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© P2P Publishing
All rights reserved. No part of this publication may be reproduced, stored in retrieval
system, copied or transmitted without written permission from the publisher.
Printable worksheets are for the personal use of the purchaser.
Contributors: Jackie Cosh, Clare Winstanley (selected games extracted from Spelling Made
Magic), Camilla Chafer, Elena Dalrymple
Published by: P2P Publishing
Registered office: 33-41 Dallington Street, London EC1V 0BB
Registered number: 06014651
Tel: 0845 2591418
Visit us online at www.theschoolrun.com for more educational worksheets, articles, books
and packs to help support your child’s learning.
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SPELLING – WHAT EVERY PARENT
NEEDS TO KNOW
Are you a confident speller, or do you find yourself slipping
into textspeak when you’re emailing your boss? Our parent’s
guide to spelling tells you everything you need to know to
support your child’s learning at home – and polish up your
own skills, too!
In many ways spelling appears to have become less important.
Most of us use the spellcheck facility on our word processing
package, making poorly spelled work much less likely (though
we might still cringe at the thought of a bunch of banana’s in a
shop). At the same time spelling seems to be becoming more a
focus of early education, with spelling tests a regular event from
as early as the age of four.
Why is spelling so important?
Spelling is different from reading, although obviously the two
are connected and one helps the other. Very young children
may be able to read many words from memory, giving a false
impression of their abilities – but spelling is more than this.
Spelling provides the basic building blocks for writing. Correct
spelling helps us pronounce new words and ultimately enables
us to be able to learn new languages.
When we learn to spell we learn the different strategies needed
to be able to read at any level. In the English language spelling is
made up of many different decoding strategies and rules. But
English contains too many homophones (words pronounced the
same way, but which have a different meaning, spelling or both
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– for example, ‘here’ and ‘hear’) to rely on this. That is why it is
important to build up knowledge of different spellings.
Poor spelling creates a bad impression. Teachers, examiners,
prospective employers – all notice poor spelling. Whether
consciously or not, poor spelling can result in teachers and
examiners giving lower marks, and can be the difference
between job hunters being offered a job interview or not.
Why is English so difficult?
The English language is often cited as one of the hardest
languages to learn. As native speakers we don’t realise how
hard it is, explains Jack Bovill, chair of the English Spelling
Society. ‘There are a number of factors which contribute to
making English as difficult as Chinese ideograms – but we are
used to it. For example, if a foreigner heard the word “read”
being spoken (as in “I have read that before”), he would spell it“red”. It is the common-sense way to spell it.’
Research suggests that children in the English-speaking world
take on average three years longer to read and write than those
who speak other languages. Not hard to believe when you
realise that we have 185 spellings for 44 sounds! ‘English is full
of inconsistencies,’ confirms Jack Bovill. ‘What we speak can’t
be reliably written accurately and what we write can’t be
accurately pronounced. Spelling is no guide to how we speak.’
Ian McNeilly, director of the National Association for the
Teaching of English, agrees. ‘The problem is that the English
language isn't as phonetically regular as many other languages.
Plus lots of traditional spelling rules have plenty of exceptions
which make things even more confusing. You can teach phonics
and rules, but at the end of the day there are plenty of words
which rebel against both of these methods!’
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English is a language which has developed slowly over hundredsof years. If you have read documents or letters from three or
four hundred years ago, you will know that the spelling of
words varied. Later, some words were purposely changed to
make them more like their Latin derivative, so for example ‘ile’
became ‘isle’, and ‘det’ became ‘debt’. Nowadays these
spellings only make the words harder to learn!
Today the Americanising of English, like the increasing use of
the spelling ‘center’ instead of ‘centre’, suggests this is an
ongoing process. Jack Bovill certainly thinks our spelling is
evolving. ‘Spelling is slowly changing under pressure,’ he
confirms. ‘People will adapt spelling and pronunciation will
follow.’
How is spelling taught in schools today?
Teaching spelling begins in the EYFS (Early Years Foundation
Stage) with the development of speaking, listening and
phonological awareness. Children need to be able to
differentiate between sounds they hear before they transfer
their knowledge to sounds they read. They need to have a good
awareness of rhyming and alliteration. This lays the foundation
for the beginnings of phonic teaching.
While many of us may have learned spelling through rotelearning when we were at school, the big thing in schools today
is phonics. Phonics is all about connecting the sounds of spoken
words with letters or groups of letters and teaching children to
blend the sounds to create words.
