投稿者 actionvicky | 3月 7, 2007

Wednesday Jump! Classes

A few days ago, I was telling a fellow teacher about one of my classes who have learned their alphabet phonics and can read simple words, but are having trouble putting longer words together. In a couple of days time, he had thought of a game that would help the children read longer words with more confidence. (Thank you, David!) Today I made the cards and tried them out in two of my classes.

The first class is a second year class and they are all quite fluent readers by now, but they saw the cards and wanted to play with them.

There are three cards for each word – a picture, then the word broken into two syllables and printed separately on two more cards.

First we separated all the picture cards from the words. The kids looked at the pictures and then found the syllables that made up that word. There were a lot of pictures that they already knew, but there was a lot of new vocabulary that they made good guesses at, or asked me when they were completely stuck.

After that, one of the girls had an idea for a card game, so we played that. We put the picture cards in a stack face down in the middle of the table, and dealt all the syllable cards out. (It didn’t matter that some people had more cards than others.) Going clockwise, the first person turned over one picture card, say a rabbit. If they had the “rabb” card, they could play it. If they had both “rabb” and “it” then they played both cards and took the trick.


If they only had the “it” card, tough luck, as that is not how the word is read. Play then went clockwise, with the kids asking each other, “Do you have “rabb”?” or “Do you have “it”?” until the cards were found, and the trick was taken. The next player clockwise then turned up the next card and play started again. The winner was the person who got rid of all their cards first.

We were playing so long and with such involvement that we went 15 minutes over the class time and were all shocked when the next students charged in and asked what we were all up to!

The next class are my first year students who are struggling with putting words together still. In their case we played “Scatter card”. I put only the word cards down, and got the kids to find identical pairs, then bring them to me and read them.

With so many cards that took about 20 minutes, so we left it at that point to do other activities. The kids all really enjoyed it though, and there were a lot of smiles which pleased me, and a LOT of practice went on too.

The first class as they left, they were saying, “We spent the whole lesson playing!!!” until I pointed out that yes indeed they had been playing the entire time, but they’d also had many conversations, read a whole load of new words and thought about breaking up familiar ones into syllables, and on top of that they had invented a new game!

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