Adjective Level 1 Tic-Tac-Toe Cards

Helping Teachers Make A Difference® © 2009 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #303366

Congratulations on your purchase of Really Good Stuff®

Adjective Level 1 Tic-Tac-Toe, a fun learning game. Using thetraditional game of Tic-Tac-Toe, you can now offer your studentsa great way to practice adjectives.

This Really Good Stuff® product includes:For Item # 303366:• 36 Adjective Tic-Tac-Toe Cards• This Really Good Stuff® Activity Guide

For Item # 304060:• 36 Adjective Tic-Tac-Toe Cards• Tic-Tac-Toe Pocket Chart• 9 “X” Cards and 9 “O” Cards• This Really Good Stuff® Activity Guide

Using Descriptive AdjectivesAn adjective is a word that describes or otherwise modifies anoun. Adjectives can be describing words as well as articles (a,an, the), demonstrative adjectives (this, these, etc.), possessives(my, their, etc.), numbers, and many other types. This gameprovides practice in the first type of adjective studied,descriptive adjectives.

Before playing Adjective Level 1 Tic-Tac-Toe, explore descriptiveadjectives. Adjectives can describe color, size, shape, texture,sound, taste, time, age, emotion, quality, or personality. They canexpress opinion or fact.

Look at adjectives in phrases and sentences. An adjective is oftenpositioned directly before the noun, making it easy to identify.

friendly facesbig house

To identify adjectives in context, a helpful exercise is to identifyany nouns in the sentence first. Then ask questions about theperson, place, or thing. For example:

I fell asleep in the green room.“What color was the room?”

The sand felt scratchy on my feet.“How does the sand feel on my feet?”

Sometimes adjectives appear after linking verbs such as is orwas. Ask students to help you find the adjective in a sentence,and then repeat it in a phrase in which the adjective precedesthe noun:

Today my teacher is happy.“How does the teacher feel today?”

“That's right; she is happy. She's a happy teacher.”

Using the Tic-Tac-Toe CardsThe two sides of the Cards offer two different ways to play thegame. Side 1 (blue border) of the Adjective Tic-Tac-Toe Cards is

open-ended and therefore more challenging than side 2. Side 1shows a picture representing an adjective. Below the picture, anoun phrase is printed with the adjective left out. When usingside 1, players read the word, look at the picture, and then sayan adjective that completes the phrase and correctlydescribes the picture.

Side 2 (no border) has only one correct answer. Side 2 shows thesame picture and phrase as side 1, as well as two adjectives tochoose from. Players read both words, look at the picture, andsay which adjective completes the phrase and correctlydescribes the picture. The two adjectives often have oppositemeanings, but not always. The player must think about themeaning of both adjectives to determine which is a better matchfor the picture.

Acceptable AnswersThis game is meant for practicing descriptive adjectives, butplayers might say other types of adjectives as their answerswhen using side 1. For example, a student might say my as theadjective to complete a phrase, and this is technically correct;my is a possessive adjective. However, ask students to think ofa descriptive adjective similar to one in the Adjectives Listprovided on the back.

Always encourage students to be creative in their descriptions(for example, they should not always rely on color and sizedescriptions), as long as their answers are accurate.

Meets State StandardsThis type of grammar practice helps students meet grade-levelexpectations and prepare for standardized testing on adjectives.Playing Adjective Level 1 Tic-Tac-Toe also helps students developtheir vocabulary, reading comprehension, and grammar skills.

Oral Language ComponentAdjective Level 1 Tic-Tac-Toe requires students to think andspeak in front of a group. Given the fun, familiar game setting,Adjective Level 1 Tic-Tac-Toe also increases confidence inspeaking aloud.

Management• Store the Adjective Tic-Tac-Toe Cards along with other sets of

Tic-Tac-Toe Cards that you've purchased, keeping the subjectareas in separate file folders.

• For students who need a reminder of the rules while playing insmall groups, make copies of the game instructions for themto use.

Adjective Level 1 Tic-Tac-Toe Cards

All activity guides can be found online:

snail

keyshinysilversnail

“Snail. Slimy snail.” “Key. Shiny key.”


Adjective Level 1 Tic-Tac-ToePlayers: Two Teams of 4 to 6 playersMaterials: 9 Adjective Tic-Tac-Toe Cards, Tic-Tac-Toe PocketChart, X and O Cards, timer or watch (optional)Object: To say adjectives that complete the noun phrases on theCards in order to fill three spaces in a horizontal, vertical, ordiagonal row with X or O Cards.1. Select nine Adjective Tic-Tac-Toe Cards. Set up the Tic-Tac-Toe

Pocket Chart, leaving the spaces empty. 2. Give X Cards to one team and O Cards to the other. The

players should sit in the order in which they will play.3. Explain the game and provide the rules. The first answer the

player gives will count. If you wish, set up a timer and state atime limit. Encourage players to use strategy to block theother team.

4. The first player from team 1 takes a turn. Hold up a Card,showing side 1 or side 2. The player looks at the picture. Ifusing side 1, the player says an adjective that completes thenoun phrase to describe the picture. If using side 2, the playersays which of the two adjectives best completes the nounphrase to describe the picture. If the player answers correctly,he or she gets to place one of the team's X or O Cards in aspace on the board. If not, the turn is over.

5. The first player from team 2 takes a turn, and so on.

6. The first team to get three X's or O's in a row wins the gameand gets to go first next time.

7. Discuss any challenges before playing another game.

Variations• Instead of leaving the nine spaces empty at the beginning of

the game, fill them in with Adjective Tic-Tac-Toe Cards. Aplayer who wants to put an X or O Card in a particular spacemust be able to give the correct answer for that Card.

• Two students play against each other. They take turnspulling Cards out of a box and get an X or an O to placewhenever they give correct answers.

Adjectives ListHere are some adjectives that can be used in the sentenceframes. There are many more possibilities. Add adjectives to thelist as students think of them.


Tic -Tac -Toe

X

O

X

O

O

snailsnail

keyshinysilver

adorablebigbitterbluebrightbrownbumpyburningcaringcheapcheerfulcleanclearclosedcloudycoldcomfortablecoolcozycrispcushycutedangerousdarkdeliciousdirtydrippydrydullelderlyemptyexcitedexpensivefastferociousfiercefluffyfoggyfoldedfreshfriendlyfullfunfunnyfurrygentle

giantgladgoldgreedygreengreyhappyhardhealthyhighhothugehungryicyjuicylazylightlittlelongloudlovingluckymeanmessymetalmightyneatnewnicenoisyoldopenorangepointypriceyproudpuffyquickquietredrockyroughroundsadsaltysandy

scratchyshallowsharpshinyshortsilversleepyslimyslitherysloppyslowsmallsmellysmileysmoothsneakysoftsoresourspicysquarestarvingstickystiffstinkystrongsunnysurprisingsweettalltarttastythickthintidytiredturquoisewarmweakwetwildwoodenyellowyoungyuckyyummy


Congratulations on your purchase of Really Good Stuff® AdverbTic-Tac-Toe, a fun grammar game. Using the traditional game ofTic-Tac-Toe, you can now offer your students a great way topractice adverbs.

This Really Good Stuff® product includes:For Item # 303370:• 36 Adverb Tic-Tac-Toe Cards• This Really Good Stuff® Activity Guide

For Item # 304047:• 36 Adverb Tic-Tac-Toe Cards• Tic-Tac-Toe Pocket Chart• 9 “X” Cards and 9 “O” Cards• This Really Good Stuff® Activity Guide

Identifying and Using AdverbsAn adverb is a descriptive word that can modify any of severalparts of a sentence, usually a verb, an adjective, or anotheradverb. This game provides practice in the most common use ofan adverb, which is to modify a verb.

To identify adverbs in context, a helpful thinking exercise is to askquestions such as how, when, or where the action takes place.Ask this question after reading a sentence containing an adverb.For example:

We got to play freely after lunchtime.

“In what manner did we play? How did we get to play?”Answer: “We got to play freely.”Discuss what it means to “play freely”; for example, ask if thismeans playing a game with rules or not.

Next, ask students to help you identify a temporal, or time-related, adverb, such as often, always, etc. Ask when or howoften the action takes place.

By asking students to think about semantics, rather thansimply look for the -ly ending as a clue, you teach them to rely onanalytical skills in order to recognize sentence structure. Also,they will understand that many adverbs do not end in -ly and/ordo not come right before or after the verb.

Side 1 (green borders) and side 2 (no borders) of the AdverbTic-Tac-Toe Cards offer two different versions of the game.Game 1, which involves identifying the adverb in a sentence, isplayed using side 1. The more challenging game, which asksstudents to read a sentence frame and complete it with anappropriate adverb, requires students to call on their ownvocabularies and understanding of grammar. Students havingdifficulty naming adverbs benefit from a word wall or otherdisplayed list of adverbs from which to choose. They will earnan X or an O as long as the word makes sense in the context ofthe sentence.

