1

GAMES TO SUPPORTREADING AND SPELLING

Literacy Support Team

Wandsworth

games gamesgam

es gam

es gam

es g

ames

Contents

Sentence construction

Sentence Lotto: 3Set 1 – high frequency words 5Set 2 – high frequency words plus adjectives 8Set 2 – more complex sentences 10

Sentence games – sets 1 - 4 13

Word building games

Make a word 24Caterpillar capers – cvc game 26Dragon blend game – onset/rime (initial blends) 30Initial blend dominoes 35Letter cubes – cvc words – initial and final blends 38Grid game – practice of letter strings/spelling rules 40

Word recognition

Help the spider find its web 43

Aural discrimination

Where does the vowel go? – short vowels 46

Syllables

Syllables pairs – matching words with the same number of syllables

50

Spelling

Spelling game- reinforcement of target words 55

Punctuation

Punctuation game - consolidation of basic punctuation 58

Other sources of games 64

2

Sentence Lotto

How to play:

One person has to be the reader

The other players take one large base card eachRead the words quietly to yourself

Put the small cards in the box

The reader should take one word at a time from the box and read it out aloud

If any one has that word on their base card click your fingers and say the word

Reader, if the word is correct, give the card to that person

Carry on until all the words on your card are covered

When your card is full try to make a sentence from some or all of the words

3

Learning intentions

Reading high frequency/use words

Identifying some words by initial letter (e.g. home, friend, tea)

Making sentences –

one to one correspondence word order sentence structure alternative word order punctuation

Can be extended to awareness of nouns and adjectives or adverbs.

Instructions

Make 2 copes of each sheet on a card (colour code them). One copy to be used as a base card, the other to sue as matching words so needs to be cut in to single word cards.

How to play:

1. Each child should have a base card.2. Place single word cards in a box or upside down in a pile.3. In the first instance, an adult or older child should take one word at a time

and read it out loud. If the children can locate the word on their base card they will take the word and place it on the base card covering the word.

4. When all the words are covered then the child can make a sentence with some or all of the words. It is very important that clear spaces are left between each word.

5. The children can them read the sentence pointing to each word.6. Once competent with making a sentence the child can either copy the

sentence and illustrate it or7. they can make an alternative sentence.8. Later extra word cards with adjectives can be available to develop the

sentences further.9. The base cards with 10 words contain adjectives and/or adverbs and new

high frequency words.

4

my saw mum I

bus a on she

they all and up

hill go we the

5

he was in a

bed I am car

it is at the

she was top home

6

we went to shop

I the go park

come can me to

tea with you school

play the big car

7

I we with ball

that my not dog

is she friend was

the went up hill a

path man ran child along

8

fish sea in many the

some swam deep crabs pool

over lady a went the

road goat ran bridge across

9

my cat its licked dog

her our fur scratched face

the shone torch brightly face

my a water moonlight on

our zoomed boat then over

10

the sea through waves sailed

he they walked up the

hill around castle down quickly

the snake slowly through thick

grass slithered the bushes worm

11

Sentence Game

How to play:

Take one base board each.

Putt the word cards in a box.

Take 4 word cards form the box each.

Read the words to your friends.

Put the words on the correct space on the base board making sure it makes sense.

If you get an adjective card place it on the adjective space.

If you have two words for the same space on your board, choose the word you want to keep then put the other word back in the box. Take another word.

In turn take another word from the box until you have filled all the spaces on your board.

Read your sentences and make sure it makes sense.

Now read it to everyone else.

Write your sentence now, do not forget punctuation.

12

Sentence Games

Learning intentions Consolidating/teaching an understanding of a sentence. Teaching/reinforcing knowledge of nouns, verbs, adjectives or adverbs Reinforcing sentence structure

InstructionsMake 4 or 5 copies of the base board for each game and a copy of the appropriate word cards. Some word cards have the word adjective on them, these are to use as a blank card so that the children can add their own word (adjective) in the sentence. It is important to colour code each game so that each one is a different colour i.e. the same colour for the base board and words.

Laminate the cards then cut out the words.

How to playEach child should have a base board.1. Place single words cards and the adjective cards in a box or upside down

in a pile.2. Each child should then take 4 or 5 word cards from the box and read the

words to each other. This should ensure that they can either read the words or be helped to read them. They may, of course, have an adjective card.

3. Each child should attempt to place the words in the correct space on their own base board.

4. If, for example, a child has two verbs s/he can exchange this for a new cards from the box/pile.

5. It is important that they check that the words are in the correct position on the base board (a collaborative approach is best).