In 2005 results from a seven-year study in Clackmannanshire,
Scotland, found that children who were taught to read and
write using synthetic phonics were seven months ahead of their
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peers in reading and nine months ahead in spelling. Since then
phonics has become the main method of teaching in allschools.
Children begin by learning what are called CVC words –
consonant vowel consonant. For example: bat, cat, lot,
beg, set. From this they are taught a mixture of
memorising strategies and basic spelling patterns. While
they will be taught that the letters ‘ai’ make a long ‘a’
sound, and that this works for many words, they will
also be taught tricky words such as ‘any’ and ‘people’.
Once a child has mastered the phonics side of spelling,
they are moved on to more complicated words, and
strategies such as clusters (‘str’ or ‘gr’), digraphs (two
letters used to represent one sound, like ‘sh’ ‘ch’ ‘th’
‘ph’) and graphemes (letters and groups of letters
making one sound, for example ‘igh’ and ‘ough’).
While some memory aids are no longer used in schools
(it is thought that there are too many exceptions to the
classic ‘i’ before ‘e’ except after ‘c’ rule) mnemonics
(such as ‘Oh U Lucky Duck’ for could, would and should
or ‘Big Elephants Can’t Always Use Small Entrances’ for
because) are still used, as are analogies (‘bright light’).
Your child might also learn visual tricks to help them
with specific words (for example, ‘you hear with your
ear’, ‘there is an e in pen and in stationery’ or ‘onecollar, two socks’ to help them spell necessary).
As children get older they move on to more complicated
spellings – words containing affixes (letters or groups of
letters added to the beginning or end of a word to make
a new word, for example dis-cover) and words which are
more than two syllables long.
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By the end of Key Stage 2 (year 6) children should havebuilt up a considerable bank of words which they can
spell.
But it doesn’t end there, as Ian McNeilly explains. ‘It is a myth
that English teachers in secondary schools don't teach spelling.
If they don't, they aren't doing their job properly. But it won't
be as systematic as what many parents were used to in theirday and one of the reasons for that is that accurate spelling is
not particularly well rewarded in exam mark schemes. What
with league tables driving classroom practice to a certain
extent, teachers concentrate on the things that improve
grades. In infant schools, with children learning to read, good
teachers use a mix of phonics work and other strategies.’
What is expected of pupils in primary school (year by year,
Reception to Year 6)?
Spelling is one of the Primary Framework for Literacy Learning
objectives, both under ‘Word structure and spelling’ and
‘Word recognition decoding (reading) and encoding (spelling)’.
The chart on the next page illustrates what your child will be
expected to achieve at each level.
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YOUR CHILD’S YEAR-BY-YEARSPELLING LEARNING JOURNEY
School year Targets for attainment in spelling EYFS a good knowledge of the sounds and names of each letter, and being
able to link the names to the sounds.
being able to read simple words and make a good attempt at more
complex ones.
Year 1 being able to use phonics to spell unfamiliar words.
beginning to move from CVC words to common digraphs.
being able to use common graphemes such as ‘ai’ or ‘ee’.
being able to spell two- and three-syllable words.
Year 2 being able to use less common graphemes.
being able to spell words using a variety of strategies and methods
already taught.
Year 3 being able to spell common and very common words.beginning to use prefixes and suffixes.
spelling unfamiliar words using strategies.
Year 4 being able to distinguish between common homophones.
building up personal strategies for learning new words.
Year 5 being able to spell words containing unstressed vowels.
being able to use less common prefixes and suffixes such as
-cian, im- and ir-.
being able to group words according to their spelling pattern.
Year 6 being able to spell familiar words correctly and use a variety of
strategies to spell unfamiliar and difficult words.
using a variety of strategies to correct work.
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21 practical ways to get your kids enjoying spelling
Spelling – it’s boring and useless, right? Not so, say millions
of crossword fans, Scrabble enthusiasts and spelling bee
contestants (not to mention teachers, employers, writers
and readers!). We’ve gathered their tips and tricks to
suggest 21 easy ways to get your child enthusiastic about
spelling, whatever their age.
1. Build on what your child already knows. Even before they
can read children will recognise corporate words and
brands such as ASDA, Tesco, and Pizza Hut. Praise them
for recognising the words and take it forward. For
example, “Yes, that’s right, it is Pizza Hut. What’s the first
letter in each of the words?”