Challenge QuestionsAlthough the -ly adverbs are a good place to start adverb study(and a good way to introduce Tic-Tac-Toe Game 1), begin to addChallenge cards to the game in later rounds. Students will learnto ask themselves the thinking questions rather than just lookfor the word with -ly in the sentence.

Meets State StandardsThis type of grammar practice helps students meet grade-levelexpectations and prepare for standardized testing on adverbs.Playing Adverb Tic-Tac-Toe also helps students develop theirvocabulary, reading comprehension, and grammar skills.

Oral Language ComponentAdverb Tic-Tac-Toe requires students to read sentences andthink aloud in front of a group. When using side 1, require thatstudents read the entire sentence aloud before they state the adverb. This helps train students to pay attention tocontext rather than looking for clues that can be inconsistent.(Many non-adverb words such as “assembly”, “family,” and “lovely” end in -ly, after all.) Given the fun, familiar game setting, Adverb Tic-Tac-Toe also increases confidence in speaking.

Management• Store the Adverb Tic-Tac-Toe Cards along with other sets of


• The Adverb Tic-Tac-Toe Cards have adverb sentences on side 1and the same sentence frames with the adverbs missing onside 2 (no borders). If playing the side 1 version, and you needto know which word is the adverb, you can check which word isleft out on side 2. If playing the side 2 version and you need anexample of a correct answer, you can look at side 1; however,there is never just one correct answer when playing side 2.

• Make an enlarged copy of the Adverbs List on the back,for students to refer to when playing side 2. You can alsomake copies of the game instructions for students to usewhen playing in small groups.

Adverb Tic-Tac-Toe Game 1Players: Two teams of 4 to 6 playersMaterials: 9 Adverb Tic-Tac-Toe Cards, Tic-Tac-Toe Pocket Chart,X and O Cards, timer or watch (optional)Object: To identify adverbs in sentences in order to fill threespaces in a horizontal, vertical, or diagonal row with X or O Cards.1. Select nine Adverb Tic-Tac-Toe Cards, and place them in

the spaces of the Tic-Tac-Toe Pocket Chart with side 1 facing forward.

2. Give X Cards to one team and O Cards to the other. Theplayers should sit in the order in which they will play.

3. Explain the game and provide the rules. The first word theplayer names will count as his or her answer. If you wish, setup a timer and state a time limit. Encourage players to usestrategy in blocking the other team.

Adverb Tic-Tac-Toe Cards



4. The first player from team 1 selects a space and reads thesentence aloud (for example, “My father asked the neighborsto drive carefully.”), and names the adverb in the sentence. Ifthe player correctly names the adverb, carefully, he or shegets to place one of the team's X or O Cards in a space on theboard. If not, the turn is over.



7. Discuss any adverbs that were especially challenging toidentify before playing another game.

Adverb Tic-Tac-Toe Game 2Players: Two teams of 4 to 6 playersMaterials: 9 Adverb Tic-Tac-Toe Cards, Tic-Tac-Toe Pocket Chart,X and O Cards, timer or watch (optional)Object: To think of adverbs to complete sentence frames in orderto fill three spaces in a horizontal, vertical, or diagonal row with Xor O Cards.1. Select nine Adverb Tic-Tac-Toe Cards, and place them in the

spaces of the Tic-Tac-Toe Pocket Chart. 2. Give X Cards to one team and O Cards to the other. The

players should sit in the order in which they will play.3. Explain the game and provide the rules. The first word the

player names will count as his or her answer. If you wish, setup a timer and state a time limit. Encourage players to usestrategy in blocking the other team.

4. The first player from team 1 selects a space and reads thesentence frame aloud (for example, “My father asked theneighbors to drive blank.”), and names an adverb that sensiblycompletes the sentence. The players should repeat thesentence with the adverb filled in. If the player has named anappropriate adverb, for example slowly, he or she gets to placeone of the team's X or O Cards in a space on the board. If not,the turn is over.

5. The first player from team 2 takes a turn, and so on.6. The first team to get three X's or O's in a row wins the game

and gets to go first next time.7. Discuss any sentence frames that were especially challenging

before playing another game. Review the adverb players named.

Variations• Start with a blank board and hold up the Adverb Tic-Tac-

Toe Card each time a player takes a turn. If the player givesa correct answer, the team gets to put the X or O inwhichever space they want.

• Two students play against each other. They take turnspulling Cards out of a box and get an X or an O to place ifthey give the correct answer.

• Players get to choose the space for the other team, and aplayer from the other team must respond. If either teamgets three spaces in a row, that team wins. Otherwise,when the board is full, whichever team has the most X's orO's wins.

Adverbs ListHere are some adverbs that can be used in the sentence frames.There are many more possibilities. Add adverbs to the list asstudents think of them.

Adverb Tic-Tac-Toe Cards

accidentallyaggressivelyalonealwaysangrilybarelybravelybrieflycalmlycarefullycautiouslycheerfullycleverlycorrectlydelicatelydirectlyeagerlyeasilyenthusiasticallyfinallyfoolishlyfortunatelyfreelygentlygracefullyhappilyhardlyhonestly

indirectlyjoyouslykindlylazilylightlyloudlylovinglynearbyneatlynervouslynevernicelynoisilynormallyobedientlyoftenonlyperfectlypolitelypromptlyproudlyquicklyquietlyrapidlyrarelyregularlyrepeatedlyrespectfully

roughlyrudelysadlysafelyseldomseparatelyshamefullysharplyshylysilentlysleepilyslowlysoftlysometimessoonsteadilysuddenlyswiftlytenderlytruthfullyultimatelyunwillinglyusuallywarmlywearilywellwildlywillingly



Comparative and Superlative Tic-Tac-Toe, a fun grammar game.Using the traditional game of Tic-Tac-Toe, you can now offer yourstudents a great way to practice comparative and superlativeadjectives in context.

This Really Good Stuff® product includes:For Item # 303375:• 36 Comparative/Superlative Tic-Tac-Toe Cards• This Really Good Stuff® Activity Guide

For Item # 304062:• 36 Comparative/Superlative Tic-Tac-Toe Cards• Tic-Tac-Toe Pocket Chart• 9 “X” Cards and 9 “O” Cards• This Really Good Stuff® Activity Guide

Exploring Comparatives and SuperlativesComparative adjectives express a comparison between twothings; for example, something that is “more nice” thansomething else is nicer. Superlative adjectives express acomparison among three or more things; something that is the“most nice” of a group is described as nicest.

Before playing Comparative and Superlative Tic-Tac-Toe, explorecomparisons in writing and using people, objects, and pictures invisual demonstrations. Have students practice usingcomparatives and superlatives in sentences.

For example, have two students stand next to each other. Putyour hand over the taller student and ask the group to help youthink of the comparative adjective that describes David's heightin comparison to Danny's: “If David is more tall than Danny, whatcomparative can we use to describe David?” When studentssuggest taller, ask a volunteer to use taller in a sentencedescribing David and Danny's heights: David is taller than Danny.

Next, display pictures of two animals, a pig and a cat. Write anadjective, such as messy, on the board. Pointing to the pig, askstudents to make messy into a word that describes the pig incomparison to the cat. If students need help, remind them youare looking for the word that means the more messy animal, i.e.,the messier animal: “We don't say the pig is more messy. Whatdo we say?” (The pig is messier.)

Using the Tic-Tac-Toe CardsSide 1 (red borders) of the Comparative and Superlative Tic-Tac-Toe Cards shows two or more images, one with an arrow pointingto it, and an adjective. When playing the game, students will readthe adjective and then think about how many things are beingcompared. If the arrow points to the image that shows more orthe most of this quality, they add the -er or -est ending to makethe adjective comparative or superlative (with some exceptions,described in the next section). Side 2 provides the correctanswer in bold, making the game self-checking.

Irregular Comparatives and SuperlativesStudents must learn that some words will require a change ofspelling when the comparative or superlative ending (-er or -est)is added. For example, when an adjective ends in -y, such ashappy, change the y to i and add -er or -est (happier, happiest).When adjectives end in certain consonants, including d and t, wedouble the consonant before adding -er or -est. In some cases,the word changes completely (for example good becomes betteror best); however, this type of irregular adjective has not beenincluded in this set.

As an added challenge, this set includes adjectives that don'thave a comparative or superlative form, such as delicate.Eventually, students will learn which comparatives andsuperlatives are formed simply by adding more or most beforethe adjective: more delicate, most colorful, etc. They'll begin torecognize patterns, for example -er and -est are never addedafter suffixes -ful and -ous.

Also challenging are comparisons that describe something ashaving less or the least of the quality being described. We haveincluded a few of these comparisons in the set. Advancedlearners will notice that the arrow is pointing to the less curvyroad, for example, and will use less or least in these answers:less curvy, least comfortable, etc.

Once students are comfortable with regular comparatives andsuperlatives, include the more challenging Cards in the Tic-Tac-Toe game.

Meets State StandardsThis type of practice in comparatives and superlatives helpsstudents meet grade-level expectations and prepare forstandardized testing. Playing Comparative and Superlative Tic-Tac-Toe helps students develop their vocabulary, readingcomprehension, and grammar skills.

