Phonics crosswords - the good and the bad + link to a site where you can make your own crosswords for free.
£. -Dandelion Board Games: Five attractive packs of phonic reading games
that are directly linked to stories in the Dandelion decodable books.
-Talisman Card Games: Ten sets of beautifully illustrated card games that
reinforce phonic skills for catch-up readers. Starting at CVC word level,
the sets introduce consonant digraphs and alternative spellings for vowel
Download this free spelling game - suitable for Letters&Sounds phase 5 / Advanced Code
with code overlap
£. Linguistic phonics wordbuilding card games to print out + videos to show you how to play the games.
Make your own Bingo boards: 5x5 or 3x3 words
Phonic Dice for games and activities: Make
your own dice using this template http://www.senteacher.org/worksheet/76/CustomeDiceMaker.html
Add the following graphemes (based on Jolly Phonics letter
introduction order) to the faces, highlighting the vowels
and vowel digraphs.
Dice 1. s a t i p n
Dice 2. c k ck e h r
Dice 3. m d g o u l
Dice 4. f b ai j oa ie
Dice 5. ee or z w ng nk
Dice 6. v oo y x ch sh
Dice 7. th qu ou oi ue er
Dice 8. ar y ce ge se ve
games to play, devised by Jenny Chew:
1. With the few children I have taught who had already
developed habits of guessing or learning logographically,
I have also made use of non-words to steer them into decoding
habits - obviously the non-words were not already in the child's
oral vocabulary, but we pretended that they were real words
in a foreign language (which they might easily have been).
I devised a game where we had cards with either real words
or non-words matching the child's decoding level (e.g. just
'basic code' at first and then digraphs etc. later). The child
would pick the cards up one by one, sound out and blend, decide
whether the word was a real one or not, and put the non-words
into a home-made mailbox as if they were to be sent to an
imaginary character who would understand them because he spoke
the relevant language.
2. One thing I used to do which my very weak pupil
really enjoyed was to have cards with cvc words at one side
of the room and the objects for those words at the other side
(e.g. pin, peg, tin, cup, mug, pen, pan, bun, bag, mop, net,
box etc. He would pick up a card, work out what it said, run
across the room (I pretended to time him) and try and put
it on the right object. This meant that he was physically
active, and I think he also enjoyed the very
concrete reading-for-meaning angle. For longer basic-code
words I used things such as plug, clip, lamp, plant, carrot,
magnet, sandal, twig, cotton, pasta. When we got on to digraphs,
I would use spoon, fork, brush, tea bag, cloth, dish, card,
cord, soap, glue, book, toy car, nail, Mars bar etc. Then
I used to give him sentences: e.g. 'Put the soap on the dish',
'Make a cross with the spoon and fork', 'Switch on the lamp',
'Clip the card to the cloth', 'Put the tea bag in the mug',
'Pick up the pin with the magnet' ... culminating, perhaps,
in 'Eat the Mars bar'!
Make up lists of questions matched to the child's decoding level, some of which
conjure up corny images and some of which don't. For example, at the stage when
the child knows only single letters and their sounds (no digraphs) and is reading
only 3-letter words, one might have the questions 'Has a pig six legs?' 'Can a
dog run?', 'Is a cat a pet?', 'Can a fox fit in a tin can?' If the child can manage
slightly longer words, one might have 'Did Miss Muffet sit on a rabbit?', 'Can
frogs swim in ponds?'. If the child has learned 'ar', 'ee', 'oo' and 'sh', one
can have 'Will a shark jump up a tree?', 'Can men get wool from sheep?', 'Must
a car stop if it has a crash?' I used to get the children to read the questions
and write 'yes' or 'no' after them.
4.Teaching segmenting. A formula that I
found worked with my grandson, after he had been blending
for a few months, was for me to say 'CAT is /c/ - /a/ - /t/.
DOG is /d/ - /o/ - ???'. After a few of these, I would say
only the first sound, and then I would just say 'PEN is ???'.
He caught on in about 20 minutes, spread over 2 days. What
was very interesting at this point was that he could instantly
segment with untaught sounds as well as with taught ones -
e.g. he hadn't learnt any digraphs for reading (he was only
2+) but could segment 'sheep' and 'goat' as easily as 'cat'