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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.



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



– 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!’

http://www.englishspellingsociety.org.uk/




http://www.nate.org.uk/












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



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.



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.



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.



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



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



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



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



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.



www.theschoolrun.com

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.




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




Game 2: Climb-downSuitable for: KS1, KS2


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.




StartStart

finiShfiniSh

Climb-down




a

c

e

g

i

k

b

d

f

h

j

l

Climb-down




m

o

q

s

u

w

n

p

r

t

v

x

Climb-down




y z

a

c

e

g

i

b

d

f

h

j

Climb-down




k

m

o

q

s

u

l

n

p

r

t

v

Climb-down




w

y

x

z

Climb-down




Game 3: Stop thief!Suitable for: KS1, KS2


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.




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

£




Game 4: Clue CardsSuitable for: KS2


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.




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




★ DEFINITION ★

★ DEFINITION ★

★ DEFINITION ★

★ DEFINITION ★

★ DEFINITION★

★ DEFINITION★

★ DEFINITION★

★ DEFINITION★

Clue Cards




★ DEFINITION ★

★ DEFINITION ★

★ DEFINITION ★

★ DEFINITION ★

★ DEFINITION★

★ DEFINITION★

★ DEFINITION★

★ DEFINITION ★

Clue Cards




★ DEFINITION ★

★ DEFINITION ★

★ DEFINITION★

★ DEFINITION★

★ DEFINITION ★

★ DEFINITION ★

★ DEFINITION ★

★ DEFINITION★

Clue Cards




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.




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




Game 6: Crossing the riverSuitable for: EYFS & KS1


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.




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




I

✴

Beginnings and Endings words

E E E E

E E E E

B B B B

B B B B




R

Beginnings and Endings words

E E E E

E E E E

B B B B

B B B B




Game 7: Initial blend rummy

Suitable for: EYFS & KS1


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.




Initial blend rummy




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.




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




Silly number plates




Dropping the e




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




organised

agree

appoint

loyal

able

appear

honest

cover

dis

dis

dis

dis

dis

dis

dis

dis

D is for dominoes




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.




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





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





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





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




Game 16: Syllable pairs

Suitable for: KS1 & KS2


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




Syllable pairs




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.




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




Game 18: Rhyming cards

Suitable for: EYFS & KS1


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.




Rhyming cards

W E

L C O

M E




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




Puzzlesearch 1SOLUTION




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




Puzzlesearch 2SOLUTION




KS1 Puzzlesearch 1SOLUTION




KS1 Puzzlesearch 2Find the words


this grid. Remember, they might appear diagonally!

FRIDAY

THIRTEEN

GOOD

MUST

NIGHT

SISTER

PEOPLE

WHERE

THREE

SHOULD

THEIR

WOULD

PURPLE

YEAR

DOWN




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




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




KS2 Puzzlesearch 1

Find the words


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




KS2 Puzzlesearch 1

SOLUTION




KS2 Puzzlesearch 2

Find the words



OUTSIDE

RIGHT

WHERE

MEAT

SOMETIMES

DURING

JUMPED

WRITE

STOOD

ROUND

NOISY

CAUGHT

THERE

ROOM

KNOW

FRIGHT

FIRST

OTHER

THOUGHT

SUCH




KS2 Puzzlesearch 3

SOLUTION




KS2 Puzzlesearch 4

Find the words



INSIDE

FOLLOWING

SUDDENLY

WHILE

WINDOW

WHITE

LEAVE

ALMOST

MUCH

CLOTHES

THOSE

WITHOUT

ALONG

SHARE

SNORE

WHY

BEING

MORNING

ROUND

AGAIN




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



KS2 Puzzlesearch 5

SOLUTION

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