Oral Language ComponentComparative and Superlative Tic-Tac-Toe requires studentsto read words and think aloud in front of a group. Given thefun, familiar game setting, Comparative and Superlative Tic-Tac-Toe also increases confidence in speaking.

Comparative and Superlative Tic-Tac-Toe Cards


The rabbit is the fastest ofthe three animals.The correct answer isfastest.

The sports car is the morepowerful of the two cars.The correct answer is morepowerful.


Management• Store the Comparative and Superlative Tic-Tac-Toe Cards along

with other sets of Tic-Tac-Toe Cards that you've purchased,keeping the subject areas in separate file folders.


Comparative and Superlative Tic-Tac-Toe Game 1Players: Two teams of 4 to 6 playersMaterials: 9 Comparative and Superlative Tic-Tac-Toe Cards, Tic-Tac-Toe Pocket Chart, X and O Cards, timer or watch (optional)Object: To name comparative and superlative adjectives in orderto fill three spaces in a horizontal, vertical, or diagonal row with Xor O Cards.1. Select nine Comparative and Superlative Tic-Tac-Toe Cards. Set

up the Tic-Tac-Toe Pocket Chart, leaving the spaces empty. 2. Give X Cards to one team and O Cards to the other. The

players should sit in the order they will play.3. Explain the game and provide the rules. The first word the

player names will count as his or her answer. Display the timerand state the time limit if you have one. Encourage players touse strategy in blocking the other team.

4. The first player from team 1 takes a turn. Hold up a Card,showing side 1 (red border). The player reads the adjective,looks at the pictures, and says the comparative or superlativeform of the adjective that describes the picture with thearrow pointing to it (for example, greenest). If the playercorrectly names the comparative or superlative form, he orshe gets to place one of the team's X or O Cards in a space onthe board. If not, the turn is over.




Adjective Tic-Tac-Toe Game 2Players: Two teams of 4 to 6 playersMaterials: 9 Comparative and Superlative Tic-Tac-Toe Cards, Tic-Tac-Toe Pocket Chart, X and O Cards, timer or watch (optional)Object: To name comparative and superlative adjectives in orderto fill three spaces in a horizontal, vertical, or diagonal row with Xor O Cards.1. Select nine Comparative and Superlative Tic-Tac-Toe Cards,

and place them in the spaces of the Tic-Tac-Toe Pocket Chart. 2. Give X Cards to one team and O Cards to the other. The

players should sit in the order they will play.3. Explain the game and provide the rules. The first word the

player names will count as his or her answer. Display the timerand state the time limit if you have one. Encourage players touse strategy in blocking the other team.

4. The first player from team 1 takes a turn. The player selects aspace, reads the adjective, looks at the pictures, and says thecomparative or superlative form of the adjective thatdescribes the picture with the arrow pointing to it (forexample, greenest). If the player correctly names thecomparative or superlative form, he or she gets to place oneof the team's X or O Cards in that space on the board. If not,the turn is over.


and gets to go first next time.7. Discuss any challenges before playing another game.

Variations• Two students play against each other. They take turns

pulling Cards out of a box and get an X or an O to place ifthey give the correct answer.

• When players encounter adjectives that require a spellingchange such as doubling the consonant or changing the -yto i and adding -er or -est, challenge them to spell theiranswers or write them on the board. They win the space onlyif they can spell the word correctly.

Comparative and Superlative Tic-Tac-Toe Cards

Tic -Tac -Toe

X

O

X

O

O


Congratulations on your purchase of Really Good Stuff® ShortVowel Tic-Tac-Toe, a fun learning game. Using the traditionalgame of Tic-Tac-Toe, you can now offer your students a greatway to practice short vowel words.

This Really Good Stuff® product includes:For Item # 303890:• 36 Short Vowel Tic-Tac-Toe Cards• This Really Good Stuff® Activity Guide

For Item # 304066:• 36 Short Vowel Tic-Tac-Toe Cards• Tic-Tac-Toe Pocket Chart• 9 “X” Cards and 9 “O” Cards• This Really Good Stuff® Activity Guide

Learning Short Vowel Words The first words students learn are short vowel CVC (consonant-vowel-consonant) words, because this is the simplest and mostconsistent phonetic pattern in English. This is followed by shortvowel CVCC word study.

Vowel sounds are challenging to learn because they vary greatly,whereas each consonant makes no more than two sounds(except when combined with other consonants in blends anddigraphs). A long vowel simply “says its own name,” but shortvowels create a phonetic hurdle for most students. Therefore,students need a lot of practice building, reading, writing,comparing, identifying, and matching short vowel words to helpthem master short vowel sounds. Before playing Short Vowel Tic-Tac-Toe, practice building and sorting short vowel words withstudents.

Word and Picture SortingSorts help reinforce vowel study. The repetition of sorting helpsstudents learn to look and listen for short vowel sounds.

Begin by sorting the five vowel sounds into categories. Reviewseveral picture or word cards that represent short vowel sounds.Write two vowels on cards and display them in the top row of apocket chart for a small group demonstration or on a table for aone-on-one lesson. Have students sort picture or word cardsinto the short vowel categories by placing them in columns. Addmore vowels to the sort as students get the hang of it.

In preparation for playing Short Vowel Tic-Tac-Toe, have studentsorally sort words with the group. Display word cards for a fewdifferent short vowel-sounds. Say a word aloud and call onvolunteers to say which vowel sound category it belongs to andpoint to that category.

After students learn the short vowels, begin comparing shortand long vowel words to help them hear the difference.

Word WallsDisplay familiar short vowel words on a word wall. Your studentscan interact with the word wall and, if needed, they can refer toit when completing oral sorts or while playing Short Vowel Tic-Tac-Toe.

Using the Tic-Tac-Toe CardsSide 1 (magenta border) of the Short Vowel Tic-Tac-Toe Cardsshows a labeled picture for a short vowel word. The vowel soundsappear repeatedly on different cards, according to the frequencyof their occurrence in words. For example, the less common shorte sound appears on fewer cards.

Side 2 (no border) shows two words that have the same shortvowel sound. The first one matches the word shown on the front.In part, the second word serves as a sample answer when usingside 1.

The two sides also offer two different ways to play the game.When using side 1, players read the word (using the picture as acue if needed), and then name another word that has the sameshort vowel sound. When using side 2, players read the words andthen name another word with the same short vowel sound.

Because this game is meant to increase both spelling andvocabulary skills, when a player says a two-syllable word such asapple for the short a sound, accept this as a correct answer,and write it on the board for later study.

Remember, not all short vowel sounds fall within a consistentpattern. Words that are spelled with a long vowel pattern may bepronounced with the short vowel sound, for example sweat. Youmay opt to leave out these more challenging Cards at first andinclude them later, once students get used to playing the game.

Meets State StandardsThis type of practice in short vowel sounds helps studentsmeet grade-level expectations and prepare for standardizedtesting. Playing Short Vowel Tic-Tac-Toe also helps studentsdevelop phonics skills, builds vocabulary, and sets a foundationfor reading.

Oral Language ComponentShort Vowel Tic-Tac-Toe requires students to think and speak infront of a group. Given the fun, familiar game setting, ShortVowel Tic-Tac-Toe also increases confidence in speaking aloud.

Short Vowel Tic-Tac-Toe Cards


“Pin and...kick.” “Cup, just, and...run.”


Management• Store the Short Vowel Tic-Tac-Toe Cards along with other sets

of Tic-Tac-Toe Cards that you've purchased, keeping the subjectareas in separate file folders.


Short Vowel Tic-Tac-ToePlayers: Two teams of 4 to 6 playersMaterials: 9 Short Vowel Tic-Tac-Toe Cards, Tic-Tac-Toe PocketChart, X and O Cards, timer or watch (optional)Object: To name words that match the short vowel sounds onthe cards in order to fill three spaces in a horizontal, vertical, ordiagonal row with X or O Cards.1. Select nine Short Vowel Tic-Tac-Toe Cards. Set up the Tic-Tac-

Toe Pocket Chart, leaving the spaces empty. 2. Give X Cards to one team and O Cards to the other. The



4. The first player from team 1 takes a turn. Hold up a Card,showing side 1 or side 2. The player reads the word (or readsthe two words for side 2), and says a word with the sameshort vowel sound. If the player answers correctly, he or shegets to place one of the team's X or O Cards in a space on theboard. If not, the turn is over.





the game, fill them in with Short Vowel Tic-Tac-Toe Cards. Aplayer who wants to put an X or O Card in a particular spacemust be able to give the correct answer for that Card.

• Two students play against each other. They take turnspulling Cards out of a box and get an X or an O to placewhenever they give correct answers.

