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This bundle includes 100 items of our speech & language therapy interventions for children aged between 4 years – 11 years.
This offer gives a saving of 15% off the usual purchase price.
Consonant Clusters: Alliterative Stories and Activities for Phonological Intervention was written and developed by Caroline Bowen and illustrated by Helen Rippon.
Consonant Clusters is intended for use by Speech and Language Therapists/Speech-Language Pathologists (SLTs/SLPs). The resource comprises information about, and resources for, applying a complexity principle to intervention for children who have turned four, and who have moderate or severe phonological difficulties and poorly intelligible speech.
It begins with a clear explanation of the reasoning and research underpinning the pack, followed by information for therapists and families, a Cluster Screener in the form of a Monosyllabic-Word Imitation Task, and 90 pages of carefully thought out Activity Sheets illustrated by Helen Rippon.
For more information see below.
This resource provides large ‘busy’ pictures, featuring a particular phoneme in word initial position, Individual Phoneme Initial, for carrying out auditory input therapy, modelling, reinforcement and speech production work.
These resources are also useful, when a child, who has been receiving therapy, reaches the stage when he or she needs to generalise newly acquired sounds into conversational speech. Sound Loaded Scenes provides a supportive and attractive activity, in which the therapist, parent and child can discuss the pictures together, knowing that there will be multiple exemplars of ‘their’ sound.
Speech and Language Therapists will use them for auditory input therapy, practice and for consolidation work.
Teachers may also find these pictures helpful when using a phonics approach to reading and writing, particularly for pupils who require additional and differentiated resources to help them identify individual phonemes at the beginning of words.
The Speech Sound Inventory (SSI) is an assessment and measuring tool.
The Speech Sound Inventory (SSI) can be used by Speech and Language Therapists but has also been designed as an accessible method for teachers to gather information on an individual child's speech sound production. The pack consists of amusing, colourful illustrations which target the production of speech sounds at the beginning, middle and end of words. Full instructions on how to administer the inventory are included, accompanied by easy-to-use record sheets, as well as lots of additional information on normal development, how to interpret what you hear, and what to do next.
A comprehensive analysis of a child’s speech development should always be undertaken by a qualified speech and language therapist in order to identify which processes the child is exhibiting and to plan therapy. Teachers and practitioners may, however, find the inventory measure useful to confirm their decision to refer the child to their local SLT Service and to clarify what they are hearing. Additionally, many schools are now implementing intensive phonic interventions, and teaching staff will be aware that some pupils are not able to produce or copy some phonemes. The Speech Sound Inventory will provide information on areas of difficulty.
Although referral for specialist assessment is always recommended, the SSI provides a method for teachers to understand and make a baseline assessment of a child's speech development.
Minimal Pairs, fronting-backing-gliding worksheets for developing sound awareness skills; helping children identify phonological process contrasts. Supplements minimal pair therapy in clinic, and activities in home and school.
A minimal pair is a pair of words, such as ‘tea’ and ‘key’, or ‘four’ and ‘door’, differing only by one sound in the same position in each word. Minimal pair therapies are an essential and common method used by speech and language therapists to correct error patterns in the speech development of children.
Minimal pairs can be used to develop games and activities to directly confront the child with the consequences of his/her error pattern in terms of meaning. For example, if a child says ‘That’s a funny nail’ (when looking at a picture of a snail), the adult may respond ‘A funny nail?? I can’t see a funny nail anywhere ... but I can see a funny snail!’
Minimal Pairs, Stopping work sheets are for developing sound awareness skills; helping children identify phonological process contrasts. Supplements minimal pair therapy in clinic, and activities at home and school.
A minimal pair is a pair of words, such as ‘tea’ and ‘key’, or ‘four’ and ‘door’, differing only by one sound in the same position in each word. Minimal pair therapies are an essential and common method used by speech and language therapists to help correct error patterns in the speech development of children.
A useful resource bank of colour pictures illustrating common phonological processes, in this case consonant deletion. These packs provide an extensive bank of colour illustrations which target the most common phonological processes.
A useful resource bank of colour pictures illustrating common phonological processes, in this case cluster reduction, s blends. An essential resource for working on phonological processes with children 4 years - 7 years.
This minimal pairs - cluster reduction, l and r blend pack is useful resource bank of colour pictures illustrating cluster reduction, l & r blends. Essential resource for working on phonological processes with children up to KS2.
Minimal pairs can be used to develop games and activities to directly confront the child with the consequences of their error pattern in terms of meaning. For example, if a child says ‘That’s a funny nail’ (when looking at a picture of a snail), the adult may respond ‘A funny nail?? I can’t see a funny nail anywhere ... but I can see a funny snail!’
A useful resource bank of pictures illustrating common phonological processes, in this case voiced/voiceless, which can be used to make games and activities.
Most children who are working on speech sounds require a high level of repetition and reinforcement to consolidate their target sound into connected speech. This resource aims to support children to do this through fun and engaging sound games. This pack focuses on /f/ initial sound and barrier games.
Its aim is to support children to ‘bridge the gap’ between using the new sound in formal, highly-structured directed therapy sessions, and move towards consistent use during conversation. Each pack comes with clear instructions which makes it highly suitable for school and/or home programmes of work.
The packs can be used in one-to-one or group settings, and are suitable for children between the ages of 4 and 7 years.
Most children who are working on speech sounds require a high level of repetition and reinforcement to consolidate their target sound into connected speech. This resource aims to support children to do this through fun and engaging sound games. This pack focuses on initial /s/ sound and barrier games.
It's aim is to support children to ‘bridge the gap’ between using the new sound in formal, highly-structured directed therapy sessions, and move towards consistent use during conversation. Each pack comes with clear instructions which makes it highly suitable for school and/or home programmes of work.
Most children who are working on speech sounds require a high level of repetition and reinforcement to consolidate their target sound into connected speech. This resource aims to support children to do this through fun and engaging sound games.
This pack focuses on initial k/c sound and barrier games. It's aim is to support children to ‘bridge the gap’ between using the new sound in formal, highly-structured directed therapy sessions, and move towards consistent use during conversation.