6. Then in turn each child should take a new card from the box/pile and try to fit it on the base board. If the card does not fit it should be returned to the box/pile and another one taken.

7. When all children have completely covered their base board they should read sentences together.

The activity can be continued by – Each child copying a sentenceThen writing a short story using this as the beginning ORThe child can write an answer IF they have made a question.

Sentence Game 1

13

car truck van train bike

bus ambulance

lorry drove rushed

went hurtled goes zoomed rattled

bumped road track street hill

Tunnel bridge corner motorway

14

Making Sentences 1

The

A

Adjective Noun Verb

intoby

downalongunder

onthrougharound

the

a

Noun

15

Sentence game 2

boy girl cat robot monster

man ghost worked walked climbed

ran sang banged strolled quickly

slowly silently noisily quietly happily

dangerously

road water park wood

Sentence game 2

16

laboratory

town zoo country

17

Making sentences 2

The

A

Adjective Noun Verb Adverb

InTo

out ofdownalongfromon

throughover

A

the

Adjective Noun

19

Sentence game 3

How did Why did When did

Where did

Can

elephant crane man bulldozer

truck

push pull heave lift drop

yard buildingsite

track hole farm

20

Making sentences 3

Question words

The

A

Noun Verbinto

outof

downalong

onthrougharound

into

Noun

21

Sentence game 4

When did

Where did

Why did What made

Why did

angry fierce enormous large scary

bear dog fox monster tiger

growl snarl snap roar howl

zookeeper

zebra vet truck elephant

22

Making sentences 4

Question words

The

A

Adjective Noun Verb

at the

at a

Noun

23

Make a word

Learning intention

Word building by blending letters or phonemes Reading words that follow a pattern Reinforcement of short vowels, consonant blends, consonant vowel

digraphs

Recourses

Lower case magnetic letters (or plastic letters that can be moved around). Paper and pencil to record words that are built (if required).

How to play:

1. Children lay out the alphabet using the magnetic letters in the correct sequence across the desk.

2. Teacher discusses with the children the phoneme/digraph/blend that the children are to use as a focus. (ch)

3. Player 1 makes a word using the magnetic letters and based on the letter pattern identified. (chin)

4. Player 1 reads the word (can cover it if required).5. Player 2 makes another word by leaving the identified letter pattern and

changing the beginning or ending. (thin or shin).6. Player 2 reads the word (and records if required).7. Player’s score a point for each word built and another for each word

correctly read.

24

Make a Word

How to play:

1. Put the letters of the alphabet out in correct sequence across the desk.

2. Player 1 makes a word using the letter pattern they have been asked to use.

3. Player 1 reads the word they have made.

4. Player 1 writes the word on their paper.

5. Player 2 makes a different word by leaving the letter pattern unchanged and using a different beginning or ending.

6. Player 2 reads the word and writes the word.

7. Continue the game in this way until no more words can be made.

8. Start a new game by changing the letter pattern.

25

Caterpillar Capers

Instructions for Players

1. Shuffle the pieces and then deal them out to the players.

2. The player with the head starts the game, Lay the head on the table.

3. The second player lays one of the letter pieces next to the head.

4. The next player tries to make a word by laying another piece beside that one. You must read the word you make.

5. Carry on like this, with each player trying to make a word each time and reading it out loud.

6. If you cannot go you miss a turn,

7. The first player to use up all of their pieces, or who last the least number of piece left, is the winner

26

Caterpillar Capers

Learning Intentions:

1. To reinforce short vowels by building cvc (consonant/vowel/consonant) words quickly in the context of the game.

2. To recognise non-words.3. To improve sight recognition of cvc words.4. To collaborate with other children (up to four) in the context of a word.

Instruction for making:

1. Colour the body part and the head.2. Laminate all the parts for durability.3. Cut out body parts and the head.

Instructions for playing:

1. Shuffle the pieces and deal them out to the players.2. The player with the head starts the game.3. Players take it in turns to try and add a word to the caterpillar’s body.4. Players read the word they make. If a player cannot go, they miss a turn.5. The first player to use up all his/her pieces, or who has the least pieces

left, is the winner of the game.

Teacher/children can make their own version of the game using different words.