Short Vowel Tic-Tac-Toe CardsHere are the Cards included in this game:

Side 1 Side 2pad pad, hand bag bag, fancan can, snapbat bat, packsnap snap, lambmask mask, badaxe axe, jamdrag drag, fastclap clap, snackpet pet, legweb web, nextbell bell, netsweat sweat, nestdesk desk, fellpin pin, listdig dig, gripgift gift, kidchin chin, windinch inch, ziptwin twin, pitchick chick, fillwrist wrist, bigdog dog, hotbox box, lostknot knot, fogpond pond, chopstop stop, lockclock clock, notcup cup, justbus bus, rushduck duck, spunjump jump, nutdrum drum, funbrush brush, dumptrunk trunk, rugcrust crust, hush

Short Vowel Tic-Tac-Toe Cards



Beginning Consonant Tic-Tac-Toe, a fun grammar game. Usingthe traditional game of Tic-Tac-Toe, you can now offer yourstudents a great way to practice beginning consonants andtheir sounds.

This Really Good Stuff® product includes:For Item # 303896:• 36 Beginning Consonant Tic-Tac-Toe Cards• This Really Good Stuff® Activity Guide

For Item # 304034:• 36 Beginning Consonant Tic-Tac-Toe Cards• Tic-Tac-Toe Pocket Chart• 9 “X” Cards and 9 “O” Cards• This Really Good Stuff® Activity Guide

Learning Beginning ConsonantsBeginning consonants are the first step in phonics. We canprovide early learners with letter-sound connections byattaching familiar words and pictures to sounds in the initialposition. We start with consonants because they are easier tohear and more phonetically consistent than vowels.

Before playing Beginning Consonant Tic-Tac-Toe, practicebeginning sounds with students. Work with one consonant perday, sharing objects and pictures that represent that sound.Have students find items in the room and bring in items fromhome that represent the beginning sound.

Word WorkSorts are a great way to reinforce consonant sound study. Therepetition of sorting helps students learn to look and listen forbeginning sounds. Review several picture or word cards thatrepresent a few consonant sounds. Place cards labeled with thebeginning consonants in the top row of a pocket chart for asmall group demonstration or on a table for a one-on-one lesson.Have students sort the picture or word cards into the soundcategories by placing them in columns.

In preparation for playing Beginning Consonant Tic-Tac-Toe, havestudents orally sort words with the group. Display a fewbeginning sound Cards. Say words aloud and call on volunteers tosay which letter it begins with while pointing to that category.

Display familiar words on a Beginning Sound word wall. Yourstudents can interact with the word wall and, if needed, they canrefer to it when completing oral sorts or while playing BeginningConsonant Tic-Tac-Toe.

Using the Tic-Tac-Toe CardsSide 1 (green border) of the Beginning Consonant Tic-Tac-ToeCards shows a picture labeled with its beginning consonant inuppercase and lowercase. The most common consonants appearon two Cards. Side 2 (no border) shows three words that begin

with the same consonant sound. In part, these words serve assample answers when using side 1.

The two sides also offer two different ways to play the game.When playing the game using side 1, players say the letter, saywhat the picture is, and then name another word that beginswith the same consonant sound. When using side 2, players readthe words and then name another word with the same beginningsound.

Meets State StandardsThis type of practice in beginning consonants helps studentsmeet grade-level expectations and prepare for standardizedtesting. Playing Beginning Consonant Tic-Tac-Toe also helpsstudents develop their early phonics skills and sets a foundationfor reading.

Oral Language ComponentBeginning Consonant Tic-Tac-Toe requires students to thinkand speak in front of a group. Given the fun, familiar gamesetting, Beginning Consonant Tic-Tac-Toe also increasesconfidence in speaking aloud.

Management• Store the Beginning Consonant Tic-Tac-Toe Cards along with

other sets of Tic-Tac-Toe Cards that you've purchased, keepingthe subject areas in separate file folders.


Beginning Consonant Tic-Tac-Toe Game 1Players: Two teams of 4 to 6 playersMaterials: 9 Beginning Consonant Tic-Tac-Toe Cards, Tic-Tac-ToePocket Chart, X and O Cards, timer or watch (optional)Object: To name words that match the beginning consonantsounds on the Cards in order to fill three spaces in a horizontal,vertical, or diagonal row with X or O Cards.1. Select nine Beginning Consonant Tic-Tac-Toe Cards. Set up the

Tic-Tac-Toe Pocket Chart, leaving the spaces empty. 2. Give X Cards to one team and O Cards to the other. The



4. The first player from team 1 takes a turn. Hold up a Card,

Beginning Consonant Tic-Tac-Toe Cards


“S. Sun and...soup.” “Bed, boat, bug, and...button.”


showing side 1 or side 2. The player reads the letter andsays what the picture is (or reads the three words for side2), and says another word with the same beginningconsonant. If the player answers correctly, he or she gets toplace one of the team's X or O Cards in a space on theboard. If not, the turn is over.

5. The first playerfrom team 2 takesa turn, and so on.

6. The first team toget three X's orO's in a row winsthe game andgets to go firstnext time.

7. Discuss anychallenges beforeplaying anothergame.

Beginning Consonant Tic-Tac-Toe Game 2Players: Two teams of 4 to 6 playersMaterials: 9 Beginning Consonant Tic-Tac-Toe Cards, Tic-Tac-ToePocket Chart, X and O Cards, timer or watch (optional)Object: To name words that match the beginning consonantsounds on the Cards in order to fill three spaces in a horizontal,vertical, or diagonal row with X or O Cards.1. Select nine Beginning Consonant Tic-Tac-Toe Cards and place

them in the spaces of the Tic-Tac-Toe Pocket Chart, all withside 1 or side 2 facing forward.


3. Explain the game and provide the rules. The first answer theplayer gives will count. If you wish, display a timer and state atime limit. Encourage players to use strategy in blocking theother team.

4. The first player from team 1 takes a turn. The player reads theletter and says what the picture is (or reads the three wordsfor side 2), and says another word with the same beginningconsonant. If the player answers correctly, he or she gets toplace one of the team's X or O Cards in that space on theboard. If not, theturn is over.


6. The first team toget three X's orO's in a row winsthe game andgets to go firstnext time.

7. Discuss anychallenges beforeplaying another game.

Variations• When a player says a word that has the same beginning

sound but a different spelling (for example, saying a k wordfor a c Card), tell the player he or she has the sound correctbut not the letter. Give the player one more chance to namea word that begins with the same letter.


• Players get to choose a Card for the other team, and aplayer from the other team must respond. When eitherteam gets three spaces in a row, that team wins.Otherwise, when the board is full, the team with the mostX's or O's wins.

Beginning Consonant Tic-Tac-Toe CardsHere are the cards included in this game:

Side 1 Side 2Bb - bee bed, boat, bugBb - book ball, boy, boxCc - cat car, castle, coneCc - cereal celery, circle, cityDd - deer dice, dog, dollDd - desk dad, dig, dolphinFf - feet fan, farm, finFf - fire face, fence, footGg - garden gas, gate, gumGg - giraffe giant, gigantic, gingerHh - heart hat, heel, houseHh - hive hen, horse, hugJj - jam jar, jog, jumpKk - kick kid, king, koalaKk - kite kiss, kitten, kiwiLl - lock lap, leg, logLl - lemon line, lion, loudMm - mud make, men, moonMm - map moose, mouse, mugNn - neck nail, nap, nestNn - nut new, nice, nosePp - pear peach, popcorn, potatoPp - pan pond, pump, pumpkinQq - queen quack, quarter, questionRr - rose read, ring, rugRr - rat ride, rock, ropeSs - sad soap, sock, sunflowerSs - sun sack, seal, soccerTt - tent tie, toe, turtleTt - toast time, tooth, tubVv - vest vet, vine, violinVv - volcano van, vase, vegetablesWw - watermelon wash, water, windWw - wing well, wet, wolfYy - yo-yo yawn, yell, yellowZz - zoo zebra, zero, zip

Beginning Consonant Tic-Tac-Toe Cards

Tic -Tac -Toe

X

O

X

O

O


Congratulations on your purchase of Really Good Stuff® LongVowel Word Family Tic-Tac-Toe, a fun learning game. Using thetraditional game of Tic-Tac-Toe, you can now offer your studentsa great way to practice rhyming word families.

This Really Good Stuff® product includes:For Item # 303898:• 36 Long Vowel Word Family Tic-Tac-Toe Cards• This Really Good Stuff® Activity Guide

For Item # 304045:• 36 Long Vowel Word Family Tic-Tac-Toe Cards• Tic-Tac-Toe Pocket Chart• 9 “X” Cards and 9 “O” Cards• This Really Good Stuff® Activity Guide

Learning Long Vowel Word Families Teach long vowel word families after your students havemastered the CVC and CVCC word families. As students learnlong vowel word families, they will begin to notice and internalizethe long vowel patterns.

Children begin to encounter rhyming words in oral contexts,including children's stories, nursery rhymes and other poetry,chants, and songs. Being able to hear the repeated ending chunkmakes word-family learning a good fluency builder.

All of the Wylie and Durrell long vowel phonograms (also called“rimes”) are included in this set. Some of the words begin inconsonant blends and digraphs. You may opt not to includethese Cards at first because of the additional phoneticpatterns.

Long Vowel Patterns in This SetThe simplest and most familiar long vowel pattern is silent e, orCVCe. After spending some time exploring how CVC words becomelong vowel words by adding e at the end, introduce long vowelwords with other patterns. The word families practiced in thisgame include the most commonly occurring long vowel patternsin the English language.