Each pack comes with clear instructions which makes it highly suitable for school and/or home programmes of work. The packs can be used in one-to-one or group settings, and are suitable for children between the ages of 4 and 7 years.
This pack focuses on initial /s/ clusters sound and barrier games. It's aim is to support children to ‘bridge the gap’ between using the new sound in formal, highly-structured directed therapy sessions, and move towards consistent use during conversation.
The packs can be used in one-to-one or group settings, and are suitable for children between the ages of 4 and 7 years. Each pack comes with clear instructions which makes it highly suitable for school and/or home programmes of work.
For more information, see below.
A pack of games and activities to develop the early pre-literary skill of syllable segmentation. To help children identify the number of syllables in words containing one, two, three or four syllables.
The activities can also be used as a resource for developing a wide range of communication/social skills when used as a group activity e.g. listening, turn-taking and developing self- confidence through talking in context
This resource aims to develop phonological awareness and improve reading and spelling skills. The resource contains a background information section on phonological awareness, three teaching modules, complete with activities, strategies and picture resources which target syllables, rhyme and sound makers.
Ideal for whole class teaching or targeted groups.
Our popular Time for Sounds programme was designed to support the development of phonological skills in children who may have delayed attention and listening skills, speech sound errors and/or are not developing phonological awareness skills at the expected rate.
The programme of activities mirror the development of phonological awareness skills in children, developing these skills by explicitly raising awareness of the sound properties of words - beginning with larger units of sound and moving to the smaller component sounds of words.
Aimed at nursery-aged children, it targets the development of general listening skills, along with the concepts required to understand and progress in phonics acquisition. Also ideal for older children who require a significantly differentiated curriculum.
A complete programme of structured group sessions and related activities which aim to develop the sound awareness skills of children who require additional support to with phonics acquisition.
Developed by Sarah Parkin, Speech and Language Therapist, in collaboration with Helen Rippon, this illustrated programme of activities was designed to support the development of phonological skills in children who have been identified as having delayed attention and listening skills, speech sound errors and/or as not developing phonological awareness skills at the expected rate.
The programme covers Early Years Foundation Stage and is designed to be implemented within a small group setting. It is aimed at Reception aged children (aged four to five years).
Our popular Sound Stories series is designed for children who have difficulties with sound production. Each Sound Stories pack contains two attractive and fully illustrated stories, colouring activities and a series of questions which offer high frequency words, featuring a specific phoneme in initial position.
This pack features /l/clusters sound stories for early speech development.
These fun and easy stories are designed to allow children to practice l cluster sounds and provide a high frequency of targeted speech sounds for focused auditory stimulation and sound production work. Each story includes a colouring activity and a set of questions related to the story to facilitate sound production at a conversational level.
For more information see below
Our popular Sound Stories series is designed for children who have difficulties with sound production. Each Sound Stories pack contains two attractive and full-colour illustrated stories, colouring activities and a series of questions which offer high-frequency words, featuring a specific phoneme.
This pack features simple /f/ initial sound stories for early speech development.
These fun and easy stories are designed to allow children to practice the /f/ sound and provide a high frequency of targeted speech sounds for focused auditory stimulation and sound production work. Each story includes a colouring activity and a set of questions related to the story to facilitate sound production at a conversational level.
This pack features /s/ initial sound stories for early speech development. These fun and easy stories are designed to allow children to practice the /s/ initial and provide a high frequency of targeted speech sounds for focused auditory stimulation and sound production work. Each story includes a colouring activity and a set of questions related to the story to facilitate sound production at a conversational level.
Our popular Sound Stories series is designed for children who have difficulties with sound production. Each Sound Stories pack contains two attractive and fully illustrated stories, colouring activities and a series of questions which offer high frequency words, featuring, in this case, /s/clusters.
Each pack contains colourful illustrated stories, providing a high frequency of targeted initial speech sounds for focused auditory stimulation and sound production work.
This pack features /t/initial.
This pack features /k/initial.
This pack features /l/ initial.
Our popular Sound Stories series is designed for children who have difficulties with sound production. Each Sound Stories pack contains two attractive and fully illustrated stories, colouring activities and a series of questions which offer high frequency words, featuring a specific phoneme in final position.
This pack features /f/ final.
Each pack contains colourful illustrated stories, providing a high frequency of targeted speech sounds for focused auditory stimulation and sound production work.
Illustrated stories, providing a high frequency of targeted final speech sounds for focused auditory stimulation and sound production work.
This pack features /k/ final.
This pack features /p/ final.
This pack features /s/ final.
This pack features /t/ final.
Teaching the recognition of emotions is standard practice for both teachers and speech and language therapists. Our popular Emotions and Facial Expressions pack provides a set of resources for therapists and teachers, suitable for children at KS1 and above, which can be used to supplement therapy and teaching sessions. It may prove useful in both school and home programmes.
The resources help to raise children’s awareness and recognition of emotions in themselves and others and to recognise how situations affect people differently. Particularly useful for children with Autistic Spectrum Disorder.
Making semantic links is a vital skill in a child’s vocabulary development. This highly engaging selection of full colour word association illustrations and games is suitable for use in speech and language clinics, in the classroom and for home programmes too.
The bank of word association games and activities target the development of semantic linking skills and more logical and meaningful word retrieval.
Ideal for one-to-one and small group settings.
For more information see below:
This multi-task resource, designed for children 6 years and upwards with language delay, specific language impairment and semantic/pragmatic disorder, targets the improvement of question formation, understanding idioms, homophones and discussing feelings.
The pack includes our trademark colourful and engaging illustrations.
The pack is ideal for small group work or one to one, to facilitate repetition, modelling and reinforcement.
For more information, see below:
Visual cue cards and picture strips are an essential strategy offered by many Speech and Language Therapists, especially in a school setting. Children who are neurodivergent and those with Developmental Language Disorders (DLD) may exhibit poor organisational skills, limited ability to sequence, a lack of awareness of time and poor memory. Visual cues are therefore, a vital tool to support these children in their daily routine.
Our popular visual cue cards pack provides support to teach the ‘rules’ of good listening along with active listening strategies and subject pictures for visual schedules.
