Word Bits
Word Bits
2-4 players • 20-30 min • 8 & up
Focus: Vocabulary
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Be the first to think of a word using all the letters that fit the category card to score.
Skills: Spelling, Quick Thinking, Vocabulary
Game Includes
Game Includes
- 80 Category Cards
- 4 Letter Dice
- 1 Rules Booklet
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How to Play
Educational Standards
Core Standard*: Language
Language
- Language
- Vocabulary Acquisition and Use. Grade Levels 3rd, 4th
Skills
Explore
What Does Child Do To Use Skill In The Game?
Players explore letter tiles to think of letter sequences in a word related to a word category.
How Parents Can Assist Learning
Encourage children to change the order of letters to think of new sequences. Prompt them to imagine consonants and vowels combinations. What is there already? What could be added?
Learning Implications and Educator Support
Encourage children to change the order of letters to think of new sequences. Prompt them to imagine consonants and vowels combinations. What is there already? What could be added?
Determine
What Does Child Do To Use Skill In The Game?
Players determine if they have letters that are part of a word related to a category.
How Parents Can Assist Learning
Encourage children to change the order of letters to think of new sequences. Prompt them to imagine consonants and vowels combinations. What is there already? What could be added? Before playing the game, brainstorm words that can be made from different letter combinations. This will give children practice in how to identify different words.
Learning Implications and Educator Support
Encourage children to change the order of letters to think of new sequences. Prompt them to imagine consonants and vowels combinations. What is there already? What could be added? To facilitate vocabulary development or review, educators may choose to use a limited set of cards and to prepare a list of potential words that relate to the cards. For example, use the beverage card and write down a list that includes lemonade, cola, water, milk, juice, apple juice, root beer, coconut water and tea. Children can review words in advance or during the game to see if the dice match any of the words.
Compare
What Does Child Do To Use Skill In The Game?
Players need to compare the letters they have to their memory of letter sequences in words.
How Parents Can Assist Learning
Parents can encourage players to think about letters that are frequently found together (e.g. vowel, consonant, e). Do they have any sequences that are frequently combined in words?
Learning Implications and Educator Support
To facilitate comparison and support vocabulary review, educators may choose to use a limited set of cards and to prepare a list of potential words that relate to the cards. For example, use the beverage card and write down a list that includes lemonade, cola, water, milk, juice, apple juice, root beer, coconut water and tea. Children can review words in advance or during the game to see if the dice match any of the words.
Remember
What Does Child Do To Use Skill In The Game?
This is a key skill of the game, pulling words from memory that match the card and dice roll.
How Parents Can Assist Learning
Parents can encourage players to think about letters that are frequently found together (e.g. vowel, consonant, e). Do they have any sequences that are frequently combined in words?
Learning Implications and Educator Support
Educators can encourage players to think about letters that are frequently found together (e.g. vowel, consonant, e), Do they have any sequences that are frequently combined in words?
Experiment
What Does Child Do To Use Skill In The Game?
Players experiment with letter tiles to try to find letter sequences that fit in a word related to a word category.
How Parents Can Assist Learning
Parents can encourage children to move letters around to trigger ideas of words comprised of those letters.
Learning Implications and Educator Support
Educators can encourage children to move letters around to trigger ideas of words comprised of those letters.
Practice
What Does Child Do To Use Skill In The Game?
Each turn is practice for thinking about word components.
How Parents Can Assist Learning
Allow children to play Word Bits as an activity, i.e. without any rules. Encourage them to use a dictionary to help find words. This will allow children to experiment by rolling dice and trying to recall or discover new words that work with the letter sequences. This is both fun and a form of practice that will allow them to be more successful when playing the game.
Learning Implications and Educator Support
Allow children to play Word Bits as an activity, i.e. without any rules. Encourage them to use a dictionary to help find words. This will allow children to experiment by rolling dice and trying to recall or discover new words that work with the letter sequences. This form of practice will help build vocabulary and allow them to be more successful when playing the game.
Solve
What Does Child Do To Use Skill In The Game?
When players create words that include the letters in their roll and fit the category on the card, then have solved the problem.