Before playing Long Vowel Word Family Tic-Tac-Toe, practicebuilding and sorting long vowel words with students. Work withone ending phonogram, such as -ale or -ight, at a time.

Word WorkMake long vowel word families by word building. Using letter cardsor tiles, work with students one-on-one or in small groups.Replace the first letter in a long vowel word to make new words.For example, build the word neat, change the n to s to makeseat, change the s to b to make beat, and so on. Every time you

build a new word, write it on the board, creating a column ofrhyming words. After completing a word family, have thestudent(s) read all the words with you in order, placing emphasison the rhyming phonogram.

Sorts help reinforce word-family study. The repetition of sortinghelps students learn to look and listen for the endingphonogram. Review several picture or word cards that representa few long vowel word families. Write the phonograms on cardsand display them in the top row of a pocket chart for a smallgroup demonstration or on a table for a one-on-one lesson. Havestudents sort the picture or word cards into the word-familycategories by placing them in columns.

In preparation for playing Long Vowel Word Family Tic-Tac-Toe,have students orally sort words with the group. Display wordcards for a few different word families. Say words aloud and callon volunteers to say which word it rhymes with while pointing tothat category.

Display familiar long vowel words on a word wall. Your studentscan interact with the word wall and, if needed, they can refer toit when completing oral sorts or while playing Long Vowel WordFamily Tic-Tac-Toe.

Using the Tic-Tac-Toe CardsSide 1 (orange border) of the Long Vowel Word Family Tic-Tac-ToeCards shows a labeled picture for a long vowel word. The mostcommon phonograms appear on two cards. Side 2 (no border)shows two words that end with the same phonogram. The firstone matches the word shown on the front. In part, the secondword serves as a sample answer when using side 1.

The two sides also offer two different ways to play the game.When using side 1, players read the word (using the picture as acue if needed), and then name another word that has the samephonogram. When using side 2, players read the words and thenname another word with the same phonogram.

Because this game is meant to increase both spelling andvocabulary skills, when player says a two-syllable word such asalike for the -ike phonogram, accept this as a correct answer,and write it on the board for later study.

Meets State StandardsThis type of practice in word families helps students meet grade-level expectations and prepare for standardized testing. PlayingLong Vowel Word Family Tic-Tac-Toe also helps students developtheir early phonics skills, builds vocabulary, and sets a foundationfor reading.

Long Vowel Word Family Tic-Tac-Toe Cards


“Peach and...teach.” “Night, tight, and...right.”

a e i oa_e ea i_e oai ee igh oaay ow


Oral Language ComponentLong Vowel Word Family Tic-Tac-Toe requires students to thinkand speak in front of a group. Given the fun, familiar gamesetting, Long Vowel Word Family Tic-Tac-Toe also increasesconfidence in speaking aloud.

Management• Store the Long Vowel Word Family Tic-Tac-Toe Cards along with

other sets of Tic-Tac-Toe Cards that you've purchased, keepingthe subject areas in separate file folders.


Long Vowel Word Family Tic-Tac-ToePlayers: Two teams of 4 to 6 playersMaterials: 9 Long Vowel Word Family Tic-Tac-Toe Cards, Tic-Tac-Toe Pocket Chart, X and O Cards, timer or watch (optional)Object: To name words that match the long vowel phonograms onthe Cards in order to fill three spaces in a horizontal, vertical, ordiagonal row with X or O Cards.1. Select nine Long Vowel Word Family Tic-Tac-Toe Cards. Set up

the Tic-Tac-Toe Pocket Chart, leaving the spaces empty. 2. Give X Cards to one team and O Cards to the other. The



4. The first player from team 1 takes a turn. Hold up a Card,showing side 1 or side 2. The player reads the word (or readsthe two words for side 2), and says another word in the wordfamily. If the player answers correctly, he or she gets to placeone of the team's X or O Cards in a space on the board. If not,the turn is over.


6. The first team toget three X's or O'sin a row wins thegame and gets togo first next time.

7. Discuss anychallenges beforeplaying anothergame.


the game, fill them in with Long Vowel Word Family Tic-Tac-ToeCards. A player who wants to put an X or O Card in a particularspace must be able to give the correct answer for that card.

• Make exceptions for common slang words or proper names(such as Kate) as long as you find the words appropriate.

• Two students play against each other. They take turns pulling

Cards out of a box and get an X or an O to place whenever theygive correct answers.

Long Vowel Word Family Tic-Tac-Toe CardsHere are the Cards included in this game, along with a samplingof correct responses in the last column. If needed, make anenlarged copy of the list for your students or refer to it whencreating a long vowel word wall.

Side 1 Side 2 Suggested Answersface face, race brace, lace, pace, place, tracetail tail, bail frail, mail, nail, pailrain rain, train brain, chain, drain, gain, main, pain,

strain, vain, cage cage, wage page, rage, sage, stagerake rake, cake bake, brake, fake, Jake, lake, make,

sake, take, wakewhale whale, male bale, gale, hale, kale, pale, sale,

tale, valegame game, name blame, came, dame, fame, lame,

same, tamegate gate, late crate, date, fate, hate, Kate, mate,

plate, rate, stategrave grave, pave brave, cave, crave, Dave, gave, rave,

save, wavehay hay, bay day, gay, jay, may, nay, pay, say, waypeach peach, beach bleach, breach, reach, teachbeak beak, creak freak, leak, peak, sneak, speak, squeak,

tweak, weakseal seal, deal heal, meal, peal, squeal, teal, veal,

zealteam team, beam cream, dream, ream, seam, steambean bean, lean clean, dean, mean, weantear tear, gear dear, fear, hear, near, searwheat wheat, meat beat, cheat, feat, heat, neat, pleat,

seat, treatcheek cheek, meek creek, peek, reek, sleek, seek, weekwheel wheel, steel feel, heel, keel, kneel, peel, reeljeep jeep, seep beep, creep, deep, keep, peep, weepdeer deer, sheer beer, cheer, jeer, leer, peer, steerdice rice, dice lice, mice, nice, price, slice, viceslide slide, hide bide, bride, ride, side, tide, wide night night, tight bright, fight, light, might, right, sightbike bike, tike hike, like, Mike, pike, triketime time, lime dime, grime, mime, rime, slimenine nine, twine brine, dine, fine, line, mine, pine, vine,

whine, winefire fire, hire dire, mire, sire, tire, wirekite kite, site bite, cite, mite, quite, whiteboat boat, moat bloat, coat, float, gloat, goatpoke poke, broke joke, poke, stoke, toke, woke, yokegold gold, cold fold, hold, mold, sold, toldbone bone, lone cone, drone, hone, tone, zonerope rope, cope grope, hope, mope, nope, popenose nose, pose chose, close, dose, hose, rosebow bow, row flow, glow, low, mow, sow, stow, tow

Long Vowel Word Family Tic-Tac-Toe Cards



CVC Word Family Tic-Tac-Toe, a fun grammar game. Using thetraditional game of Tic-Tac-Toe, you can now offer your studentsa great way to practice rhyming word families.

This Really Good Stuff® product includes:For Item # 303905:• 36 CVC Word Family Tic-Tac-Toe Cards• This Really Good Stuff® Activity Guide

For Item # 304054:• 36 CVC Word Family Tic-Tac-Toe Cards• Tic-Tac-Toe Pocket Chart• 9 “X” Cards and 9 “O” Cards• This Really Good Stuff® Activity Guide

Learning CVC Word FamiliesCVC (consonant-vowel-consonant) word families are the easiestspelling pattern for emergent readers to recognize. Unlike somuch of written English, the phonetic pattern of CVC isconsistent with few exceptions.


All of the Wylie and Durrell CVC phonograms are included in thisset, including -aw and -ay, which make long vowel sounds. Youmay opt not to include the -aw and -ay Cards because theyrepresent exceptions to the short vowel pattern for CVC.

Remember, words that rhyme do not always belong to the sameword family. Word families share a common phonogram, meaningthe vowel and ending consonant are the same. For example,although not and bought rhyme, their ending chunks are notspelled the same, so they do not belong to the same word family.

Before playing CVC Word Family Tic-Tac-Toe, practice building andsorting CVC words with students. Work with one endingphonogram (also called a “rime”), such as -ad or -am, at a time.

Word WorkWord building always begins with short vowel CVC words. Usingletter cards or tiles, work with students one-on-one or in smallgroups to replace the first letter in a CVC word to make newwords. For example, build the word bad, change the b to h tomake had, change the h to s to make sad, and so on. Every timeyou build a new word, write it on the board, creating a column ofrhyming words. After completing a word family, have thestudent(s) read all the words with you in order, placing emphasison the rhyming phonogram.

Sorts help reinforce word-family study. The repetition of sortinghelps students learn to look and listen for the endingphonogram. Review several picture or word cards that represent

a few word families. Write the phonograms on cards and displaythem in the top row of a pocket chart for a small groupdemonstration or on a table for a one-on-one lesson. Havestudents sort the picture or word cards into the word familycategories by placing them in columns.