Inferencing is a difficult skill to achieve for many children. This pack provides a collection of colourful and engaging illustrations and associated questions, ready for discussion, designed to develop inferencing and reasoning skills in children aged 6-11 years.
In addition, mind-mapping strategies are described and explained.
The activities are useful in one-to-one sessions or in groups. Many children benefit from group discussions where they can listen to the opinions of others. They may discover that sometimes, there are no right or wrong answers to questions.
Our popular Practical Pragmatics resource provides a range of strategies to support behavioural and communication targets. The pack, devised by Bec shanks and illustrated by Helen Rippon, is designed to help children recognise and manage their emotions, to rehearse and prepare for conversation and to break the cycle of repetitive challenging behaviour.
The pack provides practical ideas that can be used in everyday settings in school or at home and is suitable for a wide age and ability range.
Full instructions for use are included.
Our popular Mr Goodguess resource was specifically designed to help children in the development of crucial inferencing skills - promoting the use of visual clues, and the drawing of inferences. Devised by Catherine Redmayne and illustrated by Helen Rippon, the pack includes a range of colourful picture based exercises inviting the child to consider 'What Mr Goodguess thinks...'.
Suitable for use in the classroom, small group sessions or therapy sessions with children at KS1 and 2 (ages 6-11 years).
Each section includes additional self contained homework or reinforcement exercises with full instructions.
A series of 10 fun and colourful stories about characters who live on ‘Friendship Terrace’. These stories are especially relevant for children who have difficulties in forming relationships and children with ASD.
Designed for children 5-11 years, this resource can be used in a one-to-one setting or in a group, to reflect upon, and teach about, friendship skills.
The Friendship Terrace stories can form the basis of 10 to 12 friendship skills sessions (for example one a day for two weeks). Individual worksheets could be used following the stories to review learning.
Full instructions for use are provided, including how to set 'ground rules' and an introduction to friendship skills.
Our Informal Assessment of Communication skills pack provides a range of resources and activities that enable an informal assessment to be made of a child’s speech, language and communication skills. The conclusions can be reported back easily using the forms provided.
This type of assessment might be useful when:
A practical and entertaining pack which offers a structured and highly visual approach to improving the understanding of idiomatic language. The pack contains illustrations that depict both the literal and non-literal interpretations of a range of common idioms and jokes.
Some children and young people may require additional support to develop an understanding and appreciation of the subtlety of figurative comments, phrases, and verbal jokes. Particularly for children with autistic spectrum disorders (ASD), idioms or figurative language can be confusing - they require a clear understanding of the speaker’s intentions to be able to see beyond the literal of meaning in their words. (Our resource on Sarcasm may also be useful for these pupils).
This pack offers a structured and visual approach to aid children's understanding of how and why people use sarcasm, and to recognising sarcasm both through context and intonation. The pack will help to demonstrate that sarcasm may be signalled by intonation alone, but also by the context in which the utterance is made - an example is when someone says 'Lovely day' when in fact it is pouring with rain!
Full of Helen Rippon's engaging illustrations, this resource will be useful to practitioners working on social communication skills with pupils who have Autistic Spectrum Disorder.
Suitable for use with children aged 7 years+
Every day, children and young people are expected to respond to a wide variety of social situations that occur in their daily lives. This entertaining pack of role-play scenarios helps to prepare them for these situations where they may struggle to respond with appropriate understanding, empathy or listening skills.
This practical resource uses charming, illustrated role-play activities to promote appropriate responses to common social enquires. Appropriate responses to such situations demonstrate a knowledge of ‘social code’ as well as listening and empathy skills. This pack works at a basic level. Intermediate and advanced level resources are also available.
This practical resource uses charming, illustrated role-play activities to promote appropriate responses to common social enquires. Appropriate responses to such situations demonstrate a knowledge of ‘social code’ as well as listening and empathy skills. This pack works at an intermediate level. Basic and advanced level resources are also available.
These activities are suitable for children ages 7 to 11.
Starting secondary school is a time of great change for any child . This pack is specifically designed to help prepare for the transition from primary to secondary school and thereby reduce the anxiety that children may experience .
Secondary School Readiness contains eight topics and is full of practical activities designed to support that transition. It focuses on typical situations that a child may encounter during their first weeks in secondary school.
Particularly suitable for those who need extra support with transition - perhaps due to additional educational need and/or anxiety. Perfect for Year 6 classroom transition lessons or small group support
Identifying and Describing is a series of fun activities and games designed to develop semantic skills in children aged 3 years – 7 years.
The pack of resources aims to help develop skills in identifying and describing objects according to function and location, using adjectives (for example, “Find something you might see on a pond ”).
The attractive activities in a game format also help to improve
This is one of a series of resources devised by Felicity Durham, a specialist speech and language therapist, and developed by Helen Rippon. Felicity identified the need for attractive, simple activities in a game format, to develop semantic skills, problem solving, verbal reasoning, turn taking & attention & listening skills. Additional targets include vocabulary enrichment and use of prepositions.
A fun set of games and activities help develop these semantic skills by encouraging discussion on how to cross a range of barriers in order to “get home”. The activities continue to build on new vocabulary and sentence structure and provide opportunities for the children to participate in verbal reasoning tasks and to use descriptive and imaginative language
Suitable for small group & one-to-one settings for children aged 4yrs – 7yrs.
A fun pack which is designed to develop number concepts and food categories along with a wide range of social communication skills including turn taking; and listening. It is also useful for developing self-confidence, expressive language, vocabulary enrichment and question formation.
Suitable for children aged from 3 - 7 years
The 'Cafe Game' enables children to role play a café scenario, acting as either the ‘waiter’ or a ‘customer’. Lots of suggestions for activities are included.
See below for further information:
This pack aims to teach children the concept of ‘category’ and to improve word finding skills through a set of illustrated games and activities in which children sort common objects (for example, teddy bear, jumper and giraffe) into categories . It includes a range of fun games including pairs, board and lotto (bingo).
The pack will also help support vocabulary enrichment and to develop a wide range of communication/social skills including listening, turn-taking, and to help with developing self-confidence through talking in context.
The barrier games are particularly useful for developing listener awareness and giving appropriate information - both essential talking and listening skills.
Suitable for age range 3 – 7 years and for both small group and one-to-one settings.
