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Boggle Word Building Game
F 1 2 3 Pre & Primary Essentials Games & Activities English Phonic & Word Knowledge 6 Pages

Boggle Word Building Game

This versatile resource can be used in your literacy rotations, or with individual students. It is perfect to cater to the varying needs of your students as you can choose your focus graphemes for word building. Students will get plenty of practise recognising digraphs and blending sounds together to create words.
 

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Learning goals

  • We are learning to use vowel sounds, consonant blends and digraphs when writing and reading one- and two-syllable words.
  • We are learning to use letters and sounds to spell words.
  • We are learning to segment words into separate phonemes (sounds), consonant blends or clusters at the beginnings and ends of words (phonological awareness).
  • We are learning to read and write high frequency words and other familiar words.
  • We are learning to use sounds in spoken words, adding, deleting and subtracting initial, medial and final phonemes (sounds) to build new words (phonological awareness).
  • We are learning to blend sounds orally to read and write CVC words.
  • We are learning to recognise the upper and lower case letters (graphs). and know the most common sounds represented by letters.
  • We are learning to understand that a letter can represent more than one sound, e.g. cat, swan, ball, fast etc. and that a syllable must contain a vowel sound.
  • We are learning how to spell one- and two-syllable words with common letter patterns.
  • We are learning to orally blend and segment sentences, to segment words and manipulate phonemes in single-syllable words (phonological awareness).
  • We are learning to orally blend and segment sentences and words and manipulate sounds in words.
  • We are learning to recognise the upper and lower case letters and know the most common sounds represented by letters.
  • We are learning to use letters and sounds, including onset and rime, to spell words.
  • We are learning to segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words.
  • We are learning to use sounds in spoken words, adding, deleting and subtracting initial, medial and final sounds to build new words.
  • We are learning to use vowel sounds, consonant digraphs and blends when writing and reading single syllable words.
  • We are learning how to spell one and two syllable words with common letter patterns.

Curriculum alignment

AC9EFLY13 9 Use knowledge of letters and sounds to spell words AC9E1LY11 9 Use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words AC9EFLY10 9 Segment sentences into individual words; orally blend and segment single-syllable spoken words; isolate, blend and manipulate phonemes in single-syllable words (phonological awareness) AC9E1LY09 9 Segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness) AC9EFLY14 9 Read and write some high-frequency words and other familiar words AC9E1LY10 9 Orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness) AC9EFLY12 9 Write consonant–vowel–consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC AC9EFLY11 9 Recognise and name all upper- and lower-case letters (graphs) and know the most common sound that each letter represents AC9E1LY12 9 Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound AC9E1LY13 9 Spell one- and two-syllable words with common letter patterns ACELA1820 8.4 Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words ACELA1438 8.4 Understand how to use knowledge of letters and sounds including onset and rime to spell words ACELA1778 8.4 Understand how to spell one and two syllable words with common letter patterns ACELA1440 8.4 Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents ACELA1817 8.4 Know how to read and write some high-frequency words and other familiar words ACELA1459 8.4 Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound ACELA1822 8.4 Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words ACELA1819 8.4 Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words ACELA1457 8.4 Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words ACELA1458 8.4 Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words
EN1-4A old Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies EN1-5A old Uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words ENe-4A old Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies ENe-5A old Demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words when spelling EN1-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts ENE-REFLU-01 new Reads decodable texts aloud with automaticity ENE-VOCAB-01 new Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts ENE-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts ENE-PHOKW-01 new Uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts ENE-PHOAW-01 new Identifies, blends, segments and manipulates phonological units in spoken words as a strategy for reading and creating texts
VCELA183 Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound VCELA181 Recognise short vowels, common long vowels and consonant digraphs, and consonant blends VCELA182 Understand how to spell one and two syllable words with common letter patterns VCELA204 Manipulate phonemes by addition, deletion and substitution of initial, medial and final phonemes to generate new words VCELA203 Identify the separate phonemes in consonant blends or clusters at the beginnings and ends of syllables VCELA157 Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name VCELA158 Know how to use onset and rime to spell words where sounds map more directly onto letters VCELA147 Blend sounds associated with letters when reading consonant-vowel-consonant words VCELA146 Recognise all upper- and lower-case letters and the most common sound that each letter represents VCELA169 Blend and segment onset and rime in single syllable spoken words and isolate, blend and segment phonemes in single syllable words (first consonant sound, last consonant sound, middle vowel sound)

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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