Spelling / Phonics Hopper

Last time we had Bunny Hopping for phrases/vocab, and here’s another, this time for spelling/phonics.

1. Place laminated posters/cards with all the graphemes (letters or groups of letters) you’ve taught on the floor e.g.

2. The teacher shouts out a word that the kids know the graphemes for.

3. The kids hop to each grapheme to spell out the word!

(Note: Make sure you only put down graphemes that you’ve taught in class so far!)

It’s a great physical variety to add to the phonics/spelling lessons on the second video on the phonics page.

For the flashcards I was going to do a pdf file with just the letters, but I’m thinking the phonics posters would be fine as they are.  It saves you having to print out another set of cards and you’d have to laminate them anyway! (Plus having the pictures also helps with the cow/how pronunciation trickery!)

But what do you think?   We’d love to see your answers in the comments please!

P.S.  You can also do a desktop version of this by setting your printer to print several posters one one sheet of paper and cutting them out as mini cards!

P.P.S. You can use the words at the end of the phonics worksheets to make sure there’s no embarrassment if you say a word the kids can’t do yet!

Richard Graham

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2 Responses to “Spelling / Phonics Hopper”

  1. Margit

    Wow, this is a cool idea.

    One game idea to add (I played it with mini cards so far, but with this it will be even more fun):

    The teacher tries to create a sentence with the sounds the kids know, but doesn’t say it yet.
    For example
    (A) red cat can run on (a) red mat.

    Now the teacher says the first sound only, touches the card and goes back to his seat. The kid imitates.
    If the kid followed correctly the teacher now says the first two sounds, while touching them, the kid again follows.
    Then the first three sounds,…

    So the kid has to remember quite a lot of phonemes, and sooner or later it will miss. Here it is out, the class counts how many steps it did, for example it went:
    r e d c a t c
    these are 7 points.
    Now let them sound it out again and see wether they got the meaning.

    Don’t tell them the whole sentence yet:
    Once they figured out that it is something about a “red cat” (or whatever they figured out) they want to know how it goes on so the next player gets really concentrated to not make a mistake before he knows at least the next word.
    This is a game my kids all really love, and they will become very capable of decoding sounds.

  2. Elizabeth Okafor

    Hi Richard,

    Great job.

    May God continue to increase your wisdom, knowledge and understanding.

    Thanks.

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