Transcript File

JUEGOS LINGÜÍSTICOS
PARA MEJORAR DESTREZAS ORALES
Y VOCABULARIO
Por; Rodolfo Castillo, Jr.
[email protected]
Mark Twain Elementary
5th Grade Dual Language
BANANAGRAMAS
BANANAGRAMAS
•
The game consists of 144 lettered tiles [11] that are placed face down on the playing surface. The same
number of tiles are drawn by each player, and at any player's call of "Split!", all players turn over their tiles
to reveal the lettered sides. Each player begins arranging the letters to form words, which must be
connected in intersecting or interlocking manner (i.e. word-tiles are not isolated, at least not before the first
"Peel!"). When a player uses up all of his tiles, s/he calls out "Peel!," and each player must draw a new tile
from the pool of remaining tiles, called the "bunch." The name "Bananagrams" is a play on the word
anagrams, as one must often rearrange the words one has already formed in order to allow newly -drawn
tiles to be placed into one's grid.
•
If at any time during play, one has a letter or letters that s/he does not wish to fit into her word arrangement,
s/he can announce "Dump!" and exchange any letter for three tiles from the "bunch".
•
Play continues with players announcing "Peel!" when they again fit all their tiles into their crossword -style
word arrangements until there are not enough remaining tiles in the "bunch" for all players to take one; at
this point, the first player to have placed all of her tiles into her word grid calls out "Bananas!" and is
declared the winner if all of his or her words are valid upon inspection.
•
Variation: Younger grades can form words without having to connect them.
•
(from Wikipedia)
ESCALAERAS
ESCALERAS
•
The player is given a start word and an end word. In order to win the game, the player
must change the start word into the end word progressively, creating an existing word at
each step. Each step consists of replacing a single letter. [1] For example, the following is a
solution to the Word Ladder puzzle between words "Cold" and "Warm".
TEXT TWIST
•
Students are given a set number of consonant and vowels. They can work individually or
as a group.
•
They form as many words as they can, including words that are plural/declensions and
with suffixes/prefixes.
•
One the time is up (you can set the time), the words are reviewed and you write them
down on the board.
•
Optional points can be given to the student/group that has words that were not mentioned
by anybody else.
•
If students question the validity of a word, have the student define in his/her own words
the word they came up with.
•
Variation: You may give them specific root words, and they need to come up with all
related words. (roots, rooted, rooting, etc.)
TEXT TWIST
PICNIC
PICNIC
•
How to play: Similar to green glass doors, players try to discover what can be taken on a
hypothetical picnic. One player starts by thinking of a rule for things that can go on the
picnic; the other players try to guess the rule.
•
Only yellow things can go on the picnic (bananas, the sun, dandelions, etc.).
•
Only things you can eat can go on the picnic (apples, oranges, pancakes).
•
Only things that are spelled with five letters can go on the picnic (apple, grass, honey).
•
The rules could be even more complicated and relate to the person trying to go on the
picnic, like these rules:
•
I can only bring items on the picnic that start with the same letter as my first name (so
Julie could bring jam to the picnic, but Todd couldn’t, though he could bring a truck).
•
The player thinking of the rule can use his or her imagination and come up with something
as complicated or as sneaky as they want; the point of the game is to keep the other
players from guessing the rule.
IMPROVING PARTICIPATION AND DISCUSSIONS
IMPROVING PARTICIPATION & DISCUSSION
•
Assign a job to each student at the table. Students will know that when it’s time to discuss at
their tables, you will be walking around and making sure everyone is participating and doing
their “job”
•
Possible jobs:
•
Moderator: Makes sure EVERYONE says at least one thing (including himself/herself)
•
Secretary: Writes down comments and turns it in to the teacher (to have proof on paper!)
•
Speaker: Reads all comments/ideas and puts them together to share out loud with the rest
of the class.
•
Praiser: Tells everyone who is commenting a positive remark (Good Jon, I completely
agree, etc).
•
Narrator: PAYS ATTENTION to the speaker and summarizes what the person is saying
when he/she is finished commenting.
You might want to put some sort of sticker on the tables to symbolize each student’s job. I
use Velcro squares and students rotate jobs each week.