ALEX | Alabama Learning Exchange

Word War

Classroom Resource Information

Title:

Word War

URL:

https://www.roomrecess.com/mobile/WordWar/play.html

Content Source:

Other
Room Recess

Type:

Interactive/Game

Overview:

Word War is a spelling game that makes learning fun by allowing children to compete in real-time. Students will create a word and then hit the fire button to launch cannonballs at their opponent's tank. This interactive game is one of the most popular spelling games.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 1	31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately. a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables. Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns. Examples: he, me, she, go, no c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation. Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds. d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters. Examples: sh, th, ch, wh, ng, ck e. Encode words with vowel-consonant-e syllable patterns. Examples: hike, spike, joke, dime, make f. With prompting and support, encode words with the common vowel teams and diphthongs. Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur. h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch. Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch /ch/= tch after a short vowel sound as in hatch, crutch, ditch i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound. Examples: cliff, hill, pass j. Encode words with final /v/ sound, using knowledge that no English word ends with a v. Examples: have, give, save k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences. Examples: am, at, can, he, we, be, in, it, came, like l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern. Examples: said, are, to m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est. Examples: dogs, wishes, jumping, jumped, faster, fastest n. With prompting and support, encode words with common prefixes re-, un-, and mis-. o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning. Examples: hear/here; for/four; to/too/two. Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers. Unpacked Content Teacher Vocabulary: 31. Knowledge Grade-appropriate Phoneme-grapheme correspondences Spelling rules Encode Accurately 31a. Encode Vowel-consonant (VC) words Consonant-vowel-consonant (CVC) words Knowledge Basic position-based rules Closed syllables 31b. Encode Consonant-vowel (CV) words Knowledge Open syllable patterns 31c. Encode Two-consonant blends Beginning position Commonly confused blends Distinguishing Placement Action Lips, teeth, tongue placement and action Articulation 31d. Encode Consonant digraphs 31e. Encode Vowel-consonant-e syllable pattern 31f. Encode Common vowel teams Common diphthongs Prompting Support 31g. Encode vowel-r combinations Prompting Support 31h. Encode Final /ch/ sound Prompting Support 31i. Encode Final /f/, /l/, and /s/ sounds One-syllable base words Doubling Final consonant Short vowel sound Prompting Support 31j. Encode Final /v/ sound 31k. Encode Grade-appropriate high frequency words Regular phoneme-grapheme correspondences 31l. Grade-appropriate high frequency words Regular phoneme-grapheme correspondences and patterns Position Irregular pattern 31m. Encode Suffixes 31n. Encode Common prefixes Prompting Support 31o. Encode Frequently confused homophones Knowledge of English Meaning Facilitate Prompting Support Knowledge: 31. Students know: Grade-appropriate phoneme-grapheme correspondences. Spelling rules (or generalizations). 31a. Vowel-consonant (VC) and consonant-vowel-consonant (CVC) words. Closed syllables follow a VC or CVC pattern. 31b. Consonant-vowel (CV) words. Open syllable patterns. 31c. Words with two-consonant blends in beginning position. Blends that are commonly confused, such as the tr blend and digraph ch and the dr blend and letter j. The placement and action of the lips, teeth, and tongue during articulation. 31d. Consonant digraphs, such as sh, th, ch, wh, ng, ck. One sound (phoneme) may be spelled with two letters (graphemes). 31e. The vowel-consonant-e syllable pattern. 31f. Common vowel teams and diphthongs, such as ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh. 31g. The vowel-r combinations of ar, or, er, ir, and ur. 31h. Words with a /ch/ sound in the final position can be spelled with a -ch or -tch, depending on the previous letters. 31i. One-syllable words with a short vowel sound that end with a /f/, /l/, or /s/ sound should be spelled by doubling the final consonant. 31j. Words with final /v/ sound. No English word ends with a v. 31k. Grade-appropriate high frequency words. Regular phoneme-grapheme correspondences. 31l. Grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position. The part of a word that does not follow the regular phoneme-grapheme correspondence. 31m. The suffixes -s, -es, -ing, -ed, -er, and -est. can be added to the end of base words. 31n. The common prefixes re-, un-, and mis- can be added to the beginning of base words. 31o. Frequently confused homophones, such as hear/here; for/four; to/too/two. Skills: 31. Students are able to: Encode (spell) words accurately by applying knowledge of phoneme-grapheme correspondences and spelling rules. 31a. Encode (spell) vowel-consonant and consonant-vowel-consonant words, using knowledge of basic position-based spelling rules, such as the C-K Spelling Rule. 31b. Encode consonant-vowel words, using knowledge of open syllable patterns. 31c. Distinguish the placement and action of the lips, teeth, and tongue during articulation of words with two-consonant blends in beginning position. Encode words with two-consonant blends in beginning position. 31d. Encode (write/spell) words with consonant digraphs. 31e. Encode (write/spell) words with the vowel-consonant-e syllable patterns, such as hike, spike, joke, dime, make. 31f. With prompting and support, encode (write/spell) words with common vowel teams and diphthongs. 31g. With prompting and support, encode (write/spell) words with vowel-r combinations. 