Free, printable board games are available for download. There are several board layouts available. These are turn based strategy games, where players play cards from their hand, and put game chips onto corresponding squares on the game board grid. If you are familiar with the game “sequence”, you are already halfway there.
Generally, the goal is to form straight lines of four or more chips in a row, and to prevent your opponents from doing likewise.
This game is similar to “karuta” (an educational way of using cards popular in Japan). In this game, spread numbered AGO cards (i.e. the phonics cards) face up on a table.
One player takes the role of leader. They select a card on the table, and read it out, line by line (or even slowly selecting words to read one by one, in any order). The do not touch the card, or indicate its location. The other players then race to locate this card. The first player to touch it, wins the card, adding it to their score pile.
Players only get one chance to guess the card. The first player to guess right takes the role of leader, calling out the next card. If all players guess wrong (which shouldn’t really happen), the leader wins the card and gets to call another. Most cards at the end, wins.
(Thanks to Chris Sharp for his suggestions regarding this game)
AGO Phonics (especially Aqua level 1) works great with children in their first months of learning English, or kindergarten aged native English speaking kids just beginning to learn how to read.
With beginners and younger students, simple games with few rules work best. Kids under 5 don’t usually have the patience or dexterity to play ‘Last Card’ or other games that involve holding cards in a fan.
The following AGO Phonics activities are great for developing letter and sound recognition, and easy for young kids to play!.
1: Find the phoneme “karuta” game:
(A simple ‘Karuta’ type game with AGO phonics cards).
Place all or a selection of phoneme cards FACE UP on a table (the less cards, the easier). Put all action cards aside.
The teacher / parent calls out a phoneme sound several times) – e.g. for the g card: “Gih, gih, gih!”.
Students look around for the card. First to touch it wins it.
If students get stuck, even after repeating the sound several times, the teacher can call out anchor word examples one at a time (e.g. “gih, gih, gorilla”)…
If students still can’t find it… the teacher can pick up the card and read through it with students for practice then return it to the face up pile.
After a card has been won, work with the students to read all the words on the card together and lastly, pronounce the target sound last (e.g. “gum, golf, gorilla, gih”). The winner then keeps the card in a pile.
Continue in this way for several minutes. It works well to switch from this activity to “Rock Scissors Paper Battle”, or “Numbers Battle” when about half of the cards are still remaining.
In some cases, there may be two cards that make the same sound (e.g. the f card and the ff card). In this case, there are two points up for grabs (and it’s an opportunity to demonstrate that more than one letter combo makes the same sound), or if it goes unnoticed, just call out another letter and continue.
Don’t let kids touch multiple cards (i.e. let it be known they only get one (or perhaps 2) chances at guessing per round, before they’re ‘out’).
You can play this game with the AGO Phonics app – whereby the student that wins a round, gets to (secretly) make the hint sounds using the AGO Phonics app (or put headphones on, to provide assistance as they say the sound and target words).
Note: It can work well to play this game for several minutes, then switch to another game such as “rock scissors paper battle” or “number battle”, with students holding onto the cards they have already won.
2: Rock Scissors Paper Battle:
Spread all, or a selection of AGO Phonics cards face down, including action cards. Get students to mix them up. Pair up players (or put in groups of three). This game works with up to eight students.
Play: Groups each play rock scissors paper. The winner gets to choose a face down card. If it’s a phonic card, they read it, then put it in their score pile. If it’s an action card, the player puts it in their score pile, then picks up another card.
The process repeats until all cards are picked up or time is called. Most cards at the end, wins!
Notes:This game can require the teacher to actively take steps to make sure students are kept honest and fulfil the reading / interaction component properly. i.e. There is a temptation to cheat by playing rock scissors paper as quickly as possible and skipping the reading part!
If you are having trouble with cheaters, try this: Catch a pair of guilty students (i.e. those most blatantly winning through cheating), pause the game, and get all students to watch as you make a point of returning all of the cheaters ill-gotten cards face down to the table again, resetting their score. Students will heed the warning and quickly learn not to do this again!
