Cueing system concerned with word meanings, conceptual understanding, and vocabulary; does it make sense?
Students read at the same time as the teacher (all together/in unison)
Usually before kindergarten; acquired some concepts from print; knows that signs and labels name products; constructs meaning through oral language
Student-centered activities that help them gain knowledge, understanding, and appreciation of words
The words, pictures, and symbols on objects and places in our environment
To read for the vicarious experience, to explore the work and oneself
Letters said together in which each letter makes a sound (example: bl)
Reading with appropriate phrasing, intonation, speed, pace, and attention to punctuation; the ability to decode a word with relative ease with no hesitation (also referred to as automaticity); reading that reflects the meaning of the text
Letter-sound correspondence in written language
Cueing system concerned with structure; does it sound right?
Down
The ability to hear the sequence of individual sounds in spoken words
Letters come together to make one sound, each letter cannot be heard (example: ch)
Upper elementary; appreciates symbolic language/metaphors; uses a range of strategies; uses dictionary for pronunciation and meaning; beginning to understand text structures of nonfiction
Cueing system concerned with letter/sound correspondence; does it look right?
Typically first, second, third grade; increased vocabulary; can name all letters in random order; uses reading skills and strategies to identify unknown words; can read silently
Upper elementary; independent/resourceful problem solver; sophisticated use of strategies; young adult/adult fiction and nonfiction; interest in speech, persuasion, Reader's Theater, drama
Typically preschool and kindergarten, maybe first grade; exhibits more correct book handling skills; knowledge of concepts of print; recognizes many words, especially names
Part of the word including the vowel and what follows it (example: in the word cat," -at" is this)
Mental pictures and mental organization of the information relative to what you know
Part of the word before the vowel, not all words have these (example: In the word cat, "c" is this)
WORD LIST:
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There is a 'Make Printable' button on the top left of your puzzle that will let you sign up for a plan or purchase a single puzzle.
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It looks weird when printed.
First make sure you’ve published your puzzle. See the 'How do I print?' section above for more information.
99% of other printing issues have to do with printer settings. Instead of trying to fiddle with printer settings, which can be time-consuming and frustrating, there are a couple workarounds you can try.
You can try printing from a different browser, since different browsers have different default print settings. Alternately, you can try saving as a PDF (next to the print icon) and print that.
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Not all my words are in my puzzle.
When you hit the 'Arrange' button, our algorithm will try to arrange all your words on the grid, and will move words around to try to fit the most words.
This will get all the words on the grid about 90% of the time, depending on the word list. For the other 10%, you will get an alert explaining that the words that did not fit were added to the scratchpad.
It prints on two pages.
Big puzzles won’t always print on one page — the clues and grid are the smallest we could make them while keeping them readable for everyone.
That said, different browsers print in slightly different ways, so you could try using 'print preview' using a different browser (or try the PDF button) to see if you like how that looks better.
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