In preparation for playing CVC Word Family Tic-Tac-Toe, havestudents orally sort words with the group. Display word cards fora few different word families. Say words aloud and call onvolunteers to say which word it rhymes with while pointing tothat category.

Display familiar CVC words on a word wall. Your students caninteract with the word wall and, if needed, they can refer to itwhen completing oral sorts or while playing CVC Word FamilyTic-Tac-Toe.

Using the Tic-Tac-Toe CardsSide 1 (purple border) of the CVC Word Family Tic-Tac-Toe Cardsshows a labeled picture for a CVC word. The most commonphonograms appear on two cards. Side 2 (no border) shows twowords that end with the same phonogram. The first one matchesthe word shown on the front. In part, these words serve assample answers when using side 1.


Challenge CardsCards that might pose additional challenge for your studentsare labeled on side 1 with the word Challenge. These include thetwo long vowel phonograms -aw and -ay as well as word familiesthat don't have many child-friendly words in them.

Meets State StandardsThis type of practice in word families helps students meet grade-level expectations and prepare for standardized testing. PlayingCVC Word Family Tic-Tac-Toe also helps students develop theirearly phonics skills and sets a foundation for reading.

Oral Language ComponentCVC Word Family Tic-Tac-Toe requires students to think andspeak in front of a group. Given the fun, familiar game setting,CVC Word Family Tic-Tac-Toe also increases confidence inspeaking aloud.

CVC Word Family Tic-Tac-Toe Cards


“Cat and...bat.” “Cat, pat, and...mat.”


Management• Store the CVC Word Family Tic-Tac-Toe Cards along with other

sets of Tic-Tac-Toe Cards that you've purchased, keeping thesubject areas in separate file folders.


CVC Word Family Tic-Tac-ToePlayers: Two teams of 4 to 6 playersMaterials: 9 CVC Word Family Tic-Tac-Toe Cards, Tic-Tac-ToePocket Chart, X and O Cards, timer or watch (optional)Object: To name words that match the CVC phonograms on theCards in order to fill three spaces in a horizontal, vertical, ordiagonal row with X or O Cards.1. Select nine CVC Word Family Tic-Tac-Toe Cards. Set up the




4. The first player from team 1 takes a turn. Hold up a Card,showing side 1 or side 2. The player reads the word (or readsthe two words for side 2), and says another word in the wordfamily. If the player answers correctly, he or she gets to placeone of the team's X or O cards in a space on the board. If not,the turn is over.





the game, fill them in with CVC Word Family Tic-Tac-Toe Cards.A player who wants to put an X or O Card in a particular spacemust be able to give the correct answer for that Card.

• Make exceptions for CCVC, words that begin with a blend ordigraph (such as cram, wrap, or chop), if they match the wordfamily on the Card. Write these words on the board or add

them to the word wall for later practice.• When a player says a word that rhymes but has a different

spelling (for example, lamb for an -am card), tell the player heor she has the rhyming sound correct but the spelling doesn'tmatch. Give the player one more chance to name a word thathas a matching phonogram.

• Two students play against each other. They take turns pullingCards out of a box and get an X or an O to place whenever theygive correct answers.

CVC Word Family Tic-Tac-Toe CardsHere are the Cards included in this game, along with a samplingof correct responses in the last colum. If needed, make anenlarged copy of the list for your students or refer to it whencreating a CVC word wall.Side 1 Side 2 Suggested Answerstab tab, cab dab, gab, jab, lab, nabdad dad, mad bad, fad, had, lad, pad, sad, tadwag wag, sag bag, gag, lag, nag, rag, tagdam dam, ham jam, Pam, ram, Sam, yampan pan, fan ban, can, Dan, man, ran, tan, vannap nap, zap cap, gap, lap, map, rap, sap, tapcat cat, pat bat, fat, hat, mat, rat, sat, vatpaw paw, raw jaw, law, sawhay hay, may bay, day, gay, jay, nay, pay, say, waybed bed, wed led, Ned, red, Tedhen hen, men Ben, den, Jen, Ken, pen, ten, Zenjet jet, net bet, get, let, met, pet, set, vet, wetlid lid, hid bid, did, kid, riddig dig, wig big, fig, gig, pigfin fin, tin bin, kin, pin, sin, winsip sip, dip hip, lip, rip, tip, zippit pit, kit bit, fit, hit, lit, sit, witsob sob, cob bob, gob, job, lob, mob, robdog dog, hog bog, fog, jog, logtop top, lop bop, cop, hop, mop, pop, sophot hot, cot got, jot, lot, not, pot, rot, tottub tub, hub cub, pub, rub, subrug rug, dug bug, hug, jug, lug, mug, pug, tuggum gum, hum mum, rum, sumsun sun, bun fun, gun, nun, pun, runnut nut, gut but, cut, hut, jut, rutsad sad, fad bad, dad, had, lad, mad, pad, tadvan van, can ban, Dan, fan, man, pan, ran, tan map map, nap cap, gap, lap, rap, sap, tap, zapbat bat, hat cat, fat, mat, pat, rat, sat, vatpin pin, win bin, fin, kin, sin, tinzip zip, rip dip, hip, lip, sip, tipsit sit, wit bit, fit, hit, kit, lit, pitmop mop, pop bop, cop, hop, lop, sop, toppot pot, rot cot, got, hot, jot, lot, not, totmug mug, hug bug, dug, jug, lug, pug, rug, tug

CVC Word Family Tic-Tac-Toe Cards



CVCC Word Family Tic-Tac-Toe, a fun learning game. Using thetraditional game of Tic-Tac-Toe, you can now offer your studentsa great way to practice rhyming word families.

This Really Good Stuff® product includes:For Item # 303907:• 36 CVCC Word Family Tic-Tac-Toe Cards• This Really Good Stuff® Activity Guide

For Item # 304050:• 36 CVCC Word Family Tic-Tac-Toe Cards• Tic-Tac-Toe Pocket Chart• 9 “X” Cards and 9 “O” Cards• This Really Good Stuff® Activity Guide

Learning CVCC Word FamiliesTeach CVCC (consonant-vowel-consonant-consonant) wordfamilies after your students have mastered the CVC pattern.This phonetic pattern, which ends in a blend or a digraph, isconsistent with few exceptions and almost always includes shortvowel words.


All of the Wylie and Durrell CVCC phonograms are included in thisset. Also, some CCVCC words (beginning in consonant blends ordigraphs) are included. You may opt not to include these Cardsat first because they represent exceptions to the CVCC pattern.

Before playing CVCC Word Family Tic-Tac-Toe, practice buildingand sorting CVCC words with students. Work with one endingphonogram (also called a “rime”), such as -and or -ill, at a time.

Word WorkMake CVCC word families by word building. Using letter cards ortiles, work with students one-on-one or in small groups toreplace the first letter in a CVCC word to make new words. Forexample, build the word sand, change the s to h to make hand,change the h to b to make band, and so on. Every time youbuild a new word, write it on the board, creating a column ofrhyming words. After completing a word family, have thestudent(s) read all the words with you in order, placingemphasis on the rhyming phonogram.

Sorts help reinforce word-family study. The repetition of sortinghelps students learn to look and listen for the endingphonogram. Review several picture or word cards that representa few CVCC word families. Write the phonograms on cards anddisplay them in the top row of a pocket chart for a small groupdemonstration or on a table for a one-on-one lesson. Havestudents sort the picture or word cards into the word familycategories by placing them in columns.

In preparation for playing CVCC Word Family Tic-Tac-Toe, havestudents orally sort words with the group. Display word cards fora few different word families. Say words aloud and call onvolunteers to say which word it rhymes with while pointing tothat category.

Display familiar CVCC words on a word wall. Your students caninteract with the word wall and, if needed, they can refer to itwhen completing oral sorts or while playing CVCC Word FamilyTic-Tac-Toe.

Using the Tic-Tac-Toe CardsSide 1 (blue border) of the CVCC Word Family Tic-Tac-Toe Cardsshows a labeled picture for a CVCC word. The most commonphonograms appear on two cards. Side 2 (no border) shows twowords that end with the same phonogram. The first one matchesthe word shown on the front. In part, the second word serves asa sample answer when using side 1.


Challenge CardsCards that might pose additional challenge for your studentsare labeled on side 1 with the word Challenge. This representsword families that don't have many child-friendly words in them.

Meets State StandardsThis type of practice in word families helps students meet grade-level expectations and prepare for standardized testing. PlayingCVCC Word Family Tic-Tac-Toe also helps students develop theirearly phonics skills and sets a foundation for reading.

Oral Language ComponentCVCC Word Family Tic-Tac-Toe requires students to think andspeak in front of a group. Given the fun, familiar game setting,CVCC Word Family Tic-Tac-Toe also increases confidence inspeaking aloud.

Management• Store the CVCC Word Family Tic-Tac-Toe Cards along with other

sets of Tic-Tac-Toe Cards that you've purchased, keeping thesubject areas in separate file folders.


CVCC Word Family Tic-Tac-Toe Cards


“Lock and...mock.” “Pack, back, and...tack.”


