Chalk-A-Word
Chalk-A-Word
2-5 players • 30 min • 8 & up
Focus: Spelling
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Unleash your vocabulary and spelling prowess! Use letter cards to craft words or build on others. Spell big, score high, and beat the chalkboard before it’s wiped clean!
Skills: Spelling, Vocabulary
Game Includes
Game Includes
- 160 Cards
- 1 Scorepad
- 2 Pencils
- 1 Rules Booklet
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How to Play
Educational Standards
Core Standard*: Reading
Reading
- Reading: Foundation Skills
- Phonics and Word recognition. Grade Levels 3rd
- Language
- Conventions of Standard English Grade Level 4th
- Vocabulary Acquisition and Use Grade Levels 3rd, 4th
Skills
Explore
What Does Child Do To Use Skill In The Game?
Players need to look closely at the words in the play area as well as those in their hand.
How Parents Can Assist Learning
Chalk-A-Word involves so much decision making, it may help to encourage children to "Wait. Look. Think." This will help them spend time enough time considering options and implications of different possible uses of letter and power cards.
This will also help with impulsivity and planning. Using such verbal cues can give children a model for approaching future play as well as complex life choices.
Learning Implications and Educator Support
Chalk-A-Word involves so much decision making, it may help to encourage children to "Wait. Look. Think." This will help them spend time enough time considering options and implications of different possible uses of letter and power cards.
This will also help with impulsivity and planning. Using such verbal cues can give children a model for approaching future play as well as complex life choices.
Determine
What Does Child Do To Use Skill In The Game?
Determining is the primary skill developed playing Chalk-A-Word as players need to decide which cards to play to maximize scores on their turn. They also decide when is the best time to use a specific power card as well as when to challenge.
How Parents Can Assist Learning
If you notice a child is not scoring as many points as possible, parents can remind them that they can play cards in the middle of existing cards. Also suggest reordering cards in their hand, especially putting vowels between consonants, which can help children "see" possible words.
To help children learn when to play power cards, have them describe why they play a power card on a turn. This can help other children learn strategies for playing power cards, as well as help you understand how the child is assessing options during gameplay.
Learning Implications and Educator Support
Chalk-A-Word is an excellent game for developing spelling skills and vocabulary. To help with phonics development, educators can ask children to sound out the words they spell by using each letter card as they proceed.
Determining when to use a power card involves focus, analysis and strategic problem-solving. To help children advance their thinking skills, educators can ask open ended questions designed to elicit a child's analysis and help them think through additional strategic considerations.
Compare
What Does Child Do To Use Skill In The Game?
On their turn, players compare all the letter cards in their hand with all the words in the play area in order to determine which cards are best to play and how to play them.
How Parents Can Assist Learning
If you notice a child is not scoring as many points as possible, parents can remind them that they can play cards in the middle of existing cards. Also suggest reordering cards in their hand, especially putting vowels between consonants, which can help children "see" possible words.
To help children learn when to play power cards, have them describe why they play a power card on a turn. This can help other children learn strategies for playing power cards, as well as help you understand how the child is assessing options during gameplay.
Learning Implications and Educator Support
Chalk-A-Word is an excellent game for developing spelling skills and vocabulary. To help with phonics development, educators can ask children to sound out the words they spell by using each letter card as they proceed.
Determining when to use a power card involves focus, analysis and strategic problem-solving. To help children advance their thinking skills, educators can ask open ended questions designed to elicit a child's analysis and help them think through additional strategic considerations.
Experiment
What Does Child Do To Use Skill In The Game?
Chalk-A-Word allows for a little experimentation as players try using power cards in different situation. The more children play the game, the more they learn which power cards work best in different circumstances.
How Parents Can Assist Learning
While no special parent support is required, you can encourage children to talk about why they played a power card at a certain time. This helps you understand their thinking, and may prompt further discussion about alternative choices and more effective ways to analyze options.
Learning Implications and Educator Support
While no special educator support is required, you can encourage children to talk about why they played a power card at a certain time. This helps you understand their thinking, and may prompt further discussion about alternative choices and more effective ways to analyze options.
To promote social interaction, active listening, and verbal communication skills, educators can encourage players to ask others why they played a power card and to discuss whether playing the power card(s) helped win the game.
Practice
What Does Child Do To Use Skill In The Game?
Each time children play the game, they practice and improve in spelling. Also, they will learn new vocabulary words until they have learned all the words that can be spelled in Chalk-A-Word.
As described in the Experiment section, players may try using power cards at different situations, thereby, learning over time which work best in certain circumstances.
How Parents Can Assist Learning
No special parent support required.
Learning Implications and Educator Support
No special educator support required.
Solve
What Does Child Do To Use Skill In The Game?
