Snakes and Ladders: Use with Picture Vocabulary cards

No dice are required.

Simply move your token to the next highest number that corresponds to the color of the card you have drawn.

Please supply one token for each player to mark their place on the game board.

Card Sequence

Colorful cards are conveniently designed sequentially for Phonemic Awareness skill development. Develop foundational literacy skills through play following this sequence to mastery*:

• Play using picture cards 1 CVC until your student has achieved mastery with SKILL TESTING ACTIONS 1-6.

• Then play with picture cards1 CCVC until your student has achieved mastery with SKILL TESTING ACTIONS 1-7

• Now your student is ready to play with picture cards 1 CVCC until your student has achieved mastery with SKILL TESTING ACTIONS 1-8

• Finally, your student is ready to play using picture cards 1 CVC, CCVC, and CVCC. Shuffle all 60 cards together and play until your student has achieved mastery with SKILL TESTING ACTIONS 1-10

Phonemic Awareness snakes and Ladders Games:

Sound Segmenting and Isolating: Following the above card sequence, select the deck(s) for play. Shuffle the cards and place the draw pile face down. On your turn flip over the top card. Move your token to the next highest space that corresponds to the color of the picture card you have drawn. If you land at the bottom of a ladder, you may climb to the top :-). If you land at the flat end of an arrow, you must follow the arrow to its point :-(. When you have arrived at your new square complete the SKILL TESTING ACTION!

SKILL TESTING ACTION: VIP these skills are listed in sequential order. Begin with the first skill and remain there until your student has achieved mastery*. Next time you can play with sill #1 and add in skill #2. Continue playing with 1 and 2 until your student has achieved mastery*

1. Say the name of the picture shown on your card.

2. Say each sound one at a time.

3. Say the name of the picture without the first sound.

4. Say the name of the picture without the last sound.

5. Say three words that rhyme with your word.

6. Say your word again, but change the vowel to another vowel sound.

7. Say if there is a consonant blend at the start of your word. Now say both of the consonant sounds together as a blend.

8. Say if there is a consonant blend at the end of your word. Now say both of the consonant sounds together as a blend.

9. If there is a consonant blend at the start of your word, say 3 more words that also begin with the same consonant blend.

10. If there is a consonant blend a the end of your word, say 3 more words that rhyme with your word.

*Mastery

When a student can play the game without errors or support consecutively on three separate days. If your student requires support or is inaccurate provide encouragement and practice while remaining at the current skill level to achiever mastery.