CVCC Word Family Tic-Tac-ToePlayers: Two teams of 4 to 6 playersMaterials: 9 CVCC Word Family Tic-Tac-Toe Cards, Tic-Tac-ToePocket Chart, X and O Cards, timer or watch (optional)Object: To name words that match the CVCC phonograms on theCards in order to fill three spaces in a horizontal, vertical, ordiagonal row with X or O Cards.1. Select nine CVCC Word Family Tic-Tac-Toe Cards. Set up the




4. The first player from team 1 takes a turn. Hold up a Card,showing side 1 or side 2. The player reads the word (or readsthe two words for side 2), and says another word in the wordfamily. If the player answers correctly, he or she gets to placeone of the team's X or O Cards in a space on the board. If not,the turn is over.




Variations• Make exceptions for CCVCC, words that begin with a blend or

digraph (such as cram, wrap, or chop), if they match theword family on the Card. Write these words on the board oradd them to the word wall for later practice.

• Make exceptions for common slang words.• Two students play against each other. They take turns

pulling Cards out of a box and get an X or an O to placewhenever they give correct answers.

• Instead of leaving the nine spaces empty at the beginning ofthe game, fill them in with CVCC Word Family Tic-Tac-ToeCards. A player who wants to put an X or O Card in aparticular space must be able to give the correct answer forthat Card.

CVCC Word Family Tic-Tac-Toe CardsHere are the cards included in this game, along with a samplingof correct responses in the last column. If needed, make anenlarged copy of the list for your students or refer to it whencreating a CVCC word wall.

Side 1 Side 2 Suggested Answerspack pack, back hack, jack, lack, rack, sack, tackball ball, wall fall, gall, hall, mall, tallhand hand, land band, sandbank bank, yank dank, sank, rank, tankcash cash, dash bash, gash, lash, mash, rash, sashbell bell, well dell, fell, hell, quell, sell, tell, yellsend send, tend bend, fend, lend, mendtent tent, dent bent, cent, gent, lent, pent, rent,

sent, vent, wentnest nest, best fest, jest, lest, pest, quest, rest,

test, vest, west, zestsick sick, tick Dick, kick, lick, nick, pick, quick,

Rick, wickhill hill, Jill bill, dill, fill, gill, kill, mill, pill, sill, till, willwing wing, king ding, ring, ping, ring, sing, zingwink wink, mink link, pink, rink, sinkfish fish, wish swish, wishwrist wrist, mist fist, gist, listlock lock, mock dock, hock, jock, knock, pock, rock,

sock, tocktoss toss, moss boss, lossduck duck, suck buck, luck, muck, puck, tuck, yuckhump hump, dump bump, jump, lump, pump, rumpdunk dunk, sunk bunk, funk, gunk, hunk, junk, punkhush hush, gush lush, mush, rushgust gust, dust bust, just, must, rusttack tack, jack back, hack, lack, pack, rack, sacksank sank, rank bank, dank, tank, yankmash mash, lash bash, cash, dash, gash, rash, sashyell yell, fell bell, dell, hell, quell, sell, tell, wellbend bend, fend lend, mend, send, tendcent cent, rent bent, dent, gent, lent, pent, sent,

tent, vent, wentvest vest, pest best, fest, jest, lest, nest, quest,

rest, test, west, zestlick lick, pick kick, nick, quick, Rick, sick, tick, wickgill gill, mill bill, dill, fill, hill, Jill, kill, pill, sill, till, willring ring, wing ding, king, ping, sing, zingpink sink, pink link, mink, rink, winksock sock, dock hock, knock, lock, mock, pock, rockpuck puck, buck duck, luck, muck, suck, tuck, yuckbump bump, lump dump, hump, jump, pump, rump

CVCC Word Family Tic-Tac-Toe Cards



Adjective Level 2 Tic-Tac-Toe, a fun grammar game. Using thetraditional game of Tic-Tac-Toe, you can now offer your studentsa great way to practice adjectives in context.

This Really Good Stuff® product includes:For Item # 303911:• 36 Adjective Tic-Tac-Toe Cards• This Really Good Stuff® Activity Guide

For Item # 304042:• 36 Adjective Tic-Tac-Toe Cards• Tic-Tac-Toe Pocket Chart• 9 “X” Cards and 9 “O” Cards• This Really Good Stuff® Activity Guide

Identifying and Using AdjectivesAn adjective is a word that describes or otherwise modifies anoun. Adjectives can be describing words as well as articles (a,an, the), demonstrative adjectives (this, these, etc.), possessives(my, their, etc.), numbers, and many other types. This gameprovides practice in the first type of adjective studied,descriptive adjectives.

To identify adjectives in context, a helpful exercise is to identifyany nouns in the sentence first. Then ask questions about theperson, place, or thing. For example:

What is the condition of the room?Is this an older person or a younger person?How is the cat feeling?How does the sky look?

The adjective is often positioned directly before the noun,making it easier to identify. However, there are manyexceptions. By asking students to think about semantics,rather than simply look for the word that precedes the noun,you teach them to rely on analytical skills in order to recognizesentence structure. For example:

The noodles my dad made were delicious.

“How does the speaker describe the noodles? How did thenoodles taste?” When students identify the adjective,delicious, repeat it in a phrase in which the adjective precedesthe noun:

“That's right. The noodles were delicious. They were delicious noodles.”

Side 1 (yellow borders) and side 2 (no borders) of the AdjectiveTic-Tac-Toe Cards offer two different versions of the game. Game1, which involves identifying the adjective in a sentence, is playedusing side 1. The more challenging game, which asks students toread a sentence frame and complete it with an appropriateadjective, requires students to call on their own vocabularies and

understanding of grammar. Students having difficulty namingadjectives benefit from a word wall or other displayed list ofadjectives from which to choose. They will earn an X or an O aslong as the word makes sense in the context of the sentence.

Acceptable AnswersEvery side 1 sentence has one descriptive adjective; however, othertypes of adjectives do appear. In Game 1, students might giveother types of adjectives in their answers. For example, a studentmight name my as the adjective in the sentence, and this iscorrect; my is a possessive adjective. Although this answer shouldbe counted as correct, take the opportunity to ask the studentto find the descriptive adjective also in the sentence.

When playing Game 2, remember that many words can functionas adjectives depending on their placement in the sentence.Almost any noun can function as an adjective if it modifies anoun. For example, consider the sentence frame This ___ table ismade of metal. The player might say a modifier such as kitchen(“This kitchen table...). This answer is correct though kitchen isnot usually an adjective. Ask the player to think of a descriptiveadjective similar to one on the Adjectives List.

Meets State StandardsThis type of grammar practice helps students meet grade-levelexpectations and prepare for standardized testing on adjectives.Playing Adjective Level 2 Tic-Tac-Toe also helps students developtheir vocabulary, reading comprehension, and grammar skills.

Oral Language ComponentAdjective Level 2 Tic-Tac-Toe requires students to readsentences and think aloud in front of a group. When using side 1,require that students read the entire sentence aloud before theystate the adjective. This helps train students to pay attentionto context. Given the fun, familiar game setting, Adjective Level2 Tic-Tac-Toe also increases confidence in speaking.

Management• Store the Adjective Tic-Tac-Toe Cards along with other sets of


• The Adjective Tic-Tac-Toe Cards have adjective sentences onside 1 and the same sentence frames with the adjectivesmissing on side 2. If playing the side 1 version, and you need toknow which word is the adjective, you can check which word isleft out on side 2. If playing the side 2 version and you need anexample of a correct answer, you can look at side 1; however,there is never just one correct answer when playing side 2.

• Make an enlarged copy of the Adjectives List on the back,below, for students to refer to when playing side 2. You can alsomake copies of the game instructions for students to usewhen playing in small groups.




Adjective Tic-Tac-Toe Game 1Players: Two teams of 4 to 6 playersMaterials: 9 Adjective Tic-Tac-Toe Cards, Tic-Tac-Toe PocketChart, X and O Cards, timer or watch (optional)Object: To identify adjectives in sentences in order to fill threespaces in a horizontal, vertical, or diagonal row with X or O Cards.1. Select nine Adjective Tic-Tac-Toe Cards, and place them in

the spaces of the Tic-Tac-Toe Pocket Chart with side 1 facing forward.


3. Explain the game and provide the rules. The first word theplayer names will count as his or her answer. If you wish, setup a timer and state a time limit. Encourage players to usestrategy in blocking the other team.

4. The first player from team 1 selects a space and reads thesentence aloud (for example, “Mom said I couldn't get thesweater because it's expensive.”), and names the adjective inthe sentence. If the player correctly names the adjective,expensive, he or she gets to place one of the team's X or OCards in a space on the board. If not, the turn is over.


and gets to go first next time.7. Discuss any adjectives that were especially challenging to

identify before playing another game.