31h. With prompting and support, Choose -ch or -tch to correctly spell words with the final /ch/ sound. Accurately encode (write/spell) words with final /ch/ sound spelled -ch and -tch. 31i. With prompting and support, Encode (write/spell) one-syllable words with final /f/, /l/, and /s/ sounds by doubling the final consonant when it follows a short vowel sound, such as in cliff, hill, pass. 31j. Encode (write/spell) words with final /v/ sound by adding an e at the end of the word, such as in have, give, save. 31k. Encode (write/spell) grade-appropriate high frequency words, such as am, at, can, he, we, be in, it, came, like. 31l. Encode (write/spell) grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, such as said, are, to. 31m. Encode (write/spell) words with suffixes, such as dogs, wishes, jumping, jumped, faster, fastest. 31n. With prompting and support, encode (write/spell) words with common prefixes re-, un-, and mis-. 31o. With prompting and support, encode (write/spell) homophones using knowledge of the English language and word meaning. Understanding: 31. Students understand that: They can use spelling generalizations/rules, syllable division principles, and their knowledge of letter-sound correspondences to spell and write words accurately. 31a. There are rules to help accurately encode vowel-consonant and consonant-vowel-consonant words. 31b. Open syllable patterns are syllables that end with a vowel that makes a long vowel sound. 31c. Knowing the placement and action of the lips, teeth, and tongue during articulation will help them accurately encode (spell/write) words with two-consonant blends in the beginning position. Being aware of commonly confused blends will improve their encoding abilities. 31d. A consonant digraph is when one sound is spelled with more than one consonant. 31e. They should use syllable pattern rules to accurately spell vowel-consonant-e words. 31f. Vowel teams are a combination of two, three, or four letters that represent one vowel sound. Diphthongs are a combination of vowels that glide in the middle due to a shifting mouth position. 31g. That vowel-r combinations are a single vowel letter followed by the letter r that represent a unique vowel sound. 31h. The final /ch/ sound can be spelled with -ch or -tch. They should decide which spelling to use based on the previous letters in the word. 31i. They should double the final consonant after a short vowel sound in one-syllable words that end in -f, -l, and -s. 31j. There are no words in the English language that end with a letter v, so they must add an e to the end of the word to spell and write it accurately. 31k. High frequency words are words they will use often in their writing, so it is important to learn to encode them quickly and accurately. Known phoneme-grapheme correspondences can be used to accurately encode words. 31l. Some high frequency words have irregular spelling patterns that they must learn to be able to spell and write the words accurately. 31m. Suffixes are added to the end of a base word and some have predictable spelling patterns. 31n. Prefixes are added to the beginning of a base word and some have predictable spelling patterns. 31o. Homophones are words that are pronounced the same but have different spellings and meanings. It is important to spell homophones accurately to convey their intended message.
English Language Arts ELA2021 (2021) Grade: 2	R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately. Unpacked Content Teacher Vocabulary: R2. Decode Encode Phoneme-grapheme correspondences Word-analysis skills Knowledge: R2. Students know: Phoneme (sound) to grapheme (letter or letters) correspondences to encode (spell) words accurately. Grapheme (letter or letters) to phoneme (sound) correspondences to decode (read) words accurately. Word-analysis skills. Skills: R2. Students are able to: Accurately encode and decode words using knowledge of phoneme-grapheme correspondences. Accurately encode and decode words using word analysis skills. Understanding: R2. Students understand that: Mapping graphemes to phonemes is essential for learning to read or decode words efficiently. Mapping phonemes to graphemes is essential for learning to spell or encode words efficiently. Analyzing a word's structure helps to read and spell a word.
English Language Arts ELA2021 (2021) Grade: 3	R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately. Unpacked Content Teacher Vocabulary: R2. Decode Encode Phoneme-grapheme correspondences Word-analysis skills Knowledge: R2. Students know: Phoneme (sound) to grapheme (letter or letters) correspondences to encode (spell) words accurately. Grapheme (letter or letters) to phoneme (sound) correspondences to decode (read) words accurately. Word-analysis skills. Skills: R2. Students are able to: Encode and decode words accurately using knowledge of phoneme-grapheme correspondences. Encode and decode words accurately using word-analysis skills. Understanding: R2. Students understand that: Mapping graphemes to phonemes is essential for learning to read or decode words efficiently. Mapping phonemes to graphemes is essential for learning to spell or encode words efficiently. Analyzing a word's structure helps to read and spell a word.

Tags:

encode, spelling, spelling words

License Type:

Public Domain
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Comments

RoomRecess.com is dedicated to providing children with free learning games that are fun. Online games reinforce important skills that are vital to elementary students and their educational process. RoomRecess.com was developed entirely by an elementary school teacher with the goal of reinforcing fundamental learning concepts in math, reading, spelling, language arts, typing, and problem-solving. Because RoomRecess.com learning games are free, students do not have to sign up or hold an account. Children can simply load up an activity and have fun learning online while they play.

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Author:

YVETTE AKRIDGE

ALEX Classroom Resource

Word War