2. Do simple crosswords with your child. Pick up a
crossword puzzle book for children their age and sit andwork through it together. Read each clue and talk about
what words might fit. Don’t take over and give the
answer away but carefully lead your child onto the path
for the right answer – “No, that doesn’t fit, what else
could we try?”
3. Let your child help you with more complicated
crosswords. They might not be able to do something at
teenage or adult level, but thinking aloud about what theanswer could be will encourage them to think of how
words are made up. So if the clue states ‘An Australian
fish – 10 letters’ and you already have some of the
letters, work through the possibilities with them. (The
answer is Barramundi, in case you were wondering!)
4. Play hangman. This simple game has been around for
years and can be played anywhere as long as you have
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pen and paper. Choose a word at your child’s level, and
encourage them to go through the vowels first of all. But join in and don’t always be the hangman. Allow your child
to come up with a word, and don’t get annoyed if it is
spelled wrong. Take the opportunity to explain the
correct spelling, but do it in a light-hearted manner so
they don’t feel as if they’ve done anything wrong.
5. Respect good mistakes and praise; don’t criticise. There
are so many spelling rules in the English language that it
can get confusing. If your child uses a rule they’ve learnt
for a word which does not require it, praise them for
noticing it but explain that this case is an exception.
6. Get out the Scrabble board. Or go and buy one! Junior
and character-branded editions are available if you’d
rather use a children’s board, and you can even play on
your mobile phone (sure to be of interest to older kids!).
You don’t have to stick to short words even if that is allyour child can do; demonstrate how big words are
sometimes made up of smaller ones (for example, cat-as-
trophe).
7. Is alphabet pasta on your usual shopping list? Use it!
Don’t rush dinner. Stop and spell short words on your
child’s plate. Make the word ‘hat’. Help your child look
for a ‘c’ with their spoon to turn it into ‘cat’.
8. Do wordsearches together. They can be helpful and fun
for children of all levels and reinforce correct spelling.
9. Play ‘I spy’. Children love this traditional game and it can
be enjoyed from the age of four upwards. Even if your
child can’t read or write yet they will be developing a
knowledge of sounds and phonics and will be able to
come up with their own suggestions. Older children love
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the challenge and enjoy the competition the game brings.
10. From the age of five, get your child letter writing. Sit
down together and pen a few lines to aunts, uncles and
grandparents. If your child is still learning the basics, sit
with them so they’re able to ask you how certain words
are spelled rather than attempting their own spelling.
And if Grandma can stick the letter on her fridge when
you all go to visit or write back, even better. Your child
will love seeing their writing displayed with pride, and
few things are more exciting than unexpected post
through the letter-box.
11. Do you read your child a bedtime story, or do you
encourage them to read to you? If they feel a bit too tired
to read aloud suggest that you read the book but that
they read one word per line. Choose words which slightly
stretch them so that they’re learning from each word
they sound out and read.
12. If you are out for a walk, waiting in the doctor’s surgery
or even on a long car journey, play ‘How many words can
you thinking of beginning with the letter…..’. This is a
variation of ‘I spy’ but it’s not restricted to nouns or to
things all the players can see. Challenge the whole family
to see who can come up with the longest list.
13. Don’t be negative. Making mistakes is part of learning,and criticising can make a child not want to try. Allow
your child to spell words wrong and know when to
correct and when to leave it. Focus on what they have got
right; the opportunity to show the correct spelling will
come at a later date.
14. Buy fridge magnets (suitable from the age of three).
Have fun with the letters – leave each other short
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messages, use them to write shopping lists of your
child’s favourite foods, make words together and changewords into other words. There are loads of different
letter colours and sizes available, so turn your fridge into
a huge white board and enjoy!
15. Offer your child positive reinforcement by showing
them how much they can read and spell already. If they
ask what type of biscuits they’re eating, don’t tell them,
read the packaging together. Encourage them to spell
out words on the packaging.
16. Set and stick to an achievable vocabulary level so that
your child doesn’t get disheartened. (There’s no point in
asking them to spell ‘rhinoceros’ when ‘camera’ is more
at their level.)
17. When your child has moved on from the simple words,
usually by the age of six or seven, teach them someclassic mnemonics such as ‘oh you/u lucky duck’ for
remembering the OULD in ‘could’, ‘would’ and ‘should’.
