s – a – t” → “sat”

Activity:

• Children use fingers to “push” sounds together

• Try more:

  • c – a – t → cat

  • m – a – p → map

Step 4: Building Words (Section 3) – 8 mins

Point to “Building Words”

Explain:

• “We can build words using sounds we know.”

Activity:

• Give letter cards (or say sounds)

• Children build:

  • cat

  • sat

  • mat

Ask:

• “What happens if we change the first sound?”

Example:

• cat → bat → mat

Step 5: Reading & Writing (Section 4) – 8–10 mins

Point to “Reading and Writing”

Read together:

• “The cat sat on the mat.”

Activity:

• Children:

  • Read the sentence aloud

  • Write one word (e.g., “cat”)

  • Draw a matching picture

    
    

    Plenary (Wrap-up – 3 mins)

Ask:

• “What do we do first?” (learn sounds)

• “What do we do next?” (blend)

Quick check:

• Say: “m-a-t” → children say “mat”

Each story can be used for storytelling, sound recognition, and early blending practice, with strong visual support to aid understanding.

In the lesson we first classified all together lots of insects by its beginning sound (B, A, S, F, L). Then, I presented the worksheet and, again, we did and example all together to reassure everyone understood the activity.

Finally, they had to do the activity on their own. Each letter is one colour so that the can visually remember the beginning sound of the pictures and it also allows me to visually check if it is correct.

I'm sharing here a story which I wrote for the Module 2, based in my subject, Music.

It's a bit longer because I am a Secondary Music Teacher. I hope you all enjoy it!

Alberto Díaz Medina

Susana Cano Huertas.

Each activity is based on a different character (lion, fox, bear and octopus) and includes simple language, repetition, and visual support.

Each activity is based on a different character (lion, fox, bear and octopus) and includes simple language, repetition, and visual support.

Canva link: https://www.canva.com/design/DAHDXZ4Pcgw/AGw7SxDr7ObKtkiLv8QUSw/edit?utm_content=DAHDXZ4Pcgw&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

In the lesson we first classified all together lots of insects by its beginning sound (B, A, S, F, L). Then, I presented the worksheet and, again, we did and example all together to reassure everyone understood the activity.

Finally, they had to do the activity on their own. Each letter is one colour so that the can visually remember the beginning sound of the pictures and it also allows me to visually check if it is correct.In the lesson we first classified all together lots of insects by its beginning sound (B, A, S, F, L). Then, I presented the worksheet and, again, we did and example all together to reassure everyone understood the activity.

Finally, they had to do the activity on their own. Each letter is one colour so that the can visually remember the beginning sound of the pictures and it also allows me to visually check if it is correct.

By Olga

By Olga

Naira Goya

By Rosa María Mazo Simón

The Big Bag
"Sarah had a big bag.
She carried many books every day.

“It’s too heavy,” her friend said.

One day, she dropped it and everything fell on the floor.
She realised she didn’t need all those things.

The next day, she brought only what she needed.
Her bag was lighter, and she felt better.

Sometimes, less is more".

The Rules of the game

1. Identify the pictogram: the teacher shows the pupil a specific image or pictogram from the provided collection (such as a sailor, a submarine, or a feather).

   
   

2. Identify the target sound: the teacher specifies a target phoneme for the session, for example, the sound /m/.

   
   

3. Locate the phoneme: the pupil must determine where that specific sound occurs within the word: beginning, middle and end.

   
   

4. Mark the answer: once identified, the pupil places a "gem" (represented by the diamond icons in the material) on the corresponding section to indicate the syllable or position where the phoneme appears.

Each story focuses on the repetition and practice of a specific phoneme:

/g/: Gigi the goat.

/o/: Ollie the owl.

/u/: Ulla the umbrella bird.

/l/: Leo the leopard.

/f/: Fiona the fox.

/b/: Bela the bear.

‘Phonic Story Time’ (Module 2): A collection of six original stories for Group 3 sounds (/g, o, u, l, f, b/), featuring characters such as Gus, the cheerful goat, and Olly, the octopus – characters who have appeared in previous stories. These short stories are specifically designed to prevent children from guessing the meaning from the illustrations and to encourage decoding.

Arianna Ojeda Marrero.

Each story is set in different islands of the Canary Islands

The stories included are the following:

• Gabi the Gecko of Gran Canaria: Focuses on the /g/ sound.

• Ocean Adventure in Órzola: Focuses on the /o/ sound.

• Under the Volcano Teide: Practices the /u/ sound.

• Lola and the Lizard of Lanzarote: Uses the /l/ sound

• Fefi the Fast-Flying Fish: Focuses on the /f/ sound

• Bernie's Big Banana Boat: Highlights the /b/ sound