Spelling accuracy, telephone game
From FreeReading
| Activity Type: Build Accuracy |
| Activity Form: Game |
| Grade: K,1 |
| Group Size: Small Group |
| Length: 10 minutes |
| Materials: White board and markers or chalkboard and chalk, 10 index cards with level-appropriate words written on them |
| Goal: Given a written word, sound out, say the word ( abc -> "aaabbbcc" -> "abc" ), then spell the word |
| Items: The word list specified for this lesson in the strand |
What to do
- Before beginning this activity, think of 10 level-appropriate words that your students can both decode and spell. Write the words on 10 separate index cards.
- Divide students into two teams and have each team stand in a line 6 to 12 feet from the board. You (the teacher) should stand behind both lines. Have every student face the board, except for the last student in each line. Those students should face you. (Please see diagram below).
- Today we are going to play a game called, “Telephone.” Each team must stand in a straight line facing the board, except for the last student in each line. Those students should face me.
- I will show the students facing me a word. When I say “go,” those students must read the word silently and whisper the word to the person in front of each of them. Then those students should whisper the word to the person in front of them. When the first person in each line hears the word, he/she must (run, jump, crab walk, etc.) to the board, pick up a marker (or piece of chalk), spell the word neatly and say the word. The first person to spell the word correctly wins a point for his/her team. Once I record the point, please erase your word, so that we can begin the next round.
- For example, if Tysheem (e.g., name of one of the last students in line) sees this word (hold up an index card with the word, “mat”), Tysheem must whisper the word “mat” into Linda’s ear, Linda must whisper the word “mat” into Pedro’s ear. Since Pedro is the line leader, he must (run, jump, crab walk, etc.) to the board, pick up a marker, write the word “mat”…m-a-t… and say “mat!”
- After each round, as reinforcement for the entire class, ask the class and/or individual students, How do you spell, (word, e.g., “mat”)?