18. Take a step back. If someone asks your child how they
spell their name, let them speak for themselves. Teach
them to spell out their street name and town, too.
19. Don’t make your own shopping list. Get your child to
write it for you (maybe by promising that they can add afew requests of their own if they’re spelled correctly!).
Dictate the list of items you need, then check it
together. Encourage your child to look at each word and
correct the spelling together.
20. Is your child always clamouring for screen time? Agree
that they can use the computer to write stories, poems,
blog posts or status updates. Be available to supervise
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and offer spelling consultancy! The spellcheck facility
will highlight discrepancies and you can discuss whatmistakes they might have made. You can also proof read
for errors the spellcheck doesn’t pick up.
21. Decode words together whenever you can. Read the
back of the cornflakes box together. Read road signs and
directions. Read and talk about ads you see when you’re
out and about, or the headlines on the front pages of
newspapers. When your child is looking for a DVD on the
shelf, help them look at the words on the spines instead
of just finding the right one yourself. Yes, it will add a
few minutes to every task, but every day your child will
feel more in control of the words around them and more
confident about using them correctly.
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Game 1: Dragon’s GoldSuitable for: KS1, KS2
Number of players: 2
Helps practise... any list of spellings
Prepare the gameCompile lists of words to play with. You could use the words
from a spelling test, high frequency words or words from a list you
choose yourself.
How to play
Players take turns to choose a word from the list and write it down or
spell it out loud correctly.
Correct spelling allows the player to move their counter a number of spaces corresponding to the number of letters in the word.
Players must act on the instructions given if they land on a hazard
square.
The aim is to be the frst player to reach the dragon’s gold.
You’ll need: Two pencils,
paper, two
counters and the
Dragon’s Gold
game board.
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C r e e p p a s t o n t i p t o e t o s t e a l t h e
g o l d f r o m t h
e d r a g o n ’ s c a
v e .
D r a g o n ’
s
G o l d
3 7
1
2
3
4
6
7 8 1 0 1 1
1 2
1 3
1 5
1 6
1 8 1 9 2
0
3 5
3 4
3 3
3 2
3 1
2 9
2 8
2
7
2 6
2 4
2 3
2 2
s
t a r t
w a t e r f a l l
–
g o b a c k o
n e
s p a c e a n
d
g e t d r y
l a n d s l i d
e –
s t e p b a c k
o n e s p
a c e
t o s a f e t y
c r a c k ! –
y o u s t e p o n
a t w i g a n d
d i s t u r b
t h e
d r a g o n –
l o s e a
t u r n
f a l l e n t r e e
–
g o b a c k
o n e s p a c e
q u i c k s a n d
–
m i s s a t u r n
w h i l e y o u
s t r u g g l e t o
g e t f r e e
r a v i n e –
m
i s s a t u r n
t o b u i l d a
b r i d g e
s i n g e d b y
t h e d r a g o n ’ s
b r e a t h
–
l o s e a t u r n
t o r e c o v e r
b a
t s
f y
a t y
o u –
g o
b a c k o n e
s p a c e t o
e s c a p e
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Game 2: Climb-downSuitable for: KS1, KS2
Number of players: 2
Helps practise... any list of spellings
Prepare the gameCompile 52 Word Cards to play with, choosing two words that begin
with each letter of the alphabet. (You could ask your children to help
you make up this word list as a pre-game game!) Each player will need
their own set of 26 cards, one card for each letter of the alphabet.
How to play
Players take turns to pick a card from their own piles.
They each place the rst word they pick in the top space (markedStart) on their Climb-down board.
Players continue, in turn, to pick up words. They should place them on
the descending rungs in alphabetical order, if they are the right ones to
follow the sequence, or discard them if not.
When all the cards from their initial piles have been used, the players
should try all the cards in their discard piles again, until the rst ladder
is complete.
The winner is the rst player to climb down, having found and placedtheir words in the correct alphabetical order.
You’ll need: Two copies of the
Climb-down game
board and two
sets of 26 Word
Cards.
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StartStart
finiShfiniSh
Climb-down
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a
c
e
g
i
k
b
d
f
h
j
l
Climb-down
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m
o
q
s
u
w
n
p
r
t
v
x
Climb-down
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y z
a
c
e
g
i
b
d
f
h
j
Climb-down
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k
m
o
q
s
u
l
n
p
r
t
v
Climb-down
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w
y
x
z
Climb-down
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Game 3: Stop thief!Suitable for: KS1, KS2
Number of players: 4
Helps practise... any new spelling rule
Prepare the gameDecide what words you’d like to play with – for example, a list of words
with ‘ie’ or ‘ei’ in them, to practise the ‘i’ before ‘e’ rule. Players should
be asked to learn the words on the list before beginning the game.
