teaching resource

Splat! Active Game

  • Updated

    Updated:  02 Jan 2020

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

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  1 - 6

Curriculum

  • VC2E1LY07

    Read and write an increasing number of high-frequency words <ul> <li>learning an increasing number of high-frequency words and reading them independently, for example ‘one’, ‘have’ and ‘pretty’</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>

  • VC2E3LY06

    Recognise and know how to write most high-frequency words, including some homophones <ul> <li>using context and syntactic knowledge to spell homophones, for example ‘break’ and ‘brake’ or ‘ate’ and ‘eight’</li> </ul>

  • VC2E4LY05

    Read and write high-frequency words including homophones and know how to use context to identify correct spelling <ul> <li>recognising that contextual and syntactical clues can be used to determine the use of homophones, for example ‘We grow wheat on our farm.’ and ‘The train trip will take about an hour.’</li> </ul>

  • VC2E5LY03

    Use phonological, morphological and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations <ul> <li>recognising and writing less familiar words that share common letter patterns but have different pronunciations, for example ‘journey’, ‘your’, ‘tour’ and ‘sour’</li> </ul>

  • VC2E6LY03

    Use combined phonological, morphological and vocabulary knowledge to read and write increasingly complex words <ul> <li>using phonic generalisations to read and write complex words with uncommon letter patterns, for example ‘pneumonia’, ‘resuscitate’ and ‘vegetation’</li> </ul>

  • VC2E6LY04

    Use their knowledge of known words, base words, prefixes, suffixes, letter patterns, spelling generalisations and word origins (etymology), including some Latin and Greek roots, to spell new words, including technical words <ul> <li>using a dictionary to explore word origins, including some Greek roots, in order to spell words; for example, the Greek root ‘ath’ meaning ‘contest’ or ‘outstanding skill’, ‘pent’ meaning the number 5 and ‘dec’ meaning the number 10 inform the spelling and meaning of the words ‘athlete’, ‘pentathlon’ and ‘decathlon’</li> <li>applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example ‘ratio’ and ‘synthesis’</li> <li>expanding knowledge of prefixes and suffixes, and exploring meaning relationships between words, for example ‘disappearance’, ‘submarine’, ‘subterranean’, ‘poisonous’ and ‘nervous’</li> <li>applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words; for example, knowing how and why these words are spelt as follows: ‘reliability’, ‘handkerchief’, ‘receive’, ‘lollies’, ‘trolleys’, ‘climbing’, ‘designed’ and ‘emergency’</li> <li>spelling technical words by applying morphemic knowledge, for example ‘metaphorical’, ‘biology’ and ‘biodegradable’</li> </ul>

  • Splat! Active Game teaching resource
teaching resource

Splat! Active Game

  • Updated

    Updated:  02 Jan 2020

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

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  1 - 6

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

This teaching resource is a way for students to review vocabulary terms in a fun way. In this active game, students must beat their fellow classmates at swatting the correct word with a fly swat.

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.

Curriculum

  • VC2E1LY07

    Read and write an increasing number of high-frequency words <ul> <li>learning an increasing number of high-frequency words and reading them independently, for example ‘one’, ‘have’ and ‘pretty’</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>

  • VC2E3LY06

    Recognise and know how to write most high-frequency words, including some homophones <ul> <li>using context and syntactic knowledge to spell homophones, for example ‘break’ and ‘brake’ or ‘ate’ and ‘eight’</li> </ul>

  • VC2E4LY05

    Read and write high-frequency words including homophones and know how to use context to identify correct spelling <ul> <li>recognising that contextual and syntactical clues can be used to determine the use of homophones, for example ‘We grow wheat on our farm.’ and ‘The train trip will take about an hour.’</li> </ul>

  • VC2E5LY03

    Use phonological, morphological and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations <ul> <li>recognising and writing less familiar words that share common letter patterns but have different pronunciations, for example ‘journey’, ‘your’, ‘tour’ and ‘sour’</li> </ul>

  • VC2E6LY03

    Use combined phonological, morphological and vocabulary knowledge to read and write increasingly complex words <ul> <li>using phonic generalisations to read and write complex words with uncommon letter patterns, for example ‘pneumonia’, ‘resuscitate’ and ‘vegetation’</li> </ul>

  • VC2E6LY04

    Use their knowledge of known words, base words, prefixes, suffixes, letter patterns, spelling generalisations and word origins (etymology), including some Latin and Greek roots, to spell new words, including technical words <ul> <li>using a dictionary to explore word origins, including some Greek roots, in order to spell words; for example, the Greek root ‘ath’ meaning ‘contest’ or ‘outstanding skill’, ‘pent’ meaning the number 5 and ‘dec’ meaning the number 10 inform the spelling and meaning of the words ‘athlete’, ‘pentathlon’ and ‘decathlon’</li> <li>applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example ‘ratio’ and ‘synthesis’</li> <li>expanding knowledge of prefixes and suffixes, and exploring meaning relationships between words, for example ‘disappearance’, ‘submarine’, ‘subterranean’, ‘poisonous’ and ‘nervous’</li> <li>applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words; for example, knowing how and why these words are spelt as follows: ‘reliability’, ‘handkerchief’, ‘receive’, ‘lollies’, ‘trolleys’, ‘climbing’, ‘designed’ and ‘emergency’</li> <li>spelling technical words by applying morphemic knowledge, for example ‘metaphorical’, ‘biology’ and ‘biodegradable’</li> </ul>

Teach Starter Publishing

Teach Starter Publishing

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