27

op m eg h en l ug m

ig s im d in h un p

et r at b up l f

28

ot b ip c at c un c

at g as h ad l ot p

od h ag s um s an d

29

Dragon Blend Game

Instructions for players:

1. Shuffle the pieces and then deal them out to the players

2. The player with the dragon’s head starts the game. Lay the head on the table.

3. The second player lays one of the letter pieces next to it.

4. The next player tries to make a word by laying another piece beside that one. You must read the word that you make.

5. Carry on like this, with each player trying to make a word each time and reading it aloud.

6. If you cannot go, you miss a turn.

7. The first player to use up all their pieces, or who has the least number of pieces left is the winner.

30

Dragon Blend Game

Learning intentions

1. To reinforce short initial consonant clusters and common rimes by quickly building words composed of both, within the context of a game.

2. To be able to differentiate between non-words and words.3. To be able to improve sight recognition of words that include initial

consonants clusters and common rimes.4. To collaborate with other children (up to four) in the context of a word

building game.

Instructions for making:

1. Colour in the body parts and the head.2. Laminate all the parts for durability.3. Cut out body parts and the head.

Instructions for play:

1. Shuffle the pieces and deal them out to the players.2. The player with the head starts the game.3. Players take it in turns to try to add a word to the caterpillar’s body.4. Players read the word they make. If they cannot play, they miss a turn.5. The first player to use up all his/her pieces or who has the least pieces left

is the winner of the game.

Teachers/children can make their own versions of the game by using different words.

31

all st ay sp in sl

et sm ing sw ack sk ent qu

ad ch ill th ump

tr old tw

32

ook

str ell br ack cr ake

dr

ink fr en gr ice pr ash tr

ate bl ide cl at fl op gl

33

34

Initial Blend Dominoes

Learning intentions:

1. To reinforce short initial consonant clusters and common rimes by quickly building words composed of both, within context of a game.

2. To be able to differentiate between non-words and words.3. To improve sight recognition for words that include initial consonant

clusters and common rime.4. To collaborate with other children (up to four) in the context of a word

building game.

Instructions for making:

1. Photocopy onto thin card.2. Laminate and cut out along thick black lines

Instructions for playing:

1. Shuffle the pieces and deal out 5 dominoes to each of the players.2. Place the remaining dominoes in a pile face down.3. The player with the cards starts the game4. Players take it in turns to make a word by adding a domino to either end.5. Players read the words they make. If a player cannot go, she/she picks up

a domino from the pile and misses a turn.6. The first player to use up all of his pieces, or who has the least pieces left

is the winner of the game.

35

an st og cl an spip fr ap br ip clab sl ab cl ap flip fl og sl ap clap flan gr ab sl an dr

36

an fl ip fl ab snab dr og tr ip trap sc og sn ip

snap bl og sk an pl

37

Letter Cubes

Learning Intentions

Read words with initial consonant blend and short medial.

Instructions

1. Use wooden cubes or make three cubes using the template overleaf. You may want to use a different colour card for each cube.

2. One cube has a small number 1 and the following letters – c, cl, fl, sl, dr, tr on each face.

3. The second cube has the vowels plus a small number 2 on each face. Once face has an *.

4. Each Face on the third cube has a small number 3 and on of the following consonants – b, d, m, n, p, t.

How to play:

1. In turn, each child rolls the cubes.2. They bring the cubes together (1,2,3) to make a word.3. The child reads the word.4. If the word is a real word, they score one point.5. If the second cube shows *, they chose a vowel to make a word. If that

word is a real word they score two points.

6. The first player to score ten points wins.

1

dr2

u3

n= slam

38

Letter Cubes

Templates

Cut on thick

black lines.

Fold along thinner black lines.

Glue tabs to make cubes

1

c1

cl1

fl1

sl1

dr1

tr

2

i2

o2

u2

*3

b3

d3

m3

n3

p3

t

2

a2

e2

i2

o2

u2

*

39

The Grid Game (Source Unknown)

Learning Intentions

Spelling short high frequency words. Using single letter sounds to spell three and four letter words. To develop awareness of the placing of vowels in words. Identifying words within words.

Instructions

1. Can be played with two players or a small group.2. Each player should have a grid of squares 4 by 4 and a pencil.3. The alphabet can be written on the paper or set of letters can be used.4. The players take it in turns to choose a letter and every player has to write

the letter on to his/her grid.5. The letters are crossed out when chosen, so that letters can be used only

once.6. The purpose is to make words across the grid from left to right and down

from top to bottom.7. When all the spaces have been filled in, the words are identified by

highlighting.8. Score one point for every letter in a word.9. Words within words can be scored e.g. “cat” = 3, plus “at” = 2 – total 5

points.10.Scoring can be changed e.g. more points can be given for using the

“diffuclt” letters in a word such as z, j.11.The winner is the one with the most points.