The pack is full of activities aimed towards managing emotional responses and its resulting behaviour in the school setting.
Talking About School - developing situational understanding is a resource designed for children aged 5-7 years+ who may have difficulty managing their emotions in the school setting. The pack depicts a range of challenging social and educational scenarios which children in this age group may encounter when at school.
Successful management of these situations is dependent on the young person’s social skills, emotional intelligence, and interpersonal problem-solving capacity, as well as the response of others and the context of the event. This charmingly illustrated pack aims to provide children with strategies to manage these situations.
Talking About Friends : situational understanding is a resource designed for children 5-7years+ (Foundation Stage 2 and Key Stage 1), depicting a range of challenging social and educational scenarios that children in this age group may encounter. The pack looks in particular at situations that may arise around friendship. Successful management of these situations is dependent on the young person’s social skills, emotional intelligence, and interpersonal problem-solving capacity, as well as the response of others and the context of the event. This pack aims to teach children specific strategies to manage these situations.
The pack is full of activities and charming illustrations designed to manage emotional responses and resulting behaviour in situations focussing on relationships with friends.
The transition to secondary school can be a daunting time for any child, particularly children with Autism Spectrum Disorder (ASD) or a learning disability. Talking About Secondary School is a resource designed to help ease the transition between Primary and Secondary School.
This resource gives children the opportunity to discuss common situations and challenges that may arise in Secondary School, thus, helping them to cope with the extra social demands and complicated routines. Successful management of these situations is dependent on the young person’s social skills, emotional intelligence, and interpersonal problem-solving capacity, as well as the response of others and the context of the event. This pack aims to teach children specific strategies to manage these situations, as well as preparing them for the changes that they will face when starting secondary school.
Talking About Home is a pack designed for children in Key Stage 2 and above (7-11years+), including those with higher level developmental language disorders.
The pack aims to develop verbal reasoning, prediction and inference skills. It focuses on the topics relevant to a child’s experiences at home, providing engaging illustrations and a variety of different scenarios.
The activities can be carried out in a one to one setting, and are ideal for group work where different opinions can be discussed, and children can become aware that there are sometimes no clear ‘right’ or ‘wrong’ solutions to problems.
Every day, children and young people are required to handle a wide range of challenging social situations. Successful management of these is dependent on the child’s social skills and interpersonal problem-solving capacity, as well as the responses of others and the particular social context.
Talking About Classroom Behaviour is a resource designed children aged 6 years+ , depicting a range of challenging educational scenarios that children in this age group may encounter. The pack is full of activities aimed towards developing social skills, situational understanding and verbal reasoning focus, helping them to develop appropriate classroom behaviour.
Aimed at a primary school age group, this pack includes many real life situations encountered in classrooms, depicting challenging classroom behaviour and communication breakdown and suggesting alternative ways of dealing with them.
A set of colourful games and activities to develop listening skills, attention and auditory memory and understanding and use of concepts.
Suitable for us with children aged 5yrs – 7yrs.+, in group sessions and can be adapted for one-to-one settings.
The pack includes a range of attractive activities which challenge the child to give accurate instructions to the other members of the group. A simple barrier enables the adult or group members to clearly check whether enough information has been provided and/or whether they have understood the vocabulary and concepts.
Barrier Worksheets: Illustrated worksheets to develop understanding and use of concepts; to develop attention and listening skills; to choose words with precision; to include relevant detail and organise what they say.
Illustrated barrier worksheets help children progress from listening to ‘one choice’ level instructions e.g. "Colour the car” to ‘four choice’ instructions, "Draw a big spider under the tree”.
Suitable for group sessions with children aged 5-7years+, but can also be adapted for one-to-one settings.
One of our best-selling resources, this fun and colourful pack aims to develop children’s speaking and listening skills through narrative. It provides both Speech and Language Therapists and Teachers with an approach that is:
The varied, coloured resources teach the concepts of ‘Who’, ‘Where’, ‘When’, ‘What Happened Next’ and ‘The End’. Language and literacy development through Narrative using this framework can be applied to many typical classroom activities e.g. retelling events, story comprehension and planning as well as supporting explanations in verbal and written form.
With its focus on Early Years Literacy, Narrative Skill Development for Ages 3-5, this popular pack contains lesson plans, activities and picture resources to teach the Narrative framework to children entering reception class. The resource is aimed at developing children's speaking and listening skills through narrative and it provides both speech and language therapists and teachers with an approach that is:
The small group session plans in this pack can be used for small group work or 'dipped into' for whole class activities.
Based on the work of Bec Shanks and further developed in collaboration with Helen Rippon, Story Starters provides an extensive set of colourful illustrations linked to a structured Narrative framework which will help a child practice build structured story sequences
Based on Bec’s Narrative Therapy research, Story Starters develops the concepts of ‘Who?’, ‘Where?’, ‘When?’, ‘What happened?’, and ‘The End' within a conventionalised form that includes:
Children benefit from books being re-read over and over again. We remember our own favourites as children, or as parents when our children ask for the same bedtime story night after night.
Our Fun with Narrative pack has been developed to enable teachers and therapists to reinforce and extend the narrative framework as part of whole-class literacy sessions. Suitable for use for children aged 4 years – 7 years, it includes full instructions, sets of lesson plans and picture resources which link the Narrative framework to familiar classroom texts.
A range of familiar texts (for example We’re Going on a Bear Hunt) have been broken down into their component parts, and fun activities have been included to reinforce the concepts of who, where, when, what happened next, and the end.
See below for more information.
Designed to support and build narrative skills, moving from spoken to written stories, this popular pack "From Oral to Written Narrative" goes beyond the simple narrative framework which may be familiar to younger children. It provides a fun set of colourful illustrated resources to further develop children’s use of descriptive language for character and setting.
The ideas in this pack are aimed at facilitating children’s understanding of a more complex story ‘blueprint’ (developed from the simpler versions of ‘who’, ‘where’, ‘when’, ‘what happened’ and ‘the end’). The ‘what happened’ element of the story is extended into more ‘problem–solution’ scenarios and additional resources are provided to support children’s understanding of the thoughts and feelings of the characters and how to incorporate dialogue into their oral and written narratives.
