Phonic Literacy Games (K-Grade1)

8/12/2019 Phonic Literacy Games (K-Grade1)

1/7

Alphabet Game Read My Mind

Draw a line on paper, the board and have students guess what letter it is going to be

by reading my mind. (eg. lTFE)

Students guess what the letter is going to be, but they must also explain theirpredictions (e.g. I think it will be an ____ because _________).

Name Detective

Print a students name on a sentence strip. Hide the strop in a sleeve, slowly slide it

out of the sleeve. Have students predict the name after each letter is revealed. Have

they give reason s for their predictions. (e.g. why do you think it is .?)

Variation: place a name on the board. The name is covered with tape. Letters are

revealed one by one. Students make predictions and defend them.

Big Book of Names

Create a separate name page for each student. Students describe one another. The

teacher, writes a page about each student. The students print their own names on

their individual pages and draw a picture of themselves.

Dancing Letters

Have each student, using a finger write a specific letter:

in the air on another students back on their own arm

Variation: Magic Door

Alphabet Hopscotch

A hopscotch is created consisting of the same number of squares as there are letters

in a name. The name is placed letter by letter in the hopscotch. To play, students

have to name each letter as they hop into each square.

Sound Boxes

Create sound boxes and laminate them Pick phonically regular words (e.g. at, am, an, cat, ran, man)


2/7

Provide each student with no more than 6 letters Introduce one word at a time (e.g. at) Have students watch your mouth as you say at Have students repeat the word. Break the word at into a-t as you say it. Again have students watch your

mouth. Students say a-t Students clap two sounds as they say a-t Students find the two letters that they feel make up the word at. Then go

through each letter and sound one at a time.

Students slide the letters one at a time into the sound boxes, saying thesounds as they move the letters

Students say the sounds as the letters are moved out of the sound boxes. Students print the word together on white boards, letter by letter, saying the

sounds as they go.

Modified Cloze

Read through the message, have students predict the missing letters and sounds. As

the year progresses, have students attempt the exercise orally, independently, or

with a partner. Example:

M, S, C

Hello, ___lass

Today is __onday

It is ______unny out.

Big Book Letter Masking

When reading through a book or chart, mask a few initial consonants and have

students predict what they will be. Have students explain their predictions (eg I

think the word is can because). Then remove the letter coverings and ask

students to verify their predictions.

Read My Mind

I am thinking of a letter that: eg. starts the word sun it makes the sound ssssUse high frequency words

Word Hunt


3/7

Make word cards of things around the house. Have student match the items to the

card.

Syllable awareness

Clap a nursery rhyme or song that they know with instruments or hands.

Shared Writing

Write something together. Teacher demonstrates how writing works. Students and

teacher compose the message together. The teacher may model the following:

I know how to spell cat, so how would I spell fat Then problem solve what part of the word will need to be changed for fat. Ask students what the next letter would be in a word When writing words of more than one syllable, say them syllable by syllable.

o Draw a line for each syllable ___ ____ on the white board.o Model the sound by sound segmenting within each syllable.

Segmenting Mats

Have the student place their counters on the drawing . Each counter represents one

word (or a syllable). Say a sentence (or word) to the students and model how to

move counters from the train into the boxes as each word (or syllable) is said. One

counter should be moved for each word in the sentence.

Syllable Sort

Use pictures and mark the number of syllables for each. Then have the students

choose an object or picture, say the word, clap the number of syllables, and place the

objet or picture under the appropriate keyword.

The Tapping game

For each sound in a word, the students tap a specific body part. Have students

stretch out one arm, palm up. Then have them tap in the following order, one tap for

syllable:

fingertips wrist inside the elbow shoulder nose


4/7

Make a silly word

Use compound words. Have sudents find which two words go together to make

another word. Switch the pictures around and ask students what the new silly word

would be if they said the word parts (syllables) backwards or reverse their order.

Eg. housedog (doghouse), ballfoot (football), coatrain (raincoat).