How to play
Players decide who will be cops and who will be robbers.
The two robbers should have the cops’ list, and vice versa.
The robbers should start rst. In turn, they are each asked to spell a
word on their lists. If correct, they move the number of places
corresponding to the number of letters in their words.
Next, the cops are each asked to spell words on their list by the
robbers, and move accordingly.
The aim is for both of the robbers to reach ‘Freedom’, using the
correct number of moves. If a cop lands on the same space as a
robber, then the robber is sent to prison. If both robbers are in prison,
then the cops have won the game.
You’ll need: The Stop thief!
game board and
pencils, paper
and a counter for
each player.
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S
t o p
t
h i e f !
C o p s
R o b b e r s
s t a r t
h e r e
F r e e d o
m
➔ ➔
➔ ➔
➔ ➔
➔
➔ ➔➔
➔ ➔➔
➔
➔
➔
➔
➔
➔
➔ ➔ ➔ ➔
➔
➔➔
➔ ➔
➔ ➔
➔
➔ ➔
➔ ➔
➔ ➔
p r i s o n
£
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Game 4: Clue CardsSuitable for: KS2
Number of players: 2
Helps practise... using a dictionary
Prepare the game Ask the players to write out 12 dictionary denitions each on the blank
denition cards. They can use a children’s dictionary. Show them how
to look words up and help them copy the denitions (but not the words
they dene) onto the blank cards.
How to play
Players take turns to throw the dice and move the corresponding
number of places on the board.
If a player lands on a coloured square, they must pick up a denition
card and keep it.
When the rst player reaches number 40 the game stops and each
player scores one point for each card they have collected.
A time limit is now placed on the players (to be agreed with them).
Using the same dictionary, the players have to nd and correctly spell
each word, from the denitions given on the clue cards.
When the time limit is up, players check each other’s words. If wordsare correctly spelt, two additional points are scored for each. The
winner is the player with the highest number of points.
You’ll need: A Clue Cards
game board, blank
denition cards, a
counter for each
player and pencil
and paper for
scoring.
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1 1
9
1 2
1 4
1 6
1 8
1 9
2 0
2 2
2 3
2 5
2 7
2 8
3 0
3 2
3 3
3 4
3 6
3 7
3 9
4 0
1
2
4
5
7
8
C l u e
C a r d s
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★ DEFINITION ★
★ DEFINITION ★
★ DEFINITION ★
★ DEFINITION ★
★ DEFINITION★
★ DEFINITION★
★ DEFINITION★
★ DEFINITION★
Clue Cards
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★ DEFINITION ★
★ DEFINITION ★
★ DEFINITION ★
★ DEFINITION ★
★ DEFINITION★
★ DEFINITION★
★ DEFINITION★
★ DEFINITION ★
Clue Cards
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★ DEFINITION ★
★ DEFINITION ★
★ DEFINITION★
★ DEFINITION★
★ DEFINITION ★
★ DEFINITION ★
★ DEFINITION ★
★ DEFINITION★
Clue Cards
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Game 5: Cat-beetleSuitable for: EYFS & KS1
Number of players: 2 to 4
Helps practise... spelling simple words
Prepare the gamePrint out the Cat-beetle guide. Compile a personal word bank – a list of
words to play with. You could use the words from a spelling test, high
frequency words or words from a list you choose yourself.
How to play
Each player draws a main circle for the cat’s body at the start of
the game.
Players take turns to throw the dice, needing to throw 1 in order todraw a cat’s head.
Once the head has been drawn, a player may spell words and draw
other parts of the cat according to the throw of the dice on each turn
as indicated on the guide. For example, a throw of 4 will require the
spelling of a four-letter word taken from the player’s personal word
bank or another list of words. If the word is spelt correctly the player
may draw a set of whiskers on their cat.
The winner is the frst player to complete their cat.
You’ll need: A Cat-beetle guide
for the players, a
pencil, piece of
paper and personal
word bank for each
player and
a dice.