The focus of delivery in this narrative pack delivery is mainly via whole class activities, jointly planned with teachers and tailored to fit in with planned literacy targets.
For more information about the contents of this large pack, see below.
Creating Superhero Stories is a narrative KS3 resource suitable for use by speech and language professionals, teachers and teaching assistants. Pupils aged 9 years and above are increasingly required to record their narratives in written form. The greater emphasis on the use of written narrative to demonstrate knowledge, understanding and general ability within a subject has the potential to doubly disadvantage any young person who has difficulties with understanding and using narrative.
An effective method to support students’ written narrative is to provide writing frames or templates to scaffold both their fiction and non-fiction writing. These writing frames typically consist of outlines that provide keyword prompts. However, by the time a young person reaches secondary education, such writing frames are rarely used, if at all, as pupils are expected to have reached a certain level of competence in maintaining a written narrative.
"Creating Superhero Stories" is a targeted intervention for pupils between the ages of 9 years and 14+ years, who may need additional support to develop well-structured oral and written narrative accounts, helping them develop their Narrative writing through superhero stories.
The acquisition of verbs in a child's language system is important in the child’s semantic and syntactic development. Verbs can be seen as providing a 'frame' for structuring sentences and as being responsible for much of the grammatical structure of language.
One of our most popular packs, Verbs, use and understanding, is designed to develop children's understanding and use of verbs. Attractive and colourful illustrations depict early 21 different verbs, and full instructions are included for lots of games and activities.
Suitable for use with children in a wide age range from 3 years plus.
Pronouns is a pack of colourful games and activities designed to develop understanding and use of simple pronouns – he/she/they, progressing from direct teaching of single words to using the pronouns in less structured games.
Suitable for group and one-to-one settings to facilitate repetition, modelling and reinforcement.
Full instructions are included.
Regular Plurals is a pack designed to develop understanding and use of regular plurals using colourful illustrations and fun activities.
Suitable for one-to-one and small-group settings including clear instructions on each page. Ideal for clinic or home and school programmes to facilitate repetition, modelling and reinforcement in an informal play setting.
Provides a range of activities targeting regular past tense. Ideal to support children who have difficulties remembering words and forming sentences.
Develops the use of irregular plurals through 14 illustrated worksheets which are explicitly designed to target the most common irregular plurals.
Suitable for use with children from 4- 7 years+, there are clear instructions on each page, making them ideal for clinic, home and/or school.
The development of children’s communication skills through play is at the core of all language teaching. While it is always recommended that children should have the opportunity to learn language through ‘hands on’ play, Sentence Builder provides an extensive bank of pictures which can be used to develop children’s understanding of language and their expressive skills through key words.
A colourful pack of activities and ideas, suitable for use with children from 3- 7 years. Full instructions are included.
Our Causal Sentences – Why... Because resource provides an engaging intervention to support comprehension of ‘Why’ questions and the use of the causal connective ‘because’. The ability to understand and produce cause-and-effect statements is essential for children’s explanation skills and overall narrative development.
This full-colour resource pack includes a bank of illustrated sequences designed to help children form two-clause sentences and independently create cause-and-consequence statements with visual support.
It is most suitable for use with children aged 3- 7 years and full instructions are included.
All languages contain a grammar system that enables the speakers of that language to structure and organise what they want and need to say. This pack of attractive activities in worksheet format has been designed for children aged 4-7 years+ to help support the development of the use of irregular past tense 'ew’.
The colourful activities focus on: flew, blew, grew, drew, knew and threw.
Full instructions for use are provided.
All languages contain a grammar system that enables the speakers of that language to structure and organise what they want and need to say. This pack contains a selection of attractive activities in a worksheet format to develop the use of the irregular past tense verb ‘ought’ endings and focuses on caught, bought, brought, taught and fought.
This pack is suitable for use with children from 4 to 7 years of age and is ideal for both one-to-one or small-group settings.
Negatives Not-verb-grammar is a pack of games and activities aimed at developing understanding and use of negative sentence forms.
Most children learn the rules of their language at an early age, simply by being exposed to the language they hear around them,- some children will require focused and targeted help to support their learning. When we want to say that something is not true, or is not the case, we use negative words or phrases.Negation can be indicated in a number of ways, but most commonly it is shown by using a negative word such as ‘no’ or ‘none’. One of the most common negative words is ‘not’. This pack has been designed to encourage correct use of negation in terms of the use of ‘not’ + verb (Negation: Not+Verb) ; for example, ‘The boy is not running,’ or ‘She is not sleeping.’
Negation: not+adjective is a colourful pack of games and activities aimed at developing understanding and use of negative sentence forms.
Most children learn the rules of their language at an early age, simply by being exposed to the language they hear around them,- some children will require focused and targeted help to support their learning. When we want to say that something is not true, or not the case, we use negative words or phrases. Negation can be indicated in a number of ways, most commonly by using a negative word such as ‘no’, ‘not’ or ‘none’. One of the most common negative words is ‘not’.This Negation: not+adjective pack provides illustrations and activities which will enable the adult to model and demonstrate ‘not + adjective’ phrases, for children who have language delay. Examples include ‘not cold’, ‘not sad’, and ‘not round’. It also includes ideas and opportunities for the child to begin to use the not+ adjective phrase themselves in a fun and functional way.
For more information, see below
The activities described in this action word pack can be used to develop the ability to use doing words. The activities help children to develop their ‘action word’ vocabulary and practise using verbs on their own, in sentences and short sequenced accounts or stories. In addition, the activities can also be used for small group work to build verbal skills, communication and social skills, for example, listening, turn-taking, and developing self-confidence through talking in context.
This colourful resource is a varied pack of games and worksheets to develop understanding and use of action words in small group or one-to-one settings. The activities help children to practice using verbs on their own, in sentences and in short sequences/simple stories. All individual sections are sequenced in a way which is intended to help a child build skills from a basic level.
This popular pack aims to develop the use of conjunctions ‘and’ ‘but’ and ‘so’ in oral and written narratives with an extensive range of picture resources and activities.