How Parents Can Assist Learning
Adults can encourage persistence and experimentation in order to solve the problems. Play with turns instead of all trying to respond quickly to the same category card. This will allow children to have success solving the problem.
Learning Implications and Educator Support
In addition to allowing children to move the dice around to look for different sequences, educators can encourage them to say words aloud as they pop into their mind. The educator can then respond whether the word includes the letters or not. Also, this game requires persistence in trying many words to find a winner. Provide children with positive reinforcement to help bolster persistence.
Review
What Does Child Do To Use Skill In The Game?
Players may review if encouraged. See Implications for Learning and Adult Support.
How Parents Can Assist Learning
Ask children who are successful to share their thinking about their letters. This may help other children in future rolls.
Learning Implications and Educator Support
Ask children who are successful to share their thinking about their letters. This may help other children in future rolls.
Demonstrate
What Does Child Do To Use Skill In The Game?
Players may demonstrate if encouraged. See Implications for Learning and Adult Support.
How Parents Can Assist Learning
Ask children who are successful to share their thinking about their letters. This may help other children in future rolls.
Learning Implications and Educator Support
Ask children who are successful to share their thinking about their letters. This may help other children in future rolls.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Special Needs
Cognitive
Suggestions for How to Modify Play Experience
For children with cognitive delays let them choose one die to throw. It will be easier for them to come up with a word containing just one letter. Move to two dice if this seems too easy.
Begin with just the "Any Word" category. Add the "Beverage" category if this gets too easy. Continue to add categories if players are comfortable with the level, i.e. number of dice being used.
Communication
Suggestions for How to Modify Play Experience
Ask children to tell you something about the item they named that contains the letter. This may generate conversation among players.
Sensorimotor
Suggestions for How to Modify Play Experience
Have someone be the "Card Reader" for children who cannot turn over cards.
Social Emotional/Behavioral
Suggestions for How to Modify Play Experience
Have children play in pairs or in teams if they are using more than one die. This will encourage them to collaborate and challenge each other if incorrect.
Vision
Suggestions for How to Modify Play Experience
Have someone be the "Card Reader" for children who cannot read the cards, when it is that child's turn. If needed, have the Card Reader also say the letters on the dice aloud.
Hearing
Suggestions for How to Modify Play Experience
No modification required.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Autism
Autism Strengths & Interests
Short Summary of Strengths & Interests
- Is good at spelling.
- Has a good memory for things in a category such as dog breeds.
- Is good at phonics or matching sounds to letters.
Is good at matching visual items
This game is not appropriate
Has a good memory for sensory details, including visual, touch, taste and smell
Is This Game Appropriate? Yes
Description
Word Bits includes many different categories ranging from dog breeds to anything about summer. Thus, having a good memory and ability to classify words into different categories (ex: retriever, poodle, collie; or sun, beach, pool) is an important strength children can use to play the game. Additionally, children will need to be able to generate words from only a few letters, so memory for letter-sound associations is important. Feel free to remove Category Cards for which children do not have much knowledge.
Has a good memory for words, phrases and dialouge
Is This Game Appropriate? Yes
Description
Children who like word play and are good at spelling will be able to use those strengths in Word Bits. Children will also need to have a good vocabulary in order to identify winning words. Players must first generate a word containing the letters rolled, then spell it correctly in order to receive a point.
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
Children who enjoy sequencing, especially spelling words from the correct sequence of letters, will like playing Word Bits. During play, children name words that contain certain letters. Then, they need to spell the word aloud in order to demonstrate that the word contains the letters.
Learns through visualizing or "replaying" actions in their mind
Is This Game Appropriate? Yes
Description
Children who can visualize word sequences in their minds and reorganize letters mentally have great skills for playing Word Bits. Please note that players need to be able to select words that fit specific categories such as breed of dogs. Therefore, they will need the ability to understand categories and know a variety of items that would fit in those categories
Likes activities with rules, such as math and phonics
Is This Game Appropriate? Yes
Description
Children who are good at phonics rules will be able to use that strength to spell the words they generate. The words that do not follow phonetic patterns will be more challenging. For children who have difficulty spelling, consider allowing them to skip that requirement of the game.