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1
2
33
4
5 5
6Draw my body rstThrow 1 to draw my head
Then throw and spell:2 for my nose3 for each ear
4 for a set of whiskers
5 for each eye6 for my tail
Cat-beetle
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Game 6: Crossing the riverSuitable for: EYFS & KS1
Number of players: 2
Helps practise... spelling compound words
Prepare the gamePrint out the Crossing the river board. Print out the compound word
pictures provided and cut each one out separately. Pictures marked
with B are Beginnings and pictures marked with E are Endings.
How to play
Place a pile of Beginnings cards on the shaded area on the left of the
board and Endings on the right.
Each player must put their counter on the Start position.
Players take turns to pick both a Beginning and an Ending (one card
from each pile).
If a compound word can be made from the two cards, that player
keeps both cards and moves their counter one step across the step-
ping stones. If not, the cards are replaced at the bottom of each pile.
The winner is the rst player to reach the other side of the river, having
correctly matched the appropriate number of cards.
You’ll need: A Crossing the
river board, a set
of Beginnings
cards and a set of
Endings cards and
two counters.
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S t a r t
S t a r t
f i n i S h
f i n i S h
E d g s
c d s
B e g g s
c d s
C r
o s
s i
t
n
h
g
e
r i v e
r
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I
✴
Beginnings and Endings words
E E E E
E E E E
B B B B
B B B B
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R
Beginnings and Endings words
E E E E
E E E E
B B B B
B B B B
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Game 7: Initial blend rummy
Suitable for: EYFS & KS1
Number of players: 2
Helps practise... spelling words with
initial blends
Prepare the game
Cut out pictures of objects starting with initial blends. You will need at
least four pictures for each initial blend – for example, a cl-own, cl-ock,
cl-oud and cl-othes for cl- – and at least four different blends to play
with. Prepare at least 16 pictures in total.
Paste the pictures onto the blank playing cards provided.
How to play
Deal four cards to each player, placing the rest in a pile.
The aim is to collect a family of four pictures, all beginning with the
same initial blend.
Players should take turns to pick up/discard new pictures, trying to
build up their own sets.
The winner is the rst player to complete their family of four initial blend
pictures correctly.
You’ll need: Magazines and old
catalogues to cut
up and at least 16
blank playing cards
to paste pictures
on to.
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Initial blend rummy
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Initial blend rummy
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Gm 8: Sp pus on
Suitable for: KS1 & KS2
Number of players: 2 to 4
Helps practise... spelling longer and longer words
How to p
Each player has to come up with a two-letter word. If it is spelled
correctly, the player gets two points. Then each player has to write a
three-letter word, then a four-letter word, then a ve-letter word and
so on (use the scorecard provided). The winner is the player with most
points at the end of the game.
You could give the game an extra dimension by challenging your
child to research the longest words in the English language.
Pneumonoultramicroscopicsilicovolcanoconiosis, anyone?
You’ll need: A Spell plus one
scorecard for
each player.
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Player:
2 tt-wod:
3 tt-wod:
4 tt-wod:
5 tt-wod:
6 tt-wod:
7 tt-wod:
8 tt-wod:
Player:
2 tt-wod:
3 tt-wod:
4 tt-wod:
5 tt-wod:
6 tt-wod:
7 tt-wod:
8 tt-wod:
Sp pus on
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Player:
2 tt-wod:
3 tt-wod:
4 tt-wod:
5 tt-wod:
6 tt-wod:
7 tt-wod:
8 tt-wod:
Player:
2 tt-wod:
3 tt-wod:
4 tt-wod:
5 tt-wod:
6 tt-wod:
7 tt-wod:
8 tt-wod:
Sp pus on
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Silly number plates
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Silly number plates
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Dropping the e
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Dropping the e
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cember
scend
sign
spair
spite
believe
story
serve
sire
spise
scribe
obey
de
de
de
de
de
dis
de
de
de
de
de
dis
D is for dominoes
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organised
agree
appoint
loyal
able
appear
honest
cover
dis
dis
dis
dis
dis
dis
dis
dis
D is for dominoes
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Game 13: My aunt went to market
Suitable for: EYFS, KS1 & KS2
Number of players: More than 3
Helps practise... alphabetical order
and memorising a list
How to play
You can adapt this game to suit your family, the age of the individual
players and a specic learning objective, but the general principle is
that the players take it in turns to add items to a growing alphabetical
list and then recount it.