Conjunctions can be defined as words that express a connection between two units of information. The development of conjunctions in a child’s language system is an important signal that they are able to organise and sequence information in a logical framework; are able to express more complex ideas, such as cause and effect; and that phrase and sentence length are increasing in their language use.
In typically developing children, the earliest conjunction to appear is ‘and’, at the age of approximately two and a half years, followed by ‘but’ and ‘because’ from the ages of three to four. By the age of eight, children should be using a wide range of temporal conjunctions (showing relation in time), for example, ‘when’, ‘until’, ‘every time, and ‘whenever’
Teachers will find the materials a useful differentiation resource for pupils who require additional support to develop story-writing skills.
This pack aims to develop the use of conjunctions ‘until', 'after' and 'while' in oral and written narrative with an extensive range of picture resources and activities.
In typically developing children, the earliest conjunction to appear is ‘and’, at the age of approximately two and a half years, followed by ‘but’ and ‘because’ from the ages of three to four. By the age of eight, children should be using a wide range of temporal conjunctions (showing relation in time), for example, ‘when’, ‘until’, ‘every time’, and ‘whenever’
Conjunctions, until, after, while is an extensive pack of picture resources to develop the understanding and use of conjunctions in children who have difficulties in maintaining a coherent and sequenced discourse.
Personal Pronouns: I and Me consists of a selection of games, quizzes and activities which provide multiple opportunities for the adult to model and correct, and the children to use, the correct form ‘I’.
Learning the semantic rules for first person pronouns may sometimes pose a problem for some young children.
‘Me like that one.’ ... ‘No! It's I like that one.’ ... ‘Yes! Me do too’.
The correct use of first person pronoun, ‘I’, has usually developed by the age of 3 years but it is not uncommon to hear children using ‘me’, well beyond this age. Children sometimes need focused intervention to correct this, either in one to one or small group settings.
Possessive Pronouns: His, her, their, our is a complete programme of illustrated games and engaging activities to practise and develop the use of the possessive pronouns ‘his’, ‘her’, ‘their’, and ‘our’.
"Learning the English pronominal system is a complex developmental process, and the order of acquisition varies with each child. However, in general, pronouns emerge in the following order:
This possessive pronouns pack, with black and white illustrations includes detailed instructions, making the resource suitable for the clinic, the school, and the home. For use with children in Foundation Stage–Key Stage 1+.
This pack aims to develop the use of Conjunctions: 'because', 'if' and 'as' in oral and written narrative with an extensive range of picture resources and activities.
In typically developing children, the earliest conjunction to appear is ‘and’, at the age of approximately two and a half years, followed by ‘but’ and ‘because’ from the ages of three to four. By the age of eight, children should be using a wide range of temporal conjunctions (showing relation in time), for example, ‘when’, ‘until’, ‘every time’, and ‘whenever’.
These resources are suitable for children from the age of seven years (Key Stage 2 [KS2]) and they can be used effectively with older children. The material can either be used on an individual basis or with small groups of children.
The materials are primarily designed for spoken language targets but are also useful for teaching staff who wish to use the pack as a literacy resource. Teachers will find the materials a useful differentiation resource for pupils who are struggling to develop story-writing skills. Textual support is included.
Explain, Predict and Imagine provides opportunities for children at Key Stage 2 and beyond, to develop their verbal reasoning skills. The pack contains a range of eye-catching illustrations depicting a complex situation or dilemma. Each illustration is accompanied by a set of questions which requires the child to explain what is happening, predict outcomes and use their imagination.
The National Curriculum for English recognises the important role good language skills play in the development of reading and writing. As pupils progress through the higher key stages, the receptive and expressive language demands required of them significantly increase. They are expected to participate in verbal reasoning and problem-solving tasks which require advanced language and thinking skills, well beyond simple cause and effect. These include predicting, hypothesising, explaining, and comparing. It is, therefore, inevitable that pupils with speech, language and communication difficulties are often disadvantaged in their acquisition of literacy skills.
Many children enter Foundation Stage with poor language skills and having worked closely with teaching staff in her local area, it became evident to the author that Foundation Stage teachers are often the first professionals to address the child's problems. This Pupil Language Profile (PLP) screening measure was designed in collaboration with school staff.
Although it is always recommended that a child receives a specialist language therapy assessment, this PLP screening measure aims to provide a structured and easy-to-administer method of obtaining information on a child's language development, which can be used to determine whether a child is in fact performing at expected levels of development, identify pupils who require more monitoring and track progress, or if an immediate referral to the Speech and Language Therapy Service is required.
The PLP is suitable for children in Foundation Stage and Year 1 (4–6 years). However, teaching staff may also find it useful for older pupils identified as having developmental delay.
Advanced Prepositions, offers a fully illustrated pack of activities which focus on the understanding and use of later developing prepositions, including over/among/against/between/through/towards and many others. (For the teaching of early prepositions: in/on/under/in front of/behind, see our popular pack Prepositions - LIP2) Our popular Advanced Prepositions aims to develop the understanding and use of later developing prepositions for children aged 6–11 years.
Most children learn the rules of their language at an early age, simply by being exposed to the language they hear around them, and with no need for formal instruction. Children who exhibit difficulties with receptive and expressive language development often fail to enrich their vocabulary and it is very evident that they struggle to use appropriate words to describe locations, both in their discourse and in their written accounts.
A good vocabulary is an essential factor in supporting a child’s ability to learn and thrive in the school setting. During literacy development, children need to recognise and understand the direct relationship between the written word and its meaning but also require a depth of understanding of words in their vocabulary.
Synonyms and Antonyms is an addition to our extensive range of packs on semantic language skills and aims to develop an understanding and use of synonyms and antonyms in children aged 6 – 9+ years.
Children with normally developing language skills build up layers of meaning for new words they learn, such as understanding how words can be categorised, synonyms and antonyms, figurative language, multiple meanings and so on. These are known as semantic language skills. This pack is an addition to our extensive range of packs on semantic language skills and aims to develop an understanding and use of synonyms and antonyms in children aged 6 – 9+ years.
Activities to support early question formation skills for children between the ages of 4 and 7 years.
Practitioners will be aware that, while many resources are available to help children understand questions, far fewer offer activities which develop sentence construction and provide opportunities for the child to practise asking questions in a meaningful way. This ‘Let’s ask questions’ resource offers activities for question formation, to support the modelling and repetition required for children to learn.