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)
This game is not appropriate
Is good at nonverbal reasoning and logic
This game is not appropriate
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
Likes to use and has good fine motor skill
This game is not appropriate
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? Yes
Can Child with Characteristic Play Game w/o Modification? Yes
Strategies for Developing Compensatory Skills:
Sit or stand at an angle to the child, so direct eye contact is not needed.
Look at the game instead of each other.
Person talking holds the card drawn near their mouth to bring the child's attention to the object of word production for this round.
Rather than speak, sing communication between turns or when giving short directions. Music attracts the child's attention and interest.
Use unusual or exaggerated inflection to begin a communication about the game. This attracts the child's attention.
Has difficulty understanding complex verbal directions
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? Yes
Strategies for Developing Compensatory Skills:
Combine short verbal instructions with visual and physical examples of each step.
Use photos to illustrate what needs to be done. These can be taken ahead of time. The combination of pictures and actions reinforces learning the steps. Also, take pictures during the game for use in later discussions about the game and what happened.
Check for comprehension by asking the child to show you what to do.
Let children read the directions as they are explained. Visualizing the words is often a stronger learning method for children with autism.
Uses vocabulary inaccurately or demonstrates echolalia (repeating another's speech)
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? Yes
Strategies for Developing Compensatory Skills:
Respond to immediate echolalia (repeating what was just said) by rephrasing the child's response into a correct format, so the child can hear and repeat that phrase. For example, assume you are playing with a child named Andy and you say, "Your turn," and Andy repeats, "Your turn." You can say, "It's Andy's turn. You say, my turn." This allows the child to hear and repeat the correct response. Eventually, the child will pick up the pattern of response.
Delayed echolalia (repetition of previously heard comments) may have a hidden meaning or association. Look for connection in the phrase used to the current situation. For example, the child says, "After these messages we'll be right back!" Think what the repeated phrase is associated with for the child. Try to interpret what is meant and rephrase it for the child. For example, you might respond by saying, "It sounds like you want a break for a few minutes. Is that what you mean? You can tell me, 'I need a break.'"
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?
Strategies for Developing Compensatory Skills:
Game is not recommended for children with this concern.
Has difficulty producing speech/communication
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification?
Strategies for Developing Compensatory Skills:
Game is not recommended for children with this concern.
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?
Strategies for Developing Compensatory Skills:
Game is not recommended for children who have difficulty with complex abstract tasks.
Demonstrates difficulty initiating and maintaining social interactions
Is This Game Appropriate for Child with Characteristic? No
Can Child with Characteristic Play Game w/o Modification?
Strategies for Developing Compensatory Skills:
Game is not recommended for children with this concern. The game requires fast social interaction. Children who need time to initiate interaction would find this game difficult.
Acts out or demonstrates avoidance behaviors when frustrated, overwhelmed, or needs more sensory input.
Is This Game Appropriate for Child with Characteristic? Yes
Can Child with Characteristic Play Game w/o Modification? No
Strategies for Developing Compensatory Skills:
A weighted vest worn during the game may provide additional pressure input and thus reduce fidgeting due to sensory needs. Pressure can be calming when used for no more than 20 minutes at a time.
Practice a phrase to ask for help and role play situations in the game where it is needed.
Provide techniques for self-calming, such as holding a special toy.
Allow time for movement. For example, a child who needs to move frequently can be given an opportunity to 'celebrate' their turn by running around the table or jumping up and down 10 times.
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?
Strategies for Developing Compensatory Skills:
Unless the child is interested in letters and spelling, the game is not recommended.
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:
Play games at the same time every day, so the child anticipates the game routine.
Change the location of the game, so the child may play in different rooms, at the table, or on the floor. This will build tolerance for variation.
Prepare the child ahead time for the introduction of a new game. Talk about aspects that will be motivating for the child, and let them explore the parts of the game before setting out the whole game.
Provide a structure for placement of game pieces that can be the same each time the game is played. For example, have a specific location for where the board goes, the pieces, etc.
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? No
Strategies for Developing Compensatory Skills:
Ask child to explain their own feelings after a round
Ask child to explain how others may feel after a round.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Extended Play
Extra Ways to Play the Game
In addition to scoring for one word that contains all the letters, score for any name that contains all the letters in more than one word (example: "p", "r", "o" in pressure cooker).