Adjective Tic-Tac-Toe Game 2Players: Two teams of 4 to 6 playersMaterials: 9 Adjective Tic-Tac-Toe Cards, Tic-Tac-Toe PocketChart, X and O Cards, timer or watch (optional)Object: To think of adjectives to complete sentence frames inorder to fill three spaces in a horizontal, vertical, or diagonal rowwith X or O Cards.1. Select nine Adjective Tic-Tac-Toe Cards, and place them in the

spaces of the Tic-Tac-Toe Pocket Chart.2. Give X Cards to one team and O Cards to the other. The

players should sit in the order in which they will play.3. Explain the game and provide the rules. The first word the

player names will count as his or her answer. If you wish, setup a timer and state a time limit. Encourage players to usestrategy in blocking the other team.

4. The first player from team 1 selects a space and reads thesentence frame aloud (for example, “Mom said I couldn't getthe sweater because it's blank.”), and names an adjective thatsensibly completes the sentence. The player should repeat thesentence with the adjective filled in. If the player has named anappropriate adjective, for example pricey, he or she gets toplace one of the team's X or O Cards. in a space on the board.If not, the turn is over.


and gets to go first next time.7. Discuss any sentence frames that were especially

challenging before playing another game. Review the adjectiveplayers named.

Variations• Start with a blank board and hold up the Adjective Tic-Tac-

Toe Card each time a player takes a turn. If the player givesa correct answer, the team gets to put the X or O inwhichever space they want.


• Players get to choose the space for the other team, and aplayer from the other team must respond. If either teamgets three spaces in a row, that team wins. Otherwise,when the board is full, whichever team has the most X's orO's wins.

Adjectives ListHere are some adjectives that can be used in the sentenceframes. There are many more possibilities. Add adjectives to thelist as students think of them.


achyangryawesomebeautifulbigboredbravebrokenbrownchillycircularcleancoldcottoncourageouscutedeliciousdifficultdirtydustyeasyelementaryexpensivefavoriteferociousfoggyfrighteningfunfunnyfurrygloomygoodhappyhardhealthy

heavyhothungryicyinjuredlittlelongloudlovingmeanmuddymushynearbynewnewbornniceobservantoldolderorangepointyprettypriceyproudrainyrectangularredrelaxingriperottenroundsadsaltyscarysharp

shinyshortsickskillfulsleepysmallsmartsmashedsmoothsnowysoftsoiledsoresparklingspicysquarestiffstrongsturdysweettalentedtallterrifictinytiredupsetviciouswetwhitewildwindywonderfulwoodenwoolyellow



Abbreviation Tic-Tac-Toe, a fun learning game. Using thetraditional game of Tic-Tac-Toe, you can now offer your studentsa great way to practice abbreviations.

This Really Good Stuff® product includes:For Item # 303915:• 36 Abbreviation Tic-Tac-Toe Cards• This Really Good Stuff® Activity Guide

For Item # 304058:• 36 Abbreviation Tic-Tac-Toe Cards• Tic-Tac-Toe Pocket Chart• 9 “X” Cards and 9 “O” Cards• This Really Good Stuff® Activity Guide

Learning AbbreviationsMany English words are regularly abbreviated, especially whenthey appear in mailing addresses, on road signs, on maps, inreference materials, in notations of time, or in measurements. Itis important for students to learn the standard, commonabbreviations not only to pass tests, but also to be able torecognize the abbreviations they're already starting to encounterin everyday life.

Before playing Abbreviation Tic-Tac-Toe, study abbreviations inprinted sentences and paragraphs, dictionaries, recipes, formalletters, time-telling exercises, maps, and street signs. Studentsmust learn to identify abbreviations as well as know how toabbreviate words correctly.

Keep a class chart or a word wall of abbreviations that studentsshould study and memorize. Continue to add to this chart asstudents encounter abbreviations in different formats. Forexample, a sampling of U.S. customary (also known as English)and metric system abbreviations are included in this set. Whenstudying measurement, your students will learn a vast number ofnew abbreviations for units of measurement. If you present a uniton maps that includes city, state, world, and topographicalmaps, they'll have many opportunities to learn new abbreviations.

Using the Tic-Tac-Toe CardsSide 1 (purple border) of the Abbreviation Tic-Tac-Toe Cardsshows a complete word or term, and side 2 (no border) showsthe abbreviated form. This provides two different ways to playthe game, and both versions are self-checking. You can opt toplay the game using either side, challenging players to write theabbreviation when using side 1 or to name what the abbreviationstands for when using side 2.

Abbreviations May VaryAlthough some of the non-abbreviated forms of the wordsappear in lowercase, you'll find that several appear capitalized intheir abbreviated forms. For example, apartment becomes Apt.This is because the abbreviation for apartment is alwayscapitalized when used formally, as in a mailing address. The wordhighway becomes Hwy because this is usually how it appears onroad signs.

Although there are variations of some abbreviations, we'veprovided the most common abbreviations as they appear instandardized tests. Students might encounter variations inthe way abbreviations are punctuated (period/no period) orcapitalized. For example, some cities' street signs use allcapitals and no periods for terms such as avenue, as in CedarAVE; however, the standard abbreviation for avenue is Ave.,with the period included. This is how it appears in mailingaddresses. You may choose to make exceptions forcapitalization and the use of periods if the players arecorrectly abbreviating the words.

Meets State StandardsThis type of practice in abbreviations helps students meetgrade-level expectations and prepare for standardized testing.Playing Abbreviation Tic-Tac-Toe also helps students developtheir vocabulary, punctuation, letter writing, dictionary, andmap skills.

Oral Language ComponentAbbreviation Tic-Tac-Toe requires students to read and thinkaloud in front of a group. Given the fun, familiar game setting,Abbreviation Tic-Tac-Toe also increases confidence in speaking.

Management• Store the Abbreviation Tic-Tac-Toe Cards along with other sets

of Tic-Tac-Toe Cards that you've purchased, keeping the subjectareas in separate file folders.


Abbreviation Tic-Tac-Toe Game 1Players: Two teams of 4 to 6 playersMaterials: 9 Abbreviation Tic-Tac-Toe Cards, Tic-Tac-Toe PocketChart, X and O Cards, timer or watch (optional)Object: To give the correct abbreviations, or their complete-termcounterparts, in order to fill three spaces in a horizontal,vertical, or diagonal row with X or O Cards.1. Select nine Abbreviation Tic-Tac-Toe Cards. Set up the Tic-Tac-

Toe Pocket Chart, leaving the spaces empty. 2. Give X Cards to one team and O Cards to the other. The


player gives will count. If you wish, display a timer and state

Abbreviation Tic-Tac-Toe Cards


The player writes the abbreviation tbsp.

The player says,“Tablespoon.”


a time limit. Encourage players to use strategy to block theother team.

4. The first player from team 1 takes a turn. Hold up a Card,showing side 1 or side 2. The player reads the term (orabbreviation), and writes the abbreviated form (or says thecomplete term). If the player answers correctly, he or she getsto place one of the team's X or O Cards in a space on theboard. If not, the turn is over.




Abbreviation Tic-Tac-Toe Game 2Players: Two teams of 4 to 6 playersMaterials: 9 Abbreviation Tic-Tac-Toe Cards, Tic-Tac-Toe PocketChart, X and O Cards, timer or watch (optional)Object: To give the correct abbreviations, or their complete-termcounterparts, in order to fill three spaces in a horizontal,vertical, or diagonal row with X or O Cards1. Select nine Abbreviation Tic-Tac-Toe Cards and place them in

the spaces of the Tic-Tac-Toe Pocket Chart, all with side 1 orside 2 facing forward.


3. Explain the game and provide the rules. The first answer theplayer gives will count. If you wish, display a timer and state atime limit. Encourage players to use strategy in blocking theother team.

4. The first player from team 1 takes a turn. The player reads theterm (or abbreviation), and writes the abbreviated form (orsays the complete term). If the player answers correctly, he orshe gets to place one of the team's X or O Cards in thatspace on the board. If not, the turn is over.


and gets to go first next time.7. Discuss any challenges before playing another game.

Variations• Two students play against each other. They take turns

pulling Cards out of a box and get an X or an O to place ifthey give the correct answer.

• Players get to choose a Card for the other team, and aplayer from the other team must respond. When either teamgets three spaces in a row, that team wins. Otherwise, whenthe board is full, the team with the most X's or O's wins.

Abbreviation Tic-Tac-Toe Cards

minute min.mister Mr.noun n.ounce oz.pint pt.plural pl.post meridiem

(after noon) p.m.pound lb.quart qt.second sec.singular sing.street St.tablespoon tbsp.teaspoon tsp.United States

of America USAverb v.yard yd.

Abbreviations ListHere are the abbreviations included in this game. There are manymore possibilities. Add abbreviations to the set as yourstudents encounter them.

adjective adj.adverb adv.ante meridiem

(before noon) a.m.apartment Apt.avenue Ave.Celsius Ccentimeter cm.doctor Dr.etcetera etc.Fahrenheit Ffoot ft.gallon gal.highway Hwyhour hr.inch in.junior Jr.liter Lmeter m.miles per hour mph

Adjective Level 1 Tic-Tac-Toe Cards

Documents

Transcript of Adjective Level 1 Tic-Tac-Toe Cards