3: Number Battle (AKA High Card Wins):
This game works best with groups of four or less. (bigger classes can be split into smaller groups).
Setup: Spread all, or a selection of AGO Phonics cards face down. Get students to mix them up.
Play: Each player selects a face down card. If they get an “action card”, they put this in their score pile (earning a bonus point), then select another card.
Once all students have a numbered card, they all now read out their cards (the 3 words then the phoneme). The student with the highest numbered card wins all the other numbered cards from the round (adding them to their score pile). If it is a tie, tied students turn over new cards (adding action cards to their score pile) until they have a new numbered card. Now the player with the highest number wins all other numbered cards from the round.
Over four decks, AGO Phonics cards introduce over 140 different English phoneme patterns and over 400 (mostly) useful picture words.
AGO Phonics cards work best as part of a broader phonics and reading strategy. I.e. alongside phonics songs (early on), phonics readers, workbooks and other reading and writing exercises.
In other words, the AGO Phonics system is best used as a stepping stone on the way towards literacy. When done right, it can help kids progress faster, and offers another learning angle that appeals to a certain set of students, including those resistant to other learning methods, or those that have become disheartened with learning to read.
Broadly speaking, the learning goal with AGO Phonics is to help students quickly develop an understanding of the target sounds and letter patterns used in English, learn some useful vocabulary (including recognition of its the ‘shape’ of words, and have fun along the way!
With this in mind, we advise aiming to move students through the AGO Phonics levels quite quickly, before leaving it behind and moving onto bigger and better things – such as graded readers, or AGO QnA.
There is no strict need to use AGO Phonics in sync with students’ course books. A lot of teachers have found that if students get exposure to more advanced phonics concepts through AGO Phonics early on, it can make it easier for students to grasp the target when they encounter it at a later date in the classroom. Besides that, probably half of the benefit of the AGO Phonics games (in an EFL / ESL context at least) is vocab acquisition. I.e. in order to say the words on a card and take your turn, you have to be able to recognize them one way or the other (i.e. either through decoding or recognizing the pictures).
Target vocabulary selection is generally based on word frequency / usefulness, and how clearly the can be illustrated. I.e. these words are very useful ones for English language learners to know, and even if all an EFL student got out of playing an AGO phonics level several times was the ability to recognize all 108 words, that in itself would be a win. Native English speakers playing AGO Phonics at emergent reader level on the other hand will likely already know all the words, so although they won’t get that benefit, they have more mental energy to dedicate to assimilating and understanding the phoneme patterns, and generally will work through the levels much more quickly.
Whilst AGO Last Card (or other ways to use AGO cards) are not really meant to be overly competitive, it can be more enjoyable when players know what they’re doing strategy-wise. So, for those of you looking to get an edge (or perhaps even the field against some players that have already figured the strategy out), here are a list of strategy tips to consider. You can even create a mini-lesson out of teaching the strategies.
The most important and useful tip that is to hold back from playing ‘double’, ‘triple’ or ‘quadruple’ cards of the same rank whenever possible, as these have strategic value at the end of the game – particularly when played as ‘Last cards’.
E.g. if a player calls ‘Last cards’ when they have three cards of the same rank in their hand, they have a 75% of having a matching color. This is slightly counter-intuitive – especially to children – who will almost always play any double or triple cards from their hand as soon as possible in order to ‘take a lead’ in the game.
Other strategy notes:
A pick up card also has defensive value – it can be used to deflect a pick up card played at you onto the next player – so there is value in holding onto these cards for use late in the game.
Picking up lots of card has benefits, too: Especially early in the game, picking up cards can lead to acquiring doubles or triples of the same rank – so can be helpful in terms of forming a finishing strategy.
Try to maintain cards of all colors in your hand for as long as possible. If you have a few play options in your hand, try to play a single card of your strongest suit.
If playing multiple cards of the same rank, ensure that the final card played is the most useful to you color-wise.
Double or triple jump cards can be very valuable late in the game. (E.g. in a four player game, a player could play 3 jump cards together, after which play jumps back to them, and they have an opportunity to play again, perhaps play their ‘last cards’.