Materials Needed
No additonal materials needed.
Developmental Benefits
Expanding the options allows children to practice and learn more vocabulary. Additionally, the allows kids to create more alternative answers. Being able to generate many ideas is important for creative thinking.
Extra Ways to Play the Game
This is a game to help players with different skill levels compete more equally. Sort the cards into four piles, one for each number value on the card. For each turn, a card is selected depending on the age of the players: 1 point cards for ages 6-9; 2 point cards for ages 10-14; 3 point cards for ages 15-18; 4 point cards for adults. Roll the number of dice that correspond to the highest point card. For example, if a 6 year old, 10 year old and adult are playing, they would turn over a 1 point, 2 point and 4 point card; and roll 4 dice because there is a 4 point card being used.
Materials Needed
No additonal materials needed.
Developmental Benefits
This game is challenging for many ages, but could be frustrating for younger players if they always lose. This modification helps them compete and win, which is motivating and builds confidence.
Extra Ways to Play the Game
Play the game but do not allow plurals. Alternatively, allow younger players to use plurals as a way to give them an advantage over older players.
Materials Needed
No additonal materials needed.
Developmental Benefits
This makes the game more challenging which can result in utilizing a wider range of vocabulary.
Extra Ways to Play the Game
Play the game with normal rules, except for each turn track all the words that all the players say. The goal is to come up with as many words as possible in one minute. Play several rounds and see which turn generated the most words.
Materials Needed
Pencil and paper to track number of works per turn.
Developmental Benefits
Fluency or rapid thinking is encouraged in this modification. Rather than stop a turn after one word is spoken, they expand their thinking to other words that could be associated with the original letter(s). Building on ideas of others and being able to generate many ideas is important for creative thinking. This collaborative game play developes important social-emotional skills.
*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards
Collapsible content
How to Play Video & Transcript
Today we’re going to test our knowledge, vocabulary and spelling skills against both our opponents and the luck of the dice, as we learn to play Simply Fun’s Word Bits.
Word Bits is a great game for 2 to 4 players, ages 8 and up.
Every Word Bits game box contains:
80 Category Cards, and 4 wooden letter dice.
On the category cards, there are a range of topics like Animals, Tools, Food, Occupations, Weather and more.
On the dice, you’ll find the “word bits” – also known as letters! These are the letters used in each round to make up the words in the categories.
To set up Word Bits, shuffle all 80 Category Cards and place them face down in the middle of the table. This is the Play Deck. For a shorter game, shuffle only half the deck.
Then, place the four Letter Dice beside the Play Deck within reach of all players.
Now, you’re ready to begin!
To start the game, the first player turns over the top card from the Play Deck, displaying it face up for all players to see, and reads the category out loud.
Then, referring to the number of dice shown on the card, he picks up that many dice and rolls them onto the middle of the table. Depending on the number of dice indicated, there will be anywhere from one to four letters displayed on the table.
As soon as the dice are rolled, all players immediately, and simultaneously, begin to think of a word that fits the category shown on the card and contains the letters shown on the dice.
The word must contain ALL the letters rolled but they may occur in any part of the word and in any order.
For example, if the Category Card says Clothing, and the number is 2, the player rolls two dice.
If the letters shown are, say, S and T, then players must try to think of a type of clothing that contains at least those two letters.
One player might come up with S-h-i-r-T while another may think of p-a-n-T-S. Both are correct, but the player who calls out his word first is the winner in that round.
The winner gets to pick up that category card and place it face down in front of him, keeping it until the end of the game.
Play continues, as the player who won the last round becomes the starting player for the next round.
In the case that no player is able to call out a correct word on a given round, the card is discarded into the box and the same starting player turns over a new card and rolls the dice again.
The games ends when all the cards in the play deck have been played.
Players then count the Category Cards they have won during all the rounds, and the player with the most cards wins the game.
In case of a tie, one of the players rolls all four dice into the middle of the table. The first player to call out ANY word that contains all four letters showing on the dice breaks the tie and wins the game!
Get ready to spell fast and yell fast with Simply Fun’s Word Bits!
- Choosing a selection results in a full page refresh.
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