Standards & Activities

Download the paper version to play

Duplicate

Create challenge

About Matching Pairs

language

HS4

standards

Recommended age: 17 years old

79 times made

Created by

C C

United States

Top 10 results

1

Lauren

January 26, 2023

02:42

time

100

score
2

Cassidy

September 10, 2022

04:15

time

100

score
3

Syd

January 26, 2023

05:23

time

100

score
4

Sam

January 26, 2023

05:45

time

100

score
5

Megan

September 11, 2021

05:56

time

100

score
6

Katie

September 11, 2021

06:25

time

100

score
7

Destiny J

January 26, 2023

07:43

time

100

score
8

Jaden Barse

September 11, 2021

13:08

time

100

score
9

christina

January 25, 2022

15:06

time

100

score
10

C C

January 26, 2023

02:08

time

90

score

Do you want to stay in the Top 10 of this game?

to identify yourself.

Make your own free game from our game creator

Make matching pairs

Compete against your friends to see who gets the best score in this game

Make challenge


Matching Pairs Standards & Activities Online version Matching standards and activities by C C 1 3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. -- a. Identify and know the meaning of common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate high frequency words. 2 1.RF.1 Demonstrate understanding of the organization and basic features of print. -- a. Recognize sentences are made of words put together in a meaningful sequence. b. Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation). 3 2.RL.2 Retell stories, those from diverse cultures, and determine their central message/theme, lesson, or moral. 4 3.RI.9 Compare and contrast the main ideas and key details presented in two texts on the same topic. 5 1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. -- a. Know the spelling-sound correspondences for common consonant blends and digraphs. 6 K.RL.4 With prompting and support, ask and answer questions about unknown words in stories, poems, nursery rhymes, or songs. 7 1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). -- b. Orally produce single-syllable words by blending phonemes. c. Isolate and produce initial, medial vowel, and final sounds in spoken one-syllable words. d. Segment spoken one-syllable words into their complete sequence of individual phonemes. e. Add or sub phonemes in simple, one-syllable words to make new words. 8 K.RF.2 Demonstrate understanding of spoken words, syllables, and phonemes. -- b. Count, pronounce, blend, and segment syllables in spoken words. 9 K.RF.4 Read emergent-reader texts with sufficient accuracy and fluency to support comprehension. -- b. Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation, expression). Ss are given magnetic letters. They begin with the vowel "e" in the middle of their board. T says "bed" aloud. Ss have to identify the letter-sound relations of the initial and final phoneme to spell "bed" with their magnetic letters (add "b" and "d" to their board). Then Ss decide if "bed" is a real word or nonsense word. T writes and sorts the real vs. nonsense words of front board. The activity continues - T says "zed" and Ss rearrange magnetic letters. Ss are reading "The BFG" by Roald Dahl this quarter. Ss are given a list of suffixes and their meanings. They have to find words in The BFG that contain those suffixes and then write what they think the meaning of the entire word is. To elaborate: Ss have a four column-graphic organizer. 1st column = suffix, 2nd column = suffix meaning, 3rd column = word Ss find in BFG, 4th column = Ss' definition of word Ss sit in comfortable spaces around the room and work as partners. Ss are each given a basal reader book. They take turns reading their book aloud. If Ss get stuck, they work together to decode the word. Once Ss finish reading their book aloud without getting stuck, they get a new book to read. At a center, Ss organize sentences by arranging words in a pocket chart. Ss must identify which word comes first or last by paying attention to specific sentence features. The sentence contains only decodable or sight words, so Ss should be able to arrange each sentence independently. T says /bl/ out loud. Ss have to write the letters corresponding to /bl/. Then, T ask students to think of words that begin with /bl/ (e.g., blue, black, blend). T continues activity by saying /sh/ out loud. T says words aloud and Ss have color coded syllable cards at desk. -- T tells students to grab their yellow cards. T says the word "number" aloud. Ss' yellow syllable cards display "num" on one card and "ber" on the other. They have to arrange the cards to correctly spell the word. Then, Ss count the syllables in "number" and hold up two fingers. T reads a poem aloud and asks Ss to identify the words that rhyme. Ss match cards of the rhyming words at desks (this is review). Then, T tells Ss to find a specific word and they discuss the meaning of it. After discussing all words, T says the meaning and Ss have to identify the word by finding its card. First, T reads the book "My Name is Yoon" aloud. Then, Ss read the book independently and categorize pieces of information from book by moving slips of paper into different boxes in a graphic organizer. After, Ss use their own words to describe the theme and moral of the book. Ss are learning about Abraham Lincoln. They read a letter written by Lincoln as well as a brief biography on Lincoln. To complete a Venn diagram, Ss have to identify the similarities and differences in the information presented in each text.

Matching Pairs

Standards & Activities Online version

Matching standards and activities

3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. -- a. Identify and know the meaning of common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate high frequency words.

1.RF.1 Demonstrate understanding of the organization and basic features of print. -- a. Recognize sentences are made of words put together in a meaningful sequence. b. Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation).

