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REVIEW GAMES • Everything we teach can be “age appropriate” with some adjustments • Teacher knowledge…YOU have to know what you REALLY need them to retain. What you really WANT them to retain! • MAKE IT…don’t buy it! Even if you’re NOT creative…you CAN do these! Across the Curriculum • These games can be used in all content areas. • Don’t leave out your “rules” or “procedures.” • Don’t recreate the wheel each year…just upgrade the model! • Do what advertisers do…use props and capture your “desired” audience. Think It Through • Physical… – Consider lay-out of your room. – Decide on seating arrangements. – What about your props? • Setting the Stage – What is your desired outcome? – What are your expectations for behavior? – What are your consequences, both positive and negative? – What modifications will you need to make for a student(s). – What is your schedule? • Team-it-Up – Nothing like a bit of friendly competition! – Nothing like a “buddy class” to help you celebrate your successes! Let’s Get Started! • • • • • Memory Game – What’s my goal? – How do I get there? Flyswatter -What’s my goal? -How do I get there? -Then what? Wheel of Fortune! -What’s my goal? -How do I get there? -Then what? Jeopardy! What’s my goal? How do I get there? Then what? • Spelling Games • Musical Chairs • How do I handle… • • • • • Explosive behavior/tantrums? Refusal to participate? Calling out? Mistakes or failures? How do I “keep score?” Memory Game • I use this the first couple of weeks of school to help kids learn each other’s names and to model/practice speaking in complete sentences and looking up when you speak. • It can be used as a “sequence” game. • Get and hold attention for older students. • Teach strategies. Brainstorm… • What/how can I use the Memory Game in my room? • _______________________ • • • • • • • • • • • • • • What do I need to consider?_____________________________________________ How will my room play into doing this game?________________________________ What are my rules?____________________________________________________ What is the purpose?___________________________________________________ How can I measure outcome?____________________________________________ Why should I measure outcome?_________________________________________ What do I need to prepare?_____________________________________________ Where will I store it?___________________________________________________ How do I end it?______________________________________________________ How will I handle behavior?______________________________________________ Do I want to keep score?________________________________________________ Do the kids like it?_____________________________________________________ Can I use it as a reward?________________________________________________ Is it substitute friendly?__________________________________________________ Wheel of Fortune • What/how can I use Wheel of Fortune in my room? • _______________________ • • • • • • • • • • • • • • What do I need to consider?_____________________________________________ How will my room play into doing this game?________________________________ What are my rules?____________________________________________________ What is the purpose?___________________________________________________ How can I measure outcome?____________________________________________ Why should I measure outcome?_________________________________________ What do I need to prepare?_____________________________________________ Where will I store it?___________________________________________________ How do I end it?______________________________________________________ How will I handle behavior?______________________________________________ Do I want to keep score?________________________________________________ Do the kids like it?_____________________________________________________ Can I use it as a reward?________________________________________________ Is it substitute friendly?__________________________________________________ Flyswatter! • • • • • • • • • • • I use this throughout the year. I send home directions for families to play at home. Easy to change and challenge as skills and knowledge increase. Easy to adapt to “quick” overhead version. I use it for letters, numbers, names, sight words, addition and subtraction. Teaching teachers I use it with words and definitions! Very user friendly…sometimes I let the kids do it by themselves. Can be used as an independent center. Builds sportsmanship and team mentality. Used as an easy/quick assessment. SOOOOOO much fun! Brainstorm • What/how can I use Flyswatter in my room? • ______________________________________ • • • • • • • • • • • • • • What do I need to consider?_____________________________________________ How will my room play into doing this game?________________________________ What are my rules?____________________________________________________ What is the purpose?___________________________________________________ How can I measure outcome?