For example, player one starts with: ‘My aunt went to market and
bought an apple.’ Player two follows with: ‘My aunt went to market
and bought an apple and a banana.’ Player three continues with:
‘My aunt went to market and bought an apple, a banana and some
cherries.’
To make the game more challenging for older children, ask them to
add an adjective to each item on the list – for example, bruised
bananas or crimson cherries.
You’ll need: Nothing! This
game is perfect
for car
journeys.
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S i l e n t l e t t e r S B i n G o
k n e e
b u i l d e r
p l u m b e r
n i g h t
a i m n
o
t h r o u g h
w r i t e
g n o m e
k n o w
c h a l k
t o m b
k n i g h t
t h u m b
d e b t
k n i f e
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S i l e n t l e t t e r S B i n G o
l a m b
t o m b
r i g h t
g u e s t
s c e n e
g u a r d
t i e
r i n g
w r o n g
w i n d
s c i s s o r s
s a m e
t o e
s w o r d
w r a p
c o l u m n
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S i l e n t l e t t e r S B i n G o
a i s l e
i p
a r e
t e a m
s u n
g r e a t
g r i m
b a g
b r i d g e
r a i n
h i g h
w i t h
d a u g h t e r
p n e u m o n i a
c o m b
p e o p l e
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S i l e n t l e t t e r S B i n G o
b o o k
m a n
k n o w l e d g e
s o u n d
s h a d o w
g u i d e
f u d g e
j u i c e
j o i n
w h i c h
s p r e a d
b a d g e
k n o t
s i l e n t
s i g n
f l m
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Game 16: Syllable pairs
Suitable for: KS1 & KS2
Number of players: 2
Helps practise... counting syllables
Prepare the game
Help your child look through catalogues and magazines and cut out
small pictures of different things. Each picture will need to be stuck
onto one of the blank Syllable picture cards. For each picture card you
will also need to prepare a Syllable number card with the number of
syllables contained in the word (so for example, a picture of a football
would have a corresponding 2 card to match the two syllables in foot/
ball).
How to play
Spread out all the picture cards, face down, on one half of the table
and the number cards face down on the other half. Players take it
in turns to turn over one of the picture cards and then try to nd the
matching number of syllables in the word from the number cards.
The player with most pairs at the end of the game wins.
You’ll need: 12 Syllable
picture cards
and 12 Syllable
number cards
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Syllable pairs
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Game 17: Spelling bee scorecards
Suitable for: EYFS, KS1 & KS2
Helps practise... the weekly spelling
test words
How to play
Make spelling-test prep a bit more fun by staging a kitchen-tablespelling bee. Ask your child to fll in the ‘My list’ with their weekly
spelling test words, or a list of tough spellings that they need extra
practice with. They will also need a scorecard to complete.
As their performance improves you could assign points to each
correctly spelled word, decorate each completed scorecard with
copious ticks and display it on the fridge for all to see.
For interactive spelling bee games go to The Times Spelling Bee
(http://www.timesspellingbee.co.uk/).
You’ll need: This list of words
your child has
been asked
to learn and a
scorecard.
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M y l i s t :
1 .
2 .
3 . 4 .
5 .
6 . 7 .
8 .
9 .
1 0 .
N a m e :
1 .
2 .
3 . 4 .
5 .
6 . 7 .
8 .
9 .
1 0 .
N a m e :
1 .
2
.
3 . 4
.
5
.
6
.
7 .
8
.
9 .
1 0
.
S p e l l i n g b
e
e
s c o r e c a r d s
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Game 18: Rhyming cards
Suitable for: EYFS & KS1
Number of players: 2
Helps practise... rhyming words and sound patterns
Prepare the game
Print out the Rhyming cards and cut them out. (You could also
make your own cards by cutting out pictures from magazines and
catalogues.)
How to play
Place your Rhyming cards face up on a table, in any order, so the
players can familiarise themselves with them.
Turn the pictures face down and mix them up. Players take it in turns
to turn over pairs of pictures, trying to nd the ones which rhyme.
The winner is the player with the most number of pairs at the end of
the game.
You’ll need: A set of
Rhyming
cards.
