Sight Word Puzzles – Level 3

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Description

The Sight Word Puzzles – Level 3 set helps students develop sight word recognition, word-building skills, and fine motor coordination through an engaging, hands-on activity. Each puzzle features a high-frequency word from the Wonder Words program, broken into individual letters, requiring students to piece together the word correctly.

The 25 sight words included in Level 3 are:
did, were, do, his, him, going, or, them, off, want, when, up, if, be, us, so, but, out, then, who, old, some, after, which, because.

These puzzles are perfect for literacy rotations, independent practise, home learning, or small-group interventions.

Suitable for

Fast Finishers
Relief Teachers
Parents

Lesson Structure

Individual Activity
Rotations / Group Work

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Curriculum Codes

AC9EFLY09 9

Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)

AC9EFLY12 9

Write consonant–vowel–consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC

AC9EFLY14 9

Read and write some high-frequency words and other familiar words

ACELA1439 8.4

Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words

ACELA1820 8.4

Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words

ACELA1817 8.4

Know how to read and write some high-frequency words and other familiar words

ENe-4A old

Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies

ENe-5A old

Demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words when spelling

ENE-PHOAW-01 new

Identifies, blends, segments and manipulates phonological units in spoken words as a strategy for reading and creating texts

ENE-SPELL-01 new

Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts

ENE-PHOKW-01 new

Uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts

ENE-VOCAB-01 new

Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts

ENE-REFLU-01 new

Reads decodable texts aloud with automaticity

VCELA168

Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words

VCELA147

Blend sounds associated with letters when reading consonant-vowel-consonant words

VCELA157

Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name

Differentiation

Modifications

•    Print on coloured card or A3 paper to enhance visibility.
•    Laminate for durability and repeated use.
•    Provide pre-cut letters for students with fine motor difficulties or use with Velcro strips for easier manipulation.

EXTENSIONS

•    Challenge students to write a sentence using each sight word after completing the puzzle.
•    Encourage students to time themselves and aim for faster assembly.
•    Pair with word tracing activities to reinforce spelling.

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