Print out the letter tiles on colored paper and laminate them to be used again and again.
Ideas of how to use this resource:
Create a grid on the whiteboard using a variety of letters. Set the timer and have students write down as many words as they can see in the time limit. Students then calculate the word score for each of the words they were able to find in the timeframe.
Set a grid up on the board and provide your students with the same number of tiles each. Students are required to make words and can keep score using the numbers on the tiles they have used.
In pairs, students are provided with seven letter tiles each. They need to work together to create as many words as possible in a certain time frame. What is the highest scoring word they can create?
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic...
Spelling one-syllable and multisyllabic words with
closed syllables; open syllables; VCe syllables; vowel teams, including
digraphs and diphthongs; r-controlled syllables; and final stable syllables;
Spelling multisyllabic words with closed syllables; open
syllables; VCe syllables; vowel teams, including digraphs and diphthongs;
r-controlled syllables; and final stable syllables;
Spelling words using
knowledge of suffixes, including how they can change base
words such as dropping e, changing y to i, and doubling final consonants;
Spelling multisyllabic words with closed syllables; open
syllables; VCe syllables; vowel teams, including digraphs and diphthongs;
r-controlled syllables; and final stable syllables;
Spelling words using knowledge of suffixes, including
how they can change base words such as dropping e, changing y to i, and
doubling final consonants; and
Spelling multisyllabic words with closed syllables; open
syllables; VCe syllables; vowel teams, including digraphs and diphthongs;
r-controlled syllables; and final stable syllables;
Spelling words using knowledge of suffixes, including
how they can change base words such as dropping e, changing y to i, and
doubling final consonants; and
Author
Holly (Teach Starter)
Designed by Fleur (Teach Starter)
Teach Starter Publishing
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