Players need to assess different ways to combine and use letters to maximize points on their turn.
How Parents Can Assist Learning
Chalk-A-Word involves so much decision making, it may help to encourage children to "Wait. Look. Think." This will help them spend time enough time considering options and implications of different possible uses of letter and power cards.
This will also help with impulsivity and planning. Using such verbal cues can give children a model for approaching future play as well as complex life choices.
Learning Implications and Educator Support
Chalk-A-Word involves so much decision making, it may help to encourage children to "Wait. Look. Think." This will help them spend time enough time considering options and implications of different possible uses of letter and power cards.
This will also help with impulsivity and planning. Using such verbal cues can give children a model for approaching future play as well as complex life choices.
Review
What Does Child Do To Use Skill In The Game?
If a player challenges the spelling of another player, they must review the spelling by looking it up in a dictionary.
How Parents Can Assist Learning
While no special parent support is needed, you may encourage children to read the definitions of words they look up. This can help them learn different meanings of words they are spelling, thereby, expanding their vocabulary.
Learning Implications and Educator Support
In addition to being a great game for teaching spelling and vocabulary, Chalk-A-Word helps children develop focus, memory and analytical skills as they look at the words spelled by others in order to determine whether to challenge based on their memory of how words are spelled.
While no special educator support is needed, you may encourage children to read the definitions of words they look up. This can help them learn different meanings of words they are spelling, thereby, expanding their vocabulary.
Demonstrate
What Does Child Do To Use Skill In The Game?
Overall, every time players spell words, they are demonstrating how to spell accurately and their memory of words. Children can demonstrate those skills at other times, such as 1) telling another player they know how to make a word if the player says they cannot, and 2) successfully challenging another player's misspelling as mentioned in the Review section.
How Parents Can Assist Learning
No special parent support required.
Learning Implications and Educator Support
No special educator support required.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Special Needs
Cognitive
Suggestions for How to Modify Play Experience
Chalk-A-Word is to too complicated for children with cognitive challenges without modifications. Eliminate all cards except the single letter cards, including diphthongs and digraphs. This limits players to simple words. Let players make their own words or add to other players to earn points.
Play as partners, so that the child with cognitive challenges has a guide for how to make words, sound them out, or modify them to make a new word. Having a model with a partner encourages cooperative learning.
Communication
Suggestions for How to Modify Play Experience
The power cards require the understanding of concepts of “plus,” “copy,” “draw,” “trade,” and “swipe.” These concepts and their associated actions may be confusing. If a player has difficulty understanding language concepts, a partner may be helpful. The partner is able to demonstrate through actions in the game what the words mean. The concrete exemplars help conceptual development.
Sensorimotor
Suggestions for How to Modify Play Experience
The game requires manipulation of cards into letter sequences and rearrangement of cards into new words . This may be difficult for some children with fine motor difficulties. Working with a partner may alleviate this problem, as they can think and discuss options together, and then have the cards placed by the partner with better manipulative skills.
Social Emotional/Behavioral
Suggestions for How to Modify Play Experience
Because Chalk-A-Word has various aspects that require flexible thinking, The game may be challenging for children with more rigid thinking. The need to think in alternative patterns may be frustrating. Players may need support to take their time and think through the options. A partner may be helpful.
Vision
Suggestions for How to Modify Play Experience
Most of the letter cards have high contrast, but the power cards may be difficult for children with low vision to read. A partner for play is recommended.
Children who are totally blind will not be able to play this game.
Hearing
Suggestions for How to Modify Play Experience
As long as the player can read, they should be able to follow the directions and understand the game after a demonstration.
Players may use gestures or show the power card they want to play so everyone understands what they want to do.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Autism
Autism Strengths & Interests
Short Summary of Strengths & Interests
- Spelling
- Vocabulary
- Flexible thinking
- Strategic thinking
Is good at matching visual items
Is This Game Appropriate? No
Description
Matching is not required.
Has a good memory for sensory details, including visual, touch, taste and smell
Is This Game Appropriate? No
Description
Memory for spelling is needed, but not sensory details.
Has a good memory for words, phrases and dialouge
Is This Game Appropriate? Yes
Description
A key element of the game is to be able to generate and spell words from memory.
Has a good memory for pictures, numbers and patterns
This game is not appropriate
Likes to put things in order or a sequence
Is This Game Appropriate? Yes
Description
Some children with autism are good at recognizing words and letter sequences, though they may not know the meaning. Knowing the meaning is not needed for Chalk-A-Word.
Learns through visualizing or "replaying" actions in their mind
Is This Game Appropriate? Yes
Description
Some children with autism may use revisualizing to determine a word they know.
Likes activities with rules, such as math and phonics
Is This Game Appropriate? Yes
Description
Understanding phonetic rules is needed for reading or creating words.