The fully illustrated pack is accompanied by clear instructions and ideas for extension activities.
This colourful and charming Adverbs of Manner resource offers a range of activities which provide multiple opportunities for the child to hear, imitate, use and write adverbs of manner.
All languages contain a grammar system which enables people to structure and organise what they want and need to say. Most children learn the rules of their language at an early age, simply by being exposed to the language they hear around them. It would appear that our brains are ‘hard wired’ to learn language and to make sense of what we hear. However, many children will require more targeted help to learn their language system.
The National Curriculum requires children from Year 2 and upwards to understand and use adverbs, and this pack is designed to provide more individual and focused interventions to support children's learning of this particular element of grammar. This Adverbs of Manner resource includes a superb range of both written and spoken activities.
A pack focusing on expanded noun phrases using adjectives, covering both oral and written use of expanded noun phrases. The material offers a high level of visual support, making it suitable for a wide ability range of children aged 7+ years. For some pupils, writing tasks could be omitted and the pictures used to promote oral language only.
The emphasis on the explicit teaching of grammatical terms is particularly important for pupils who have a diagnosis of developmental language disorder or those pupils who have poorly developed language skills. The National Curriculum for England, English Programmes of Study, provides clear guidelines on the grammatical structures to be introduced at each Key Stage and recommends that these structures are explicitly taught. The National Curriculum specifies that by year 2, pupils should ‘use expanded noun phrases to describe and specify ... to convey complicated information concisely.’
Suitable for use in one-to-one and/or small-group settings. The materials in the pack can be used in one-to-one and/or small-group settings. Instructions are provided on each page, along with writing activities.
This Three Part Sequencing Pack includes 20 colourful and fun sequences, suitable for a wide age range. Perfect for a variety of therapy and teaching targets, it is particularly beneficial for neurodiverse children who may experience difficulties with sequencing and ordering events.
These three part sequences serve as an excellent visual aid for both teachers and therapists, helping children improve their ability to organise and understand the order of events in a story or sequence.
This Comparatives - Superlatives resource contains a range of activities which target grammatical structures, particularly the construction of sentences using superlatives and comparatives. (‘That’s the kindest monster’; ‘That’s shorter than this one’)
Clear and fully illustrated worksheets allow the adult to model the correct grammatical form, and facilitate high levels of repetition and reinforcement, encouraging the child to use superlatives and comparatives independently.
This Words in Pictures pack contains 41 funny, colourful and often unpredictable two-part sequences designed to help neurodiverse children who need to improve their sequencing skills.
Picture sequencing sets are a staple resource in most speech and language therapy clinics and classrooms. This fun and easy-to-use pack can be deployed here and in the home.
Witty, unpredictable, colourful and charming, this WIP (Words in Pictures) pack contains a range of four-part sequences which are particularly useful for children with neurodiverse children who need to improve their sequencing skills.
This WIP (Words in Pictures) pack is designed to encourage children to improve their working memory skills in order to develop both auditory and verbal memory. In the classroom, for example, working memory is used when:
This pack is ideal for children at KS1 and KS2.
Difficulties with ‘word finding’ – the feeling when a child knows and understands a particular word but has problems retrieving it – it’s a feeling that many people recognise… “It's on the tip of my tongue”
This pack of word-finding activities is highly visual and offers a range of fun and engaging activities designed to improve semantic and phonological processing skills, and includes strategies to assist word retrieval.
Clear instructions and sample ‘scripts’ are included making the pack suitable for parents, speech and language professionals, teachers and support staff to use.
The Boy with the Blue Shoes - Words for All Children (WAC) resource is intended to be used as a way in to verbal storytelling, to expand vocabulary and encourage verbal interaction. Written by Florence King and full of Helen Rippon’s charming illustration, its central character is the boy with the blue shoes, and the activities are all based around his adventures.
Have you ever noticed that children seem to respond more readily, learn more quickly and better remember something that is funny or perhaps a little crazy or a bit naughty? Each activity in this pack includes something that is a little bit unusual, wacky, unlikely or surprising – just for fun!
This Before/After pack is part of our popular Concepts In Pictures series and provides techniques, activities and games to teach the concepts of Before/After.
A language enrichment pack of full colour illustrated worksheets to teach the concepts Before/After to children aged 4-7. Repetition and reinforcement activities are included to fully establish understanding. Concept words are always best taught in a ‘concrete’ real life situation - for example, before you go to bed/after you have a bath. The colourful illustrations and amusing activities encourage use of the words Before/After in the correct context.
Detailed instructions are provided making the pack suitable for use in speech and language clinics, nurseries, home and school. The pack is also suitable for teaching sequencing skills.
The concepts First, Next and Last are difficult for many children. These language development and enrichment exercises provide fun activities to re-inforce the concept of First, Next and Last and to work on sequencing. A Vocabulary Screening tool is also included.
The clear instructions make them ideal for clinic, home and school. Suitable for a wide range of abilities for children aged 4-7 years+
The understanding and use of concepts is an important area of language development, as knowledge of concepts is essential for a child to be able to understand routines, follow instructions, learn new vocabulary and support literacy and numeracy skills. The Concepts In Pictures series provides teaching techniques, activities and games to help children learn a range of basic concepts.
The understanding and use of concepts is an important area of language development, as knowledge of concepts is essential for a child to be able to understand routines, follow instructions, learn new vocabulary and support literacy and numeracy skills. The packs in our popular Concepts In Pictures series provide teaching techniques, activities and games to help children learn a range of basic concepts - in this case "more than, less than and fewer than", essential concepts for early maths skills.
The illustrated worksheets can be used in one to one or small group settings with children of a wide ability range. They are suitable to be used by speech and language therapists and teaching staff and, because each activity is accompanied by clear instructions, they are also ideal for home programmes of work.
This pack, Same-Different, has colour illustrated worksheets with instructions on each page and provides a variety of activities to reinforce understanding and expression.
Teaching concepts to young children is a routine procedure for early years educators and speech and language therapists. Most children acquire concepts as part of their normal language development but some will require additional support to assist their understanding and use of concept words.
