Teaching Resource

Last One Standing Active Game

PDF | 1 page|Grades: 1 - 6 | Starter Sheet

An active game that allows students to build their vocabulary knowledge.

This teaching resource is a fun and engaging way for students to test and build their vocabulary knowledge. In this active game, students must avoid being eliminated by quickly saying a word that fits a given category. The winner of the game is the last one standing!

Physical activity can have a positive impact on the brain and can improve cognition, mood, attention and engagement in students. So, why not give it a go?

This resource includes an instruction sheet as well as variations for playing the game.

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Download this resource as part of a larger resource pack or Unit Plan.

  NSW Curriculum alignment

  Victorian Curriculum alignment

  • VCELA184

    Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components

  • VCELA227

    Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds

  • VCELA326

    Recognise and write less familiar words that share common letter patterns but have different pronunciations

  • VCELA353

    Understand how to use phonic knowledge and accumulated understandings about blending, letter–sound relationships, common and uncommon letter patterns and phonic generalisations to recognise and write increasingly complex words

  • VCELA354

    Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages

  Australian Curriculum alignment

  • ACELA1526

    Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical wordsElaborationsusing a dictionary...

  • ACELA1486

    Recognise and know how to write most high frequency words including some homophonesElaborationsdrawing on meaning and context to spell single-syllable homophones, for example ‘break’ or ‘brake’ and ‘ate’ or ‘eightâ...

  • ACELA1780

    Read and write a large core of high frequency words including homophones and know how to use context to identify correct spellingElaborationsusing meaning and context to determine the spelling of homophones, for example ‘there’ and ‘th...

  • ACELA1823

    Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their soundsElaborationsusing known words in writing and spelling unknown words using morphemic knowledge of letter...

  • ACELA1830

    Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex wordsElaborationsusing phonic gene...

  • ACELA1829

    Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations Elaborationsrecognising and writing less familiar words that share common letter patterns but have d...

  • ACELA1821

    Use visual memory to read and write high-frequency words Elaborationslearning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example ‘one’, ‘have’, ‘themâ...

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