Is very concrete and literal
This game is not appropriate
Learns in small "chunks" (for example, phone numbers are 3 chunks of number xxx-xxx-xxxx that are combined together)
Is This Game Appropriate? Yes
Description
Remembering words with diphthongs or digraphs is related to chunking, which may help some children construct a word.
Is good at nonverbal reasoning and logic
Is This Game Appropriate? Yes
Description
Chalk-A-Word is primarily a verbal reasoning game, but nonverbal reasoning is involved in deciding when and how to use a power card. This aspect may be difficult for children with autism. If this is the case, the power cards could be omitted.
Likes spatial problem solving
This game is not appropriate
Can read well with good vocabulary, though may not fully comprehend content
Is This Game Appropriate? Yes
Description
Good vocabulary recognition would enable the child to play the game. Allow the child to manipulate the letters to see options they may recognize.
Likes to use and has good fine motor skill
Is This Game Appropriate? Yes
Description
Manipulating cards is required, specifically rearranging them in the hand to see potential words.
Likes established routines or set ways of doing things
This game is not appropriate
Likes manipulating, constructing or building things
This game is not appropriate
Likes to use and has good musical abilities
This game is not appropriate
Likes to use and has good drawing skills
This game is not appropriate
Autism Special Considerations
Appears to ignore other's communication and/or has difficulty giving eye contact to a communication partner
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Other players will be adding to, swiping, trading, and so on with their cards, so it is important to pay attention what is happening with each turn.
Has difficulty understanding complex verbal directions
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
The directions to Chalk-A-Word are complex. There are many options for play and use of the power cards.
Uses vocabulary inaccurately or demonstrates echolalia (repeating another's speech)
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Players need to concentrate on all players turns, so distraction echolalia many annoy other players.
Gets stuck repeating a verbal topic or physical actions and/or has difficulty attending to others' actions or topic.
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Players need to concentrate on all players turns, so distraction conversation or echolalia many annoy other players.
Has difficulty producing speech/communication
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Players need to state and spell the word they have made. If a player can do the rest of the aspects of the game, they can have another player do this for them.
Has difficulty sequencing multi-step actions and/or doing complex abstract tasks
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Spelling is abstract and requires thinking about multiple options to come up with a letter sequence to make a word. In addition the actions required on the power cards require more abstract thinking as well.
Demonstrates difficulty initiating and maintaining social interactions
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? Yes
Strategies for Developing Compensatory Skills:
Social interactions are not necessary, but the player needs to attend to each turn being taken in sequence. This allows the player to understand where they stand in terms of points in relation to other players.
Acts out or demonstrates avoidance behaviors when frustrated, overwhelmed, or needs more sensory input.
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Acting out and avoidance behaviors will greatly impact the flow of the game and other players ability to concentrate.
Has short attention span for non-preferred activities
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
If words and spelling are not of interest to the child, this is probably not the best choice for a game. If, however, the child likes making words and understands phonological processes and phonemes, Chalk-A-Word may be a good match.
Needs sameness or consistent routines and/or has difficulty with transitions from one activity to another
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
Each turn may be different, involving power cards or not. If the child is easily frustrated and has difficulty with flexibility, Chalk-A-Word many not be the right game.
Has difficulty understanding others' feelings, intentions, and the reasons for others' actions.
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? Yes
Strategies for Developing Compensatory Skills:
It is not necessary to understand others feelings to play the game. It is important to understand why players have chosen to play a particular power card, especially when the players own cards are being swiped or traded.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Extended Play
Not available for this product
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How to Play Video & Transcript
A game where players score points for spelling new words or adding on to existing words.
You can play Chalk-A-Word with 2-5 players, ages 8 and up!
Chalk-A-Word is a great game for practicing Spelling Skills, as players use their letter cards to create words and add onto or change words already in play.
Chalk-A-Word also helps expand Vocabulary as players create words that others may not already know.
To set up the game, shuffle the Letter cards and deal seven cards facedown to each player.
Place the remaining cards to the side of the play area creating the draw pile.
Then shuffle the Power cards and deal the correct number of cards facedown to each player.
For 2 players - deal 5 Power cards to each player and play for 10 rounds
For 3 players - deal 4 Power cards to each player and play for 8 rounds
And for 4-5 players - deal 3 Power cards to each player and play for 5 rounds
Keep all cards hidden from the other players.
Give one player the score pad and pencil to keep score as you play.
Players can select a specific dictionary to use as a reference aid or to validate words during play.
To determine who goes first, each player draws a letter card from the draw pile. The player whose letter card comes first alphabetically goes first.