How to play

1. Every player has a grid paper and a pencil.2. Take it in turns to choose a letter to put in the grid.3. Try to put the letters to make words across from left to right from top to

bottom.4. Cross out the letters as they are chosen.5. When the grids are full, highlight the words you have made.6. Score one point for every letter used in a word.7. The players with the most points is the winner.

40

Grid Game

a b d e f g h i j k l m n o p q r s t u v w x y z

Grid game

41

42

Help the Spider find its Web

Learning intentions

The learning intnetions will vary depending on the target words placed in the boxes. Here are some suggesitons for some possible outcomes to which this game can be directed.

1. To give practise in the recognition and reading of words with the final e spelling pattern.

2. To give practice in the recognition and reading of high frequency words.3. Reinforcement of target words.4. To develop awareness of vowel sounds in c.v.c words5. To give practice in the recognition of common letter blends, letter strings

and vowle digraphs.

You will need

1. Dice2. A counter for each player3. A base board4. With target words

How to play the game (this is a game for up to 4 players)

1. Player takes turns to throw the dice and move along the board according to the number thrown.

2. The player reads the word he lands on. (give the word if it is not known.)3. If the player lands on a he moves on 2 places4. If the player lands on a he moves back 2 places5. If the player lands on a he misses a turn.6. The first player to land on the web is the winner

* A blank board is included which can be used for different sets of words.

43

Help the spider get to its web.

You will need:

Dice

Counters

Key

move on 2 places moves back 2 places miss a turn

44

Key

move on 2 places moves back 2 places miss a turn

Help the spider get to it’s web

45

Where does the vowel go?

Learning intention

Instructions for making

1. Place the board in front of the child explain that the picture cards will sit on each larger picture.

2. The common link is obviously the medial vowel sound and you may wish to recap oin the short vowel sounds.

3. Alternatively you may wish to say the word represented by the picture and ask the child to discriminate aurally before placing the picture on the board.

Word List:

bat Bag cat Sad tap

ten Bed leg Pen peg

pig Lid fish Pin zip

dog Frog log Cot pot

sum Jug sun Bus nut

Enclosed is a blank grid so you can make your own pictures if preferred!

46

1+12

47

48

Syllable Pairs

Learning Intentions

1. To quickly identify the number of syllables in a spoken word.2. To match spoken words of the same numhber of syllables.3. To improve visual/spacial memory.4. To collobrate with other children in the context of a word game.

Instructions for making

1. Colour the pictures.2. Cut into separate cards.3. Laminate for durability.

2 syllable words

baby dolphin hedgehog kettle lighthouse

pencil rabbit spider toothbrush window

3 syllable words

banana butterfly computer elephant footballerladybird piano screwdriver strawberry wheelbarrow

4 syllable words

ballerina calculator caterpillar certificate helicopter

radiator rhinoceros supermarket television thermometer

49

Instructions for playing Syllable Pairs

1. Shuffle the cards.

2. Lay out the top 16, face down, in four rows of four.

3. Put the rest of the pack, face down in a pile

4. Each player turns over two cards and says the word for the picture. They

can clap or tap out the number of syllables in each word.

5. If the two words have the same number of syllables the player keeps the

pair and replaces them with two cards from the discard pile.

6. If the number of syllables is different the cards are turned face down again

and the next player tries to find a matching pair.

7. The winner is the player with the most pairs then all the cards have been

taken.

The game can be more challenging by laying out a greater number of cards to start.

Another version could be to have the written words displayed and ask the players to find the words to match their pictures.

50

51

52

53

The Spelling Game

Using a figure of eight as a base board for games means that the game has no fixed ending. The length of the game can be cahnged to fit the time available and to suit the concertration span and interest of the children playing.

It can be used to reinforce and practice the spelling of words (as in the example given), to read words or reinforce letter sounds (playing cards can have the letter on one side and a picture on the other so that the children can check the sound themselves).

Learning Intentions

Reading and spelling high frequency/use words.Reinforce understanding of "vowel" and "consonant".

Instructions

Make a board like the one given. Write words that need to be practised on a set of cards. You will also need a die and counters.

How to play

1. The children place their counter on the board in any space on the track.2. The children take it in turns to throw the die.3. After each throw, before moving, the last child to play (or the chosen

"reader") takes a card from the pack of spelling cards and reads it to each player.

