Five Quick Games That Build
Reading Skills
Subjects
- Arts & Humanities
- Language Arts
Grade
- K-2
- 3-5
- 6-8
Brief Description
Five fun
games use selections of reading text to build students' skills in
syllabication, sentence structure, sequencing, word recognition, skimming, and
visual recognition.
Objectives
These
small-group or whole-class games will engage students as they build a variety
of reading skills.
Keywords
syllabication,
syllable, structure, sequence, recognition, skim, visual, recognition,
vocabulary, synonym
Materials Needed
- selections of reading text
- paper and pencils
Lesson Plan
The
following five quick games build reading skills:
Searching
for Syllables
Builds
syllabication skills
Provide each
student with a sheet of lined writing paper. Instruct students to fold the
paper to create three columns, and number the columns 1, 2, and 3.
(Older students might divide their paper into more columns; or head the columns
with the numbers 2, 3, and 4 or more or 3, 4, and 5 or
more.) The numbers indicate the number of syllables in the words that will
be placed in each column.
Provide a
selection of text (of a paragraph, page, or other appropriate length) and have
students write each word in the text in the appropriate column on their papers.
The student who places the most words in the correct columns wins!
Alpha
Sentences
Builds
grammar (sentence structure) skills and creativity
Select a
sentence from text the students have read. Then have students work individually
or in pairs to create another sentence in which the words begin with the same
letters as the words in the selected sentence. For example, The house was
for sale might become Ten helicopters were flying south. Students
vote for the best sentences created by their peers.
For younger
students, be sure to keep sentences short and choose sentences with words that
begin with common letters.
Meaning
Match-Up
Builds
word-meaning skills
Provide each
pair of students with 20 index cards, and have each pair divide the cards
evenly between them. Then provide each pair with ten vocabulary words. Tell
each student to write five of the words on index cards, one word to a card.
Then tell each student to write the definitions of those five words on the
remaining five cards, one definition per card. Mix up the cards, turn them
upside down, and place them in five rows of four cards each. Have Player 1 turn
over two cards. If the cards are a word and matching definition, the player
keeps those two cards and continues his or her turn. If the cards don't match,
they are turned back over and Player 2 takes a turn. Play continues until all
words are matched to their definitions.
Extension
idea: Provide each pair of students with a different list of vocabulary words.
That way, you will end up with a large number of vocabulary games, which
students can share.
Which Word?
Builds
sequence and word recognition skills
Focus
students on a particular story or chapter of a text. Select a "mystery
word" from the selected text, write that word on a piece of paper, and
give students a clue about the word's location in the text. For example, say I
am thinking of a word on page 63. Students take turns asking yes-or-no
questions that will help them zero in on the correct word. For example, the
first student might ask, Does it come after the word "time" on
that page? or Is it before the word "special"? Your
responses will help students zero in on the possibilities. Each student, at the
start of his or her turn, has the opportunity to guess the word. If the guess
is correct, that student earns a point and a new word is selected. If the
child's guess is incorrect, he or she is out of the game until the next round.
After
students have learned the rules of this game, they can play it on their own in
small groups. In small groups, each student plays a more active role in the
game.
Word Hunt
Builds skimming and visual recognition skills
Choose a
section of text appropriate for students' ages. (The text might be a paragraph,
a page, or more.) Provide students with a piece of scrap paper. Write four
words on a chalkboard or chart; three of the words should come directly from
the text; the fourth word should not appear in the text. As soon as the four
words are revealed, have students skim the text, looking for the four words.
When they know which word does not appear in the text, they write it on their
papers and put down their pencils to signal they are done. How many students
found the correct word?
Assessment
A short follow-up
quiz will determine whether students grasp the skills each activity is intended
to teach/reinforce.
Lesson Plan Source
Education
World
Regards
Prof. Pralhad Jadhav
Master of Library &
Information Science (NET Qualified)
Senior Manager @ Knowledge
Repository
Khaitan & Co
Twitter Handle | @Pralhad161978
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