Using the cards in their hand, players take turns creating new words or adding to words already in play. Points are awarded for each letter used, and the player with the most points at the end of the game wins.
Look at the letters in your hand and determine how to score the most points by either using your cards to spell words or to add onto or change words already in the play area.
On your turn follow these steps:
1. You may discard one card from your hand and draw another in the hope of improving your options.
2. Create or add to words by placing the cards in the play area for all players to see. Spell the words out loud as you create them.
3. If you cannot create a new word or add to an existing word, show your cards to the other players to see if they can help you. If a player can point out a word you can create or add to, you must play it. If no one can create or add to a word with your hand, discard your letter cards and draw seven new cards to restart your turn.
4. After you play your cards, draw back up to seven and end your turn. If you have more than seven cards in your hand, discard down to seven and end your turn.
5. Leave your played cards in the play area. On your next turn, pick up the words that you played last turn and place them in the discard pile. This includes any letter cards that were added to your words by other players. You may then play new words or add to the other players’ words in the play area.
Creating Words
Words must have a minimum of two cards and contain two or more letters. A player may create as many words as they are able to on their turn. Players score a point for each letter in the words they create.
Double Letter cards play the same as the single letter cards, but they count as two letters when scoring points.
There are also six wild cards in the deck. A wild card may be used to represent any single letter of the alphabet and counts as one point. This card remains the letter it was assigned for the rest of the round.
Adding to Words
A player might be unable to create a new word but has cards that can be used with other words already in the play area. This may be to add an “s,” “ed,” “ing,” or other letters to extend or change it. A player may add on to as many words as they are able to in their turn.
When adding to a word in the play area, players may add letter cards anywhere within that word: at the start, at the end, or in the middle of the word as long as it is still a valid word.
You are not limited to the number of letters or cards you can play.
You may not break a word apart to create separate words and you may not rearrange letters in a word. Letters must remain in the order they were played even when inserting letters.
For example, you may not take the word “tar” and change the order of the letters to add “c” to spell “cart.”
Scoring
When a new word is placed, the player scores a point for each letter in the word. If adding to or changing another player’s word, a player scores a point for each letter already in that word plus the letters just added.
For example, if a player adds “e” and “n” to “dark,” even though they only played two letter cards, they would get six points for the entire word “darken.”
Note: you may find that adding a letter or two to words in the play area will earn more points that spelling a new word from your hand.
Power Cards
Players receive power cards at the start of the game and may earn more as the game progresses. When played, these cards may increase your possible score or provide help when the cards in your hand are not very good.
Power cards may be played at any point during a player’s turn, but only one power card may be played per turn. Discard power cards into their own discard pile once they are played.
Power cards have unique abilities, but any power card may be used to exchange all seven cards in your hand for new ones. Doing this counts as playing a power card, so another power card may not be played as you continue your turn.
There are 5 types of power cards:
Plus—This card doubles the points of all double-letter cards in your words. Double letter cards are worth 2 points, but with this card they are worth 4. If any of the words you create or add letters to uses double letter cards, you get double points for each double letter card in those words.
Copy—Play this card when you want to use a letter card that is already in the play area to create your word. Place this card in your word and identify the letter card it is copying when you spell your word. This includes a card with double letters. This card remains the letter(s) it was assigned for the rest of the round.
Draw—Play this card to draw two new cards from the draw pile to help increase your ability to create words.
Trade—Play this card to set aside up to three cards from your hand to trade with another player. Then randomly choose an equal number of cards from that player’s hand and trade your cards for theirs.
and
Swipe—Play this card and choose a player. Then choose one card randomly from that player’s hand. You will now have eight cards in your hand to use. The other player immediately draws back up to seven cards.
Finishing a Turn
If a player uses all of their letter cards during their turn, they may draw an additional power card. If there are no available cards in the power draw pile, reshuffle the cards to create a new draw pile. If there are no power cards in the draw or discard pile, the player will receive the next power card played after it has been discarded.
When a player has finished their turn, add up their score and write it on the scorepad in the field for the current round. It is then the next player’s turn.
If the letter draw pile runs out, reshuffle the cards to create a new draw pile.
Challenges
If a player creates a word that you do not believe is a real word you may challenge it. When there is a challenge, look up the word in the dictionary to determine if they are correct.
If the word is not in the dictionary, then the player that played that word picks it up and tries to spell something else. And the challenger gets one point.
If the word is in the dictionary and the challenger was incorrect, the challenger loses one point, and the word stays in play.
The game ends after the determined number of rounds.
All players add up their scores, and the player with the most points wins.
If there is a tie, the tied player with the highest score in a single round wins. If there is still a tie, then check the next highest round score until you have a winner.
See how many words you can create before the chalkboard gets wiped clean in SimplyFun’s Chalk-A-Word!
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