Concept words are always best taught in a ‘concrete’ real life situation, for example, colour, texture (soft/hard) and size (big/small). Our colourful "Concepts - Big/Small" pack provides a supplementary programme of work which can be used at home or during specific teaching sessions.
Suitable for use both at home or during specific teaching sessions. The activities are suitable for children from 3 to 6+ years.
The understanding and use of concepts is an important area of language development, as knowledge of concepts is essential for a child to be able to understand routines, follow instructions, learn new vocabulary and support literacy and numeracy skills.
This Concepts in Pictures pack, All-Except, has illustrated colour worksheets with instructions on each page and provides a variety of activities and games to reinforce the basic concept of All-Except. It is therefore ideal for use in clinic, home or school.
Suitable for children aged 4-7 years+
In full colour, our Concepts in Pictures pack, Either-Or, has beautifully illustrated worksheets with instructions provides a variety of activities to reinforce understanding and expression.All concepts are best introduced in ‘real life’ situations - use the words ‘either’ and ‘or’ during daily routines. For example, while colouring pictures: ‘The monster can have either a blue tail ... or a red tail. What do you think?’ Or choosing a book: ‘We could read either the book about the tiger ... or the one about the bear.’
Either/Or - presents abstract concepts in a lively and meaningful way to promote understanding and use of new vocabulary. Full instructions for use are included - it is therefore ideal for use in clinic, home or school.
Suitable for use with children aged 4-7 years+
Languageland is a speech and language intervention with a complete programme of resources which aims to improve the speech and language skills of children in Primary Education.
This resource is set around an imaginary place called Languageland. To get to Languageland the children must embark on a magic carpet ride. On their fantasy journey, they come across lots of charming and fun activities. Each activity promotes a particular skill from basic interaction to storytelling.
Many schools use Languageland following the delivery of training by a Speech and Language Therapist. The training instructions and all the picture resources are included in this pack. If you would prefer to use Languageland without having received the training you will find it helpful to read the relevant sections of the training guide.
This pack give teachers and speech therapists/pathologists suggestions for varied and entertaining activities to promote speaking and listening in four key areas of oral language; asking questions, active listening, building vocabulary and using language for thinking. These can be used as whole class activities to meet curriculum targets, or to address individual therapy targets.
Suitable for use with a wide age and ability range from KS1-KS3 (6- 14 years)
Our popular Sound Stories series is designed for children who have difficulties with sound production. Each Sound Stories pack contains two attractive and fully illustrated stories, colouring activities and a series of questions which offer high frequency words, featuring a specific phoneme.
This pack features initial /sh/.
These fun and easy stories are designed to allow children to practice the sh sound and provide a high frequency of targeted speech sounds for focused auditory stimulation and sound production work.
Our popular Auditory Memory pack is now fully updated and in colour. This resource pack provides engaging games and activities to enhance auditory memory, attention, and listening skills. It can be used in one-to-one sessions at home or clinics, as well as in larger group settings at school.
Many children struggle with auditory processing and recall - attention, listening, and auditory memory, especially in school settings. These difficulties, surrounding ‘remembering what you hear’, impact their ability to follow instructions and answer questions - they may struggle to focus on what they hear or retain information long enough to act on it. As a result, auditory memory challenges can significantly affect a pupil’s learning progress.
The pack also includes various strategies to further develop attention, listening, and auditory memory skills and provides alternative ways to use the activity sheets. Featuring visually appealing pictures, this resource is suitable for children from early years (Reception) up to age 11.
For further information see below
The packs in our popular Concepts In Pictures series provide teaching techniques, activities and games to help children learn a range of key concepts - in this case '"Days of the Week" (now available in full colour).
The understanding and use of concepts is an important area of language development - knowledge of concepts is essential for a child to be able to understand routines, follow instructions, learn new vocabulary and support literacy and numeracy skills.
The colourful, illustrated worksheets can be used in one to one or small group settings with children of a wide age and ability range. They are suitable to be used by speech and language therapists and teaching staff and, because each activity is accompanied by clear instructions, they are also ideal for home programmes of work.
The packs in our popular Concepts In Pictures series provide teaching techniques, activities and games to help children learn a range of key concepts - in this case 'Parts of the Day' (morning, afternoon, evening and night).
This colourful resource provides speech therapy activities for children with speech sound difficulties. Fun, and easy to use, the resource is designed to help children learn to form each sound and then practise those sounds at beginning, middle and end of words. Each speech sound is targeted in a fun, straightforward way and is broken down into easily digestible components:
Ideal for use by Speech and Language Therapists, Teachers and parents, a Journey Through Speech Sounds follows a step by step approach, including full instructions, and fun tips and tricks to use along the way! Children are invited to meet our beautifully illustrated (and friendly!) Vowel Monsters. The aim is that through targeted use of this resource, children with speech sound difficulties will be enabled to achieve their therapy goals and reach their full communication potential.
This pack features simple ch sound stories for early speech development
These fun and easy stories are designed to allow children to practice the ch sound and provide a high frequency of targeted speech sounds for focused auditory stimulation and sound production work. Each story includes a colouring activity and a set of questions related to the story to facilitate sound production at a conversational level.
Speech and language therapy interventions included in the bundle include: Narrative Language Phonemic awareness Pragmatics Sound Stories
To see a list of all items included in the bundle click this link.
Once your order has been placed you will be contacted by a member of the team to arrange a download to your account
If you would like to purchase specific speech sound worksheets or assessments you may also be interested in the following items available to purchase separately
Speech Sound Worksheets
Peter and the Cat narrative assessment (WIG6)
Squirrel Story Narrative Assessment (WIG8)
High Level Language Comprehension Test (HILLT)
FLAC Bilingual Assessments (Polish, Spanish, Lithuanian, Slovak, Russian and Mandarin)
3 to 5 years, 5 to 7 years, 7 to 11 years
3 to 5 years, 5 to 7 years
5 to 7 years, 7 to 11 years
7 to 11 years
5 to 7 years
7 to 11 years, 11 to 16 years
This item is delivered as a hard copy item
3 to 5 years
5 to 7 years, 7 to 11 years, 11 to 16 years
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