Teaching advanced students these strategy tips can also make for an interesting side-component of a lesson, and lead to more interesting games, but once again remember of course that the focus should be mostly about having fun and getting in quality practice!
Start off simple and slow. You don’t have to start off with a complete deck. Aim to gradually increase difficulty and speed over time by adding new cards to the mix, or adjusting how the games are played as players progress.
Consider students’ needs interests and abilities when deciding what game play method and level of playing cards to use.
Remember – it’s OK if players encounter unknown concepts, vocabulary or grammar. It’s an opportunity to learn, and if a player doesn’t completely understand first time, there will be many further chances to practice a given learning target in future games. (i.e. as decks of cards, AGO content typically repeats itself in random order each time you play, so material gets mixed up and covered many times).
Try to reinforce positive behaviours and (lightheartedly) punish negative ones. (such as adding a penalty for non-English chatter – as described in more detail later on).
Timing: Some games take a predictable amount of time (i.e. a game finishes once cards run out). Others continue until someone reaches an objective – and thus will sometimes finish quickly, and other times drag on and on (such as last card). If a game finishes too quickly, try re-dealing the winning player in, or keep them involved through assisting another player, or helping to manage the game. If a game is dragging on… you can call ‘one minute left’, and after this expires, the player closest to finishing (e.g. in the case of Last Card, the player with fewest cards in their hand), wins!
The AGO supplementary apps can be used as ‘learning scaffolds’ – adding a voice to unknown words and sentences, or in the case of the Q&A games adding in extra vocabulary and examples.
When using the apps in small groups, or with young kids, we recommend using over-ear headphones so that only the player wearing them can hear the prompts (i.e. if a child is having trouble reading a word, they can put headphones on, look the word up, then say it). This takes away kids tendency to just whack a whole bunch of buttons in order to make as much noise as they can! With headphones, the focus also subtly changes – children seem to make more of an effort to answer independent of the app, and can take pride in this.
When is the the best time to bring out the AGO cards in class? While any time is OK, most teachers tend to break out the AGO cards either at the beginning or end of a lesson. Here are a few reasons why:
AGO TO START A LESSON: In an EFL or ESL classroom, starting a lesson with an AGO game, especially when encouraging students to communicate only in English can set the tone for the lesson (i.e. students start the lesson doing something enjoyable, are made conscious of the importance of trying to communicate in English, feel good if they can achieve it, and once the class gets used to this behaviour, it becomes easier(but not necessarily easy!) to maintain ‘English only’ for the entire lesson). The same applies when playing games in other languages, too!
AGO cards (especially QnA cards), are also a great way to introduce or later review grammar and vocabulary. If you are super organized, it can be worth picking out question cards that have relevance to your prepared lesson, but otherwise, just grab a pack that fits your students needs, and start playing!
AGO TO FINISH A LESSON: On the other hand, some teachers prefer to use the promise of a game after completing lesson tasks as a motivator to keep kids on task during a lesson, or as an end of lesson filler. A lot of it comes down to teacher preference and what you find works for you and your students!
AGO AT HOME: At home, AGO offers a realistic and low resistance way to get children practicing reading and language skills. It’s a form of homework that’s willingly done, so long as it’s fun! And teachers, if you can get your students into the habit of playing at home with their parent or siblings… they have a good chance they will do their homework several times over, and start making some rapid progress!
We intend to use this page to post useful things related to AGO card games here!
AGO cards are designed for language learning and developing reading skills. We started off making games for learning English, but now have games in 5 languages, and over time hope to add many more!
AGO games are pretty easy to use right out of the box, but experienced teachers, parents and students also know that there is a lot more that you can get out of the games with just a few little tips, and by mixing in new things to keep it fresh! We intend to make this blog the best place to find those tips.
And if you have a good idea… or have a question / content request that you think others might also find useful, please let us know, and maybe we can add it here, too!
A common question / request that we often get is for new game ideas, so over the next few weeks we will start posting a bunch of ideas for games and classroom management.
Till then, take care and have fun learning languages and reading!