4. The player then moves. The player can choose the direction in which to move in order to gain points (a counter or cube can be used, or they can keep the cards). He cannot change the direction once he has started to move except in the middle spae.

5. If the player lands on an instruction space he has to follow the intruction using the word given.

6. The player wins a point for correct responses.7. At the end of the game, the one with the most points (i.e. cards or

counters) is the winner

54

The Spelling Game

How to Play

Choose where to start and put your counter on a space.

Decide on the order you are going to play.

The first player throws the die.

The next player takes a card from the pile and reads it to the first player.

The first player moves his counter the correct number of spaces. He can

go in any direction, but cannot change direction once he has started.

If he lands on a challenge space he has to follow the instructions.

If he does this correctly he wins the card.

The next player then has a turn.

The winner is the one with most cards at the end of the game.

55

The Spelling Game

Spell theword

Howmanylettersin theword?

Which letter isthe first in the

word?

Spellthe

word

Spell theword

How manyconsonants in

the word?

What are the

last l2 letters inthe word?

Spell theword

Namethe

Vowelsin theword

Spell theword

Spell theword

57The Punctuation Game

Learning Intention

To practise and reinforce the use of full stops, exclamation and question marks.

Instructions

1. Photocopy the aplying boards onto card. (This was devised for two players, but more boards could be made).2. Photocopy the sentances on to card and cut them along the lines to make a set of cards.3. You will also need a wooden cube for a die. With a spirit marker, put a punctuation mark on every face of the cube (two full

stops, two question marks and two exclamation marks).

How to play

1. The children each have a base card and a counter.

2. The sentence cards are placed face down on the table.

3. The take it in turns to throw the cube. If it lands on their puncutation mark (i.e. the same as the base board), they can take a card from the top of the sentence pack.

4. If it lands on the other players mark, they miss a turn.

5. If it lands on a full stop they can have another throw.

6. They must read the sentence out loud and decide on the puncutation mark needed at the end.

7. If correc , they can move one space down their board.

57

8. The winner is the first to reach the “dot” at the bottom.

58

The Punctuation Game

How to play

1. Choose a base board.

2. Take it in turns to throw the dice.

3. If it lands on your punctuation mark, you can take a card.

4. Read the sentence and decide on the puncuation marked needed.

5. Move on one space.

6. If the die land on your opponents mark, miss a turn.

7. If it lands on a fullstopm throw again.

8. The winner is the one to get to the dot first.

59

We went to the shop

I am going to the park

It’s a lovely day today

The baby ate a sweet

Have a happy birthday

My favourite day is Saturday

She is a nice lady

We had a party on Sunday

I go to school on Monday

I am nine years old

We went on the train to town

I had fish and chips for tea

It’s a good programme

I have some new shoes

I enjoy watching television

We can go out at five o’clock

I would like some chocolate

We went to the seaside

We go swimming on Friday

Let’s take the dog for a walk

? ! .

gam

e

60

Shall we go to the cinema

Are these your socks

Who is in charge

Is your friend coming

What is the time

Where do you live

How old are you

When is your birthday

What shall we do

What are you doing today

Can I watch television

Is it tea time

Is there a ghost

Why is he late

Which one do you want

What are we doing now

Can you hold this

Will you be coming

How are you

Why don’t you go home

? ! .

gam

e

61

Don’t touch the wet paint

Oh, look at the puppy

Help, I’m stuck

Thank you very much

Look at the fire engine

Watch out It’s on fire Watch out for the thin ice

There’s a bomb

Don’t do that

Stand clear of the doors

Mind the gap

Call the police

Stop, thief Help me

Ouch, I sat on a pin

I’ve broken my leg

Look, a mouse

What a dreadful noise

I’m slipping

? ! .

gam

e

62

6163

64

Other games can be found in:

Brilliant New Dyslexia Games! 1 Cutting Edge PublicationsBrilliant New Dyslexia Games! 1 01208 872 337

Phonologial Awareness Procedure Stass Pubs. 01661 822316

Catch up Oxford Brookes School of Education 01865 485903

Skill Teach Sheffield Hallam Uni. Press0114 225 4702

Making the Short Vowels work A.J. Harwick and P.L. Walter01823 672271

Round the Mountain Highrace Ltd01705 255848

Crossbow Education 01785 660902

Smart Kids 01635 44037

Games Folders Hilda King01494 813947

Easylearn 01636 830 240

L.D.A 01945 463441

65