teaching resource

Building Compound Words - Puzzles

  • Updated

    Updated:  25 Apr 2024

Practise building compound words with this set of 20 puzzles, each with three pieces—two smaller words and the compound word they form.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Year

    Year:  2

Curriculum

  • VC2EFLA08

    Recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school <ul> <li>engaging in imaginative play; for example, role-playing a shopkeeper and a customer</li> <li>identifying words for a topic studied at school, for example words relevant to the topic of families</li> <li>expanding vocabulary through informal interactions and planned experiences with adults and peers, texts, images, and artefacts or objects</li> </ul>

  • VC2EFLY08

    Understand that words are units of meaning and can be made of more than one meaningful part (morphemic knowledge) <ul> <li>learning that words are made up of meaningful parts; for example, ‘dogs’ has 2 meaningful parts: ‘dog’ and ‘s’, meaning more than one</li> </ul>

  • VC2E1LY06

    Spell one- and 2-syllable words with common letter patterns <ul> <li>writing one- and 2-syllable words containing known blends, for example ‘bl’ and ‘st’</li> </ul>

  • VC2E2LY04

    Use phoneme–grapheme correspondence knowledge to read and write words of one or more syllables with vowel digraphs, less common long vowel patterns, consonant blends and silent letters (phonic knowledge) <ul> <li>reading words with digraphs where one letter is not pronounced (for example, ‘knife’ and ‘thumb’) and using them in writing</li> <li>providing the sounds for less common sound–letter matches (for example, ‘ight’) and using them in writing</li> <li>reading words with vowel digraphs (‘ee’, ‘oo’, ‘ai’, ‘ay’ and ‘ea’)</li> </ul>

  • VC2E2LY05

    Use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words <ul> <li>using known words and knowledge of spelling patterns and morphemes to write unknown words, for example ‘one’, ‘once’, ‘only’ and ‘lone’</li> <li>using context to read the correct word when an unknown word has more than one plausible pronunciation</li> </ul>

  • VC2E3LY03

    Understand how to apply knowledge of phoneme–grapheme correspondences, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns <ul> <li>reading and writing more complex words with consonant digraphs and consonant blends, for example ‘shrinking’, ‘against’ and ‘rocket’</li> <li>reading and writing consonant digraphs representing different sounds, for example ‘machine’, ‘change’ and ‘school’</li> </ul>

  • Building Compound Words - Puzzles teaching resource
teaching resource

Building Compound Words - Puzzles

  • Updated

    Updated:  25 Apr 2024

Practise building compound words with this set of 20 puzzles, each with three pieces—two smaller words and the compound word they form.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Year

    Year:  2

Practise building compound words with this set of 20 puzzles, each with three pieces—two smaller words and the compound word they form.

Get Creative with Compound Word Activities!

Teaching compound words is a fantastic way to show your students how creative the English language can be!  

In this activity, we took common compound words your students will encounter on their reading journey. We put them in a familiar puzzle format to help visualise these words by dividing them into their parts.

Make Sense of Making Compound Words

This resource can be used as a reading centre activity, with your guided reading group, or as a whole class activity (see below) to practise identifying and forming compound words.

To play, students will combine the puzzle pieces with the two smaller words and the compound word they form.

More Ways to Use This Compound Word Activity 

This resource can be used for individualised practise, especially if you’ve got fast finishers! You can also use this game to create full-class learning opportunities like scoot activities, lesson reviews, comprehension assessments, and more.

Need more ideas? Try these out if you have a few extra minutes!

✍️  Writing Practise with Compound Words

Get more out of this activity with creative writing! After putting together the puzzle pieces, have students write each compound word in sentences, stories, or poems.

💔 Let’s Split Compound Words

This activity can also be a formative assessment or a Bell Ringer activity. Pull an assortment of compound word pieces (6, for example) and project them on the board for the whole class to see. Have each student pick three words and write them on a separate paper or sticky note. Then, have the students draw a line through each word to break it into parts, showing they’ve read it and understand which two single words form the compound word.

Easily Prepare This Resource for Your Students

Print on thick card for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

Use the drop-down icon on the Download button to choose between the PDF or Google Slides version of this resource.

This resource was created by Lisa Harris, a teacher and Teach Starter Collaborator.

Need More Ideas for Teaching Compound Words?

Before you go, take advantage of a world of educational possibilities! Explore these related resources to enhance your teaching toolkit.

[resource:4449]   [resource:5083460]   [resource:5078934]

 

Curriculum

  • VC2EFLA08

    Recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school <ul> <li>engaging in imaginative play; for example, role-playing a shopkeeper and a customer</li> <li>identifying words for a topic studied at school, for example words relevant to the topic of families</li> <li>expanding vocabulary through informal interactions and planned experiences with adults and peers, texts, images, and artefacts or objects</li> </ul>

  • VC2EFLY08

    Understand that words are units of meaning and can be made of more than one meaningful part (morphemic knowledge) <ul> <li>learning that words are made up of meaningful parts; for example, ‘dogs’ has 2 meaningful parts: ‘dog’ and ‘s’, meaning more than one</li> </ul>

  • VC2E1LY06

    Spell one- and 2-syllable words with common letter patterns <ul> <li>writing one- and 2-syllable words containing known blends, for example ‘bl’ and ‘st’</li> </ul>

  • VC2E2LY04

    Use phoneme–grapheme correspondence knowledge to read and write words of one or more syllables with vowel digraphs, less common long vowel patterns, consonant blends and silent letters (phonic knowledge) <ul> <li>reading words with digraphs where one letter is not pronounced (for example, ‘knife’ and ‘thumb’) and using them in writing</li> <li>providing the sounds for less common sound–letter matches (for example, ‘ight’) and using them in writing</li> <li>reading words with vowel digraphs (‘ee’, ‘oo’, ‘ai’, ‘ay’ and ‘ea’)</li> </ul>

  • VC2E2LY05

    Use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words <ul> <li>using known words and knowledge of spelling patterns and morphemes to write unknown words, for example ‘one’, ‘once’, ‘only’ and ‘lone’</li> <li>using context to read the correct word when an unknown word has more than one plausible pronunciation</li> </ul>

  • VC2E3LY03

    Understand how to apply knowledge of phoneme–grapheme correspondences, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns <ul> <li>reading and writing more complex words with consonant digraphs and consonant blends, for example ‘shrinking’, ‘against’ and ‘rocket’</li> <li>reading and writing consonant digraphs representing different sounds, for example ‘machine’, ‘change’ and ‘school’</li> </ul>

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