Ball Toss

Have students stand in a circle. The teacher says a word and tosses a ball or

beanbag to a student. The student has to think of a word that rhymes. If a student

gives a rhyming word, he or she tosses the bag or ball back to the teacher. The

teacher then chooses another word. Once students become comfortable with

rhyming they can continue to toss the ball around the circle until they cannot think

of a word.

A Hunting We Will Go

A hunting we will go, a hunting we will go,

Well find an sss and add an un and now we have a sun

Listen for a Target Sound

Read a list of words or reread a familiar story, poem, or song, or a few sentences

from them. Have students raise their hands or stand up when they hear a word that

begins or ends with a certain sound. The students may be given a card with the

letter written on it to enhance the sound-letter connection.

Travel Game (Pack a Sound)

Pretend to pack a suitcase for a trip, but tell students that only things that begin

with a secret sound can be packed. Have students suggest things that can be put in

the suitcase. If the item starts with the secret sound, pretend to pack it. If it does

not tell students that it cannot go in the suitcase because it does not start with the

secret sound. Continue with the game until several students appear to know what

the secret sound is.

Sound Sort

Give students pictures of words that begin with two different sounds. Demonstrate

how to sort the pictures according to what sound they start with.

Scavenger Hunt

Select three or four sounds. Distribute pictures around the room of things that

begin with these sounds. Place the letters and/or picture keywords for those


5/7

sounds in the middle of the floor or use a bag. Have students find the pictures and

put them with the correct keyword. The class may be divided into groups.

Linking Cubes

Give students linking cubes and pictures to use as they work in pairs or smallgroups. Students need to say the word slowly, picking a cube for each sound in the

word. They as students put the cubes together, they can blend the sounds together

out loud or make the original word.

Guess the Word

Have pictures in a bag. Have students figure out what segments is needed to make

that word. Coat

Sound Substitution

Take a familiar Rhyme, song, or story and change a letter e.g. I like popcorn to I

wike popcorn.

Newstelling

Reconstucting an experience so that the listener can visualize it. Much like a news

story, newstelling builds on who, what, where when and why of the event.

Activity Based Sharing

The teacher extends students languagethrough activity based sharing by usingcomments and questions that help students develop language to: describe what it

looks like, describe how it was produced (the steps involved, problem solving),

reflect on the process sand the product (what they like about it, how it relates to

their own experiences, what they learned from doing it.)

Daily Time Line

Students draw pictures to represent what they do at certain times. The teacher may

initially use only three boxes to represent before school, during school, and after

school. Additional boxes can be added to represent other key points within the day

that students or teachers wish to discuss or highlight. Students can then refer to thetime line to talk about their day. These simple narratives can be the building blocks

to understanding sequence in stores and can give practice in oral retelling.

Barrier Games

Two students sit on either side of a barrier. Each student takes turns giving

instructions to the other to perform certain tasks. They can alternate between


6/7

speaker and listener roles. Since they cannot see each others work. They have to

learn to give clear information. A variety of markers (blocks magnetic letters,

shapes, coloured tokens or pencils, crayons should be available for this activity.

Variations:

Give each student a copy of the same familiar story book or magazine picture,have students turn to the same page. They give each other directions. Both

students (speaker and listener) place the markers on the book. At the end,

they compare what they did.

Have students draw shapes or simple figure

K-W-L-M Chart

Have students brainstorm what they know about the topic.

Have them discuss what they want to learn.Read the book or story

Have they discuss what they learned from the book.

Have them list what more they want to learn about the topic.

Story Map

Title:

Author:

Who was in the story:

When did it happen:

The story started whenIn the middle of the story

The story ended when

Beginning, middle and end


7/7

Ending Practice (Jasper)

Spelling (Olivia)

ack ay ing

ain eat ink

ake ell it

ale est ock

all ice oke

ame ick op

an ide ot

ank ight ore

ash ill uck

ap ip ug

at in ump

ate ine unk

aw

Documents

Phonic Literacy Games (K-Grade1)