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Rhyming cards
W E
L C O
M E
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m x b c j s c f h v y y f i h v
p o g n c b i k b u e g s l b tk s h v g i e v i o h v i d h f
x e r o e r a e n a t o l e s e
s t e a r e l i q u e d o l u p
t e s t r d p t a t e v o l o b
s p i c a e s e d i t e a n e t
e s s i n a t e j u e g j d f h
k n g i h f o d a y v j h s i v
a l w o r d s e a r c h e s r i
o k h g d s i c x r g y h j i k
q o v b f r e f l k c j h g t f
g f r e d k j o u y f h q p o p
s i k j u y h r t r f d e d s s
r e t i c t n b k u o l f s a wa o k h u e y f s s h u l m t r
p x t n v f r w a e y f s y f c
d u k i u t d k s 1 r s e u n n
c g n e x z i h u l o r n v s t
p r g k s a n d o l u d a u g m
m b j k i u y g k s 2 e h p o uk j a s i r k x w l p g d e s l
w e u h g y f d s s o p l m v n
u y h b n v c z p k s b m d o e
o k h f d e t u i h g e a a n i
t r j a s d i n b c i t p s k b
c m s a h o l j r g n x y s b d
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Puzzlesearch 1SOLUTION
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Reception Puzzlesearch 2Find the words
Can you solve this puzzle? All the words in the list below are hidden in
this grid.
YOU
DAY
LOOK
AND
THEY
PLAY
ALL
THIS
THE
YES
FOR
WAS
SHE
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Puzzlesearch 2SOLUTION
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KS1 Puzzlesearch 1SOLUTION
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KS1 Puzzlesearch 2Find the words
Can you solve this puzzle? All the words in the list below are hidden in
this grid. Remember, they might appear diagonally!
FRIDAY
THIRTEEN
GOOD
MUST
NIGHT
SISTER
PEOPLE
WHERE
THREE
SHOULD
THEIR
WOULD
PURPLE
YEAR
DOWN
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KS1 Puzzlesearch 2SOLUTION
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KS1 Puzzlesearch 3Find the words
Can you solve this puzzle? All the words in the list below are hidden in this
grid. Some of them might appear backwards, so watch out for them!
THEM
WHEN
BECAUSE
MADE
SATURDAY
EIGHT
ORANGE
THESE
WEEK
CAME
DECEMBER
WHITE
TREE
NEXT
HOME
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KS1 Puzzlesearch 3SOLUTION
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KS1 Puzzlesearch 4SOLUTION
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KS1 Puzzlesearch 5Find the months
Can you solve this puzzle? All the months in the year are hidden in this
grid, but they might appear backwards, diagonally or the wrong way
round. Good luck!
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
JULY
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
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KS2 Puzzlesearch 1
Find the words
Can you solve this puzzle? All the words in the list below are hidden in
this grid. Remember to check forwards, backwards and diagonally!
ASKED
BROUGHT
FOUND
IMPORTANT
SWIMMING
MIGHT
TURNED
AROUND
BABY
SPADE
LIGHT
BETTER
ALWAYS
BETWEEN
DIFFERENT
SISTER
LADY
SLEEP
RIGHT
NURSE
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KS2 Puzzlesearch 1
SOLUTION
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KS2 Puzzlesearch 2
Find the words
Can you solve this puzzle? All the words in the list below are hidden in
this grid. Remember to check forwards, backwards and diagonally!
OUTSIDE
RIGHT
WHERE
MEAT
SOMETIMES
DURING
JUMPED
WRITE
STOOD
ROUND
NOISY
CAUGHT
THERE
ROOM
KNOW
FRIGHT
FIRST
OTHER
THOUGHT
SUCH
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KS2 Puzzlesearch 3
SOLUTION
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KS2 Puzzlesearch 4
Find the words
Can you solve this puzzle? All the words in the list below are hidden in
this grid. Remember to check forwards, backwards and diagonally!
INSIDE
FOLLOWING
SUDDENLY
WHILE
WINDOW
WHITE
LEAVE
ALMOST
MUCH
CLOTHES
THOSE
WITHOUT
ALONG
SHARE
SNORE
WHY
BEING
MORNING
ROUND
AGAIN
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KS2 Puzzlesearch 5
Find the words
Fiendishly difficult, you’ll have to be a puzzlesearch expert to finish
this one!
FATHER
WHOLE
GREEN
OFTEN
STILL
UNTIL
NEVER
TODAY
GREAT
YOUNG
BELOW
TRAIN
BROWN
FLOOR
PURPLE
HARD
BOILING
SHOW
DOES
MONEY
LIGHT
HEAD
THINK
EVERY
WATCH
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KS2 Puzzlesearch 5
SOLUTION
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