Fidget’s Sound-and-Seek

1. 0–5 min · Meet the explorer

   Read the verse on page 5 and retell the setup: Fidget is curious while Bearwolf snoozes. Invite children to act under, over, around and behind with their hands. Ask: ‘What might Fidget find?’

2. 5–10 min · Listen and notice

   Pull three objects from the bag and agree their names. Say each naturally, then model its initial sound. For children ready for blending, use familiar words such as /m/ /a/ /p/. Keep pronunciation aligned with the school’s phonics teaching.

3. 10–20 min · Sound-and-seek

   Pairs follow one spoken clue at a time: ‘Find the pen behind the box.’ One child looks while the other repeats or points to the clue. Swap roles. Ask ‘Where was it?’ Accept speech, gesture or pointing, then model the full phrase.

4. 20–30 min · Make a map

   Give out page 8. Children draw two familiar places and a treasure, then explain the hiding place. An adult can scribe. A map shows where things are; it need not be an accurate plan or use compass directions.

5. 30–35 min · A clue for a friend

   Partners use their maps to give and follow a clue. Notice whether the clue is clear enough. Model changing ‘over there’ to ‘behind the box’.

6. 35–40 min · Share the discovery

   Use page 9 to draw or dictate first, next and last. Invite a few volunteers to share. Finish together: ‘We looked closely. We listened carefully. We found something!’

You will need

• One pack for the teacher; pages 6–7 for treasure cards; page 8 per child or pair.
• Pencils, crayons, a bag, a chair, a box and six familiar classroom objects.
• Use hat, cup, pen, bag, sock and map first. Add other cards only when useful.
• Optional: a toy frog and a large sheet for a shared map. No screen or purchased book is needed.

Before you begin

• Choose three to six objects. Agree each name before asking about its sounds.
• Check words and sounds against the class’s phonics programme. This is extra practice, not a replacement lesson.
• Place treasures at accessible heights in one visible area. Do not hide things on climbing furniture.
• Print cards single-sided at 100% on A4. Adults cut out the cards before the session.

Support and access

• Show the object as you name it; offer two choices and time to respond.
• Model one positional word at a time before combining an action and place.
• Allow pointing, partner talk, home-language rehearsal or adult scribing.
• Offer a tabletop hunt with visible objects for children who prefer a smaller space.

Take it further

• Give a two-step instruction and ask the child to repeat it before moving.
• Invite children to give their own clue or orally blend a word containing taught sounds.
• Write a label only using the letter–sound correspondences already taught.

Listen and look for

• Can the child follow one positional clue?
• Can they name an object and notice a sound, with the agreed level of support?
• Can a partner locate a treasure from their map or spoken clue?