2.RL.2 Retell stories, those from diverse cultures, and determine their central message/theme, lesson, or moral.

3.RI.9 Compare and contrast the main ideas and key details presented in two texts on the same topic.

1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. -- a. Know the spelling-sound correspondences for common consonant blends and digraphs.

K.RL.4 With prompting and support, ask and answer questions about unknown words in stories, poems, nursery rhymes, or songs.

1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). -- b. Orally produce single-syllable words by blending phonemes. c. Isolate and produce initial, medial vowel, and final sounds in spoken one-syllable words. d. Segment spoken one-syllable words into their complete sequence of individual phonemes. e. Add or sub phonemes in simple, one-syllable words to make new words.

K.RF.2 Demonstrate understanding of spoken words, syllables, and phonemes. -- b. Count, pronounce, blend, and segment syllables in spoken words.

K.RF.4 Read emergent-reader texts with sufficient accuracy and fluency to support comprehension. -- b. Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation, expression).

Ss are given magnetic letters. They begin with the vowel "e" in the middle of their board. T says "bed" aloud. Ss have to identify the letter-sound relations of the initial and final phoneme to spell "bed" with their magnetic letters (add "b" and "d" to their board). Then Ss decide if "bed" is a real word or nonsense word. T writes and sorts the real vs. nonsense words of front board. The activity continues - T says "zed" and Ss rearrange magnetic letters.

Ss are reading "The BFG" by Roald Dahl this quarter. Ss are given a list of suffixes and their meanings. They have to find words in The BFG that contain those suffixes and then write what they think the meaning of the entire word is. To elaborate: Ss have a four column-graphic organizer. 1st column = suffix, 2nd column = suffix meaning, 3rd column = word Ss find in BFG, 4th column = Ss' definition of word

Ss sit in comfortable spaces around the room and work as partners. Ss are each given a basal reader book. They take turns reading their book aloud. If Ss get stuck, they work together to decode the word. Once Ss finish reading their book aloud without getting stuck, they get a new book to read.

At a center, Ss organize sentences by arranging words in a pocket chart. Ss must identify which word comes first or last by paying attention to specific sentence features. The sentence contains only decodable or sight words, so Ss should be able to arrange each sentence independently.

T says /bl/ out loud. Ss have to write the letters corresponding to /bl/. Then, T ask students to think of words that begin with /bl/ (e.g., blue, black, blend). T continues activity by saying /sh/ out loud.

T says words aloud and Ss have color coded syllable cards at desk. -- T tells students to grab their yellow cards. T says the word "number" aloud. Ss' yellow syllable cards display "num" on one card and "ber" on the other. They have to arrange the cards to correctly spell the word. Then, Ss count the syllables in "number" and hold up two fingers.

T reads a poem aloud and asks Ss to identify the words that rhyme. Ss match cards of the rhyming words at desks (this is review). Then, T tells Ss to find a specific word and they discuss the meaning of it. After discussing all words, T says the meaning and Ss have to identify the word by finding its card.

First, T reads the book "My Name is Yoon" aloud. Then, Ss read the book independently and categorize pieces of information from book by moving slips of paper into different boxes in a graphic organizer. After, Ss use their own words to describe the theme and moral of the book.

Ss are learning about Abraham Lincoln. They read a letter written by Lincoln as well as a brief biography on Lincoln. To complete a Venn diagram, Ss have to identify the similarities and differences in the information presented in each text.

Standards & Activities

Use these credentials to integrate the game into an LMS compatible with LTI 1.1 such as Canvas, Moodle, or Blackboard. This way, the scores will be automatically saved into the platform’s gradebook.

Standards & Activities

Matching Pairs

Download the paper version to play

Created by

Top 10 results

Top Games

Matching Pairs

The Bill of Rights

Matching Pairs

Balance Sheet & P & L

Matching Pairs

Cranial Nerves

Matching Pairs

appendicular skeleton

Matching Pairs

Cell Cycle Memory

Matching Pairs

Standards & Activities Online version

by C C

3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. -- a. Identify and know the meaning of common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate high frequency words.

1.RF.1 Demonstrate understanding of the organization and basic features of print. -- a. Recognize sentences are made of words put together in a meaningful sequence. b. Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation).

2.RL.2 Retell stories, those from diverse cultures, and determine their central message/theme, lesson, or moral.

3.RI.9 Compare and contrast the main ideas and key details presented in two texts on the same topic.

1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. -- a. Know the spelling-sound correspondences for common consonant blends and digraphs.

K.RL.4 With prompting and support, ask and answer questions about unknown words in stories, poems, nursery rhymes, or songs.

K.RF.2 Demonstrate understanding of spoken words, syllables, and phonemes. -- b. Count, pronounce, blend, and segment syllables in spoken words.

K.RF.4 Read emergent-reader texts with sufficient accuracy and fluency to support comprehension. -- b. Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation, expression).