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Teacher’s Platform

Steps 1-5 Program


Decoding and Blending

Word Building games are great for segmenting spoken words, encoding using sound spellings, blending, decoding unfamiliar words that are regularly spelled, and working towards gaining meaning in new words.

Click a resource to open or download.

Print, cut, and laminate to use as a practice resource. There is one blank one for each layout that can be used with dry erase marker if you laminate. There is one snake as an example to help illustrate how to blend.

Drag the continuous sounds out while sliding along Snake. A letter in a box is a stop sound (cannot be elongated or dragged out). This activity is for supported practice (with a teacher or parent) for blending sounds when students need review connecting separate sounds and blending those sounds into a word.

NOTE: Phonemic awareness activities and oral blending of spoken sounds are effective supports for this difficulty. This activity is to further supplement and support practice.

Students use this as a scavenger hunt check-off list. Students decode the words and try to find an example of that in their classroom, a book, a library or school setting, etc.


  • Students roll the dice (PRO TIP: Make the dice different colors, so students know which is the noun and which is the verb dice)
  • Students read the dice (reading without context is extremely effective for decoding practice)
  • Students write the words and make a silly picture to go with it (the sillier the better!)


  • Cut the dice on the solid lines and fold on the dotted lines. Paste to put together.
  • Either use the larger sheet or the booklet (to make a silly comic book)


  • Students write their name on the name line facing them.
  • Students take turn rolling and start at the road (not pictured in videos, added to make it less confusing).
  • Students roll, read the word in the column for the number rolled (with one dice).
  • Students color in the word they read.
  • First student to read all words in the column colors the star.
  • If another student gets the same number of a row that has been completed, they can color each word up to the star, but just cannot color in more.

NOTE: There is a possibility of a tie. Teachers can cut the paper down the middle to send home the half belonging to the student.

The basic use is students reading each word from top to bottom. (Students can use the “Quick List Reader” to help isolate words.)

Possible Uses:
• Students build these words on Wonder Word Mats or with letter tiles.
• Teachers use these lists in Wonder Words, giving students spoken words while students build the words with letter cards.
• Teachers use activities made for each word (identified by each character) in literacy stations or centers. Teachers complete activities with students before students do any of these with a partner or independently.

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