____________________________________________ Why should I measure outcome?_________________________________________ What do I need to prepare?_____________________________________________ Where will I store it?___________________________________________________ How do I end it?______________________________________________________ How will I handle behavior?______________________________________________ Do I want to keep score?________________________________________________ Do the kids like it?_____________________________________________________ Can I use it as a reward?________________________________________________ Is it substitute friendly?__________________________________________________ Wheel of Fortune! • I use this to teach the alphabet in the beginning of the year. • Then I use the student’s names. • It can be used for sight words, spelling words, seasonal/thematic words, and even sentences! • Reinforce speaking in complete sentences. • Practice self-control. • Teach test taking strategies and problem solving skills. • Props can be minimal or fancy! • You can play with a Vanna and Sajack…or you do it all! Sparkle Spell • Students stand behind desk. Teacher calls out a word to be spelled and students spell the word by taking turns calling out one letter at a time. If the student calls out the wrong letter, the student must sit down until the next round. • This builds great listening skills! • Can use words from vocabulary, sight words, rule pattern words, or even alphabet. Tic-Tac-Toe Spell • Two versions: Whole group and partner spell. • Whole group: divide the class into x’s and o’s. Line students up into team rows. Call out word, student spells, and if correct can put their teams symbol on the tic-tac-toe grid drawn on the board. • Partner: Provide students with Tic-Tac-Toe grid, instead of using x’s and o’s have the students write their spelling words in the box they choose. The winner is the one who spells three words correctly in a row. • This can be used for spelling, vocab, comprehension, etc. Musical Chairs • You must take your room arrangement into consideration for this game. If you have an open carpet area it works great. Students bring their chairs with them and place in a circle. Students sit until the music begins. I lay the questionnaire cards face down. When the music stops students sit at the chair they are at and pick up the card. Students answer the question or read the word on the cards. If a student answers incorrectly, they remove their chair and sit down to cheer on others. • Procedures are a must for this game to run smoothly. We practice self-control and what is acceptable behavior. Fighting for chairs, messing with cards, and other problematic actions get you disqualified. • This game is great for any area of curriculum. Comprehension questions, reading sight words/rule pattern words, math facts, defining vocabulary, etc. Auditory Processing Help • Short and simple instructions. Can only attend to short units of language. • Background noise is VERY distracting. • Tape recorded instructions that can be started, stopped and replayed can be very helpful. • There are activities that can help improve the behavior causing the difficulty, not isolated skills. • Retelling stories, relating happenings in sequence, requiring complete sentences, explaining things in a logical, orderly manner, identifying positions of sounds in words, and word families. Auditory Help • Preferential seating. • Auditory device. • Make sure you have the students attention before you give directions. Use a cue word. • Use “phones.” • Use an overhead projector for bullets. • Use bright lipstick. • Use hands-on activities followed by re-telling in sequence. • Give expected outcomes or ideas of focus. • Wait time. • Speech pathologist needs to be involved. Language • Expressive language is what the child puts out. • It involves both verbal and written abilities. • Presents as nonsequential flow of thoughts…jumbled. • Refusal to write. • Or never getting done when and if it gets started. • Receptive language is what the child takes in. • Involves verbal and written abilities. • Doesn’t follow directions, or only step one of three. • Doesn’t respond or “avoids” getting started by doing anything and everything else! • Day dreams often. Help for Language • Model expressive language often. Use descriptive words and explain. • Resource ready rooms. • Teach brainstorming for getting random thoughts. • Use flow charts and pictorial representations to develop sequential thoughts. • Use compare and contrast techniques. • Use a buddy system. • Allow computer usage and tape recording. • Teach and develop “rule books.” • Make to do lists and check them off as they are completed. • Highlight important words. • Use prompt starters. • Use a buddy system or re-tell to the teacher. • Chunk and go strategy. • Use a tape recorder. My Best Advice • Read All Kinds of Minds and A Mind at a Time by Dr. Mel Levine • Learn about Schools Attuned • Get ahead of the curve… • Be Proactive…not Reactive! • The ONLY thing we can really control… • Is OUR attitudes!