Speech Game Lesson Plans

8/3/2019 Speech Game Lesson Plans

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Melissa Butler

EDU 902 Curriculum Games for the Primary Grades

10/7/2011

Assignment # 2

Learning Activities

Implement 15 activities you selected with students (small groups, teams, or classroom).

Complete a reflection for each activity that includes; a) name of activity, b) number ofstudents participating, c) grade level, d) clear objective, e) standards assessed.

Activity # 1

a) Name of activity: Skill Builders for the Primary Grades, Beginning Sounds 1 & 2b) Number of students participating: 4 students participating (2 students per game

card)c) Grade level: kindergarten

d) Clear objective: Students will be able to identify the sound and letters of the alphabete) Standards addressed: Phonological Awareness RF (reading foundational skills) K.2

Isolate and pronounce the initial, medial vowel and final sounds in cvc words.

Summary of how activity was presented and results: Sounds are introduced by the

research-based Lindamood Bell Lips Program. The beginning sounds game boards were

presented to each of the 2 students. Each student was asked to spin and land on 1,2,3 witha corresponding a,b,c,d. Next, the student had to answer the question, which consisted of

a picture followed by 4 letters. The student had to identify the beginning sound. If the

student answered correctly, then that student would cover that corresponding letter abovethe spinner and attempt to get 4 letters in a row. Whichever team got 4 in a row first was

the winner.Problems encountered: The numbers on the game boards were written as one twothree four. Since some of the kindergarten students cannot yet read I color-coded the

words so that the students can easily find the correct questions. In addition, instead of

looking back and forth to mark correct/incorrect responses, I had the students circle theiranswer with a dry erase marker so that we could easily review their results/progress.

Suggestions for modification of activity to lower/higher ability levels: A suggestion

for higher levels would be to identify not only the initial sounds, but also the medial, and

final sounds as well (only for cvc pictures). For lower levels, I would cut down the choiceof 4 letters to 2 letters to determine which one is the correct sound.

How activity may be integrated into other subject areas: This could be integrated into

writing by having the student write the correct letter down on a paper instead of havingthe 4 letter choices given verbally or circled. For lower level students you could just have

them copy the correct letter.Students comments/reflections: The students really enjoyed this activity. They wereactively engaged and motivated. They asked if we could play it over again. I will

definitely use this again.


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Activity # 2

a) Name of activity: Skill Builders for the Primary Grades, Synonym/Antonym Line upb) Number of students participating: 4 students participating (2 students per game

card)c) Grade level: 2nd graded) Clear objective: The student will comprehend the similarities and differences in

presented words by naming their synonym/antonyms.e) Standards addressed: ELA L. 2.5 Demonstrate understanding of figurative language,

word relationships and nuances in word meanings.

Summary of how activity was presented and results: The definitions of synonyms and

antonyms were reviewed. The Synonym (P-26) and Antonym (P-27) Line Up game

boards were presented to each of the 2 students. Each student was asked to spin and landon 1,2,3 with a corresponding a,b,c,d. Next, the student had to answer the problem which

consisted of a sentence with a word underlined followed by 3-4 words. The student had toidentify the correct synonym or antonym for the underlined word by choosing which of

the 3-4 words below the sentence was correct. If the student answered correctly, then that

student would cover that corresponding letter above the spinner and attempt to get 4

letters in a row. Whichever team got 4 in a row first was the winner.Problems encountered: Instead of looking back and forth to mark correct/incorrect

responses, I had the students circle their answer with a dry erase marker so that we could

easily review their results/progress.Suggestions for modification of activity to lower/higher ability levels: A suggestion

for higher levels would be to cover up the words below the sentence and have the student

come up with the synonym/antonym on their own. They could also come up with anothersentence with the synonym or antonym in it. For lower level students, you may want to

use pictures or read the sentences aloud for them. You could also cut the group of 3-4

words to 2.How activity may be integrated into other subject areas: This could be integrated into

writing by having the student write the correct word down on a paper instead of having

the choices given verbally or circled and then put it into a sentence.Students comments/reflections: The students really enjoyed this activity as well. Theywere actively engaged and motivated. There were 2 boys and 2 girls and at the end one of

the boys yelled, boys rule after winning. This gave a great opportunity to discuss

appropriate sportsmanship. I will definitely use this again (and maybe mix boy-girl, boy-girl in the group).


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Activity # 3

a) Name of activity: Skill Builders for the Primary Grades, Odd Word Out P-18b) Number of students participating: 4 students participating (2 students per game

card)

c) Grade level: 1st graded) Clear objective: The student will be able to infer the word that doesnt belong with

the others (describing/categorizing).e) Standards addressed: ELA L.1.4 Describing people, places, things and events indetail, expressing ideas and feelings clearly and ELA L 1.5 Define words by category and

by one or more key attributes.

Summary of how activity was presented and results: Describing categories wereintroduced with examples of how to describe. The Odd Word Out (P-18) game board was

presented to each of the 2 students. Each student was asked to spin and land on 1,2,3 with

a corresponding a,b,c,d. Next, the student had to answer the problem, which consisted of

3 words. The student had to identify which of the 3 words did not go with the other two.If the student answered correctly, then that student would cover that corresponding letter

above the spinner and attempt to get 4 letters in a row. Whichever team got 4 in a rowfirst was the winner.

Problems encountered: Instead of looking back and forth to mark correct/incorrect


easily review their results/progress. Also, some of the first graders had difficulty readingsome of the words (ex. chicken) so I had to read them aloud.Suggestions for modification of activity to lower/higher ability levels: A suggestion

for higher levels would be to make the words more difficult or have extended responsesuch as Why does that word not belong? or Can you think of another word that would

belong with the others?How activity may be integrated into other subject areas: This could be integrated intowriting by having the student write the correct word down on a paper instead of having

the choices given verbally or circled and then put it into a sentence. This activity could

also be integrated into science or social studies using appropriate vocabulary (ex. east,road, west).

Students comments/reflections: The students really enjoyed this activity as well. They

were actively engaged and motivated. I will definitely use this again.

Activity # 4

a) Name of activity: Skill Builders for the Primary Grades, Choosing the Correct Word

P-22b) Number of students participating: 2 students participating

c) Grade level: 1st graded) Clear objective: The students will identify and use the correct pronoun.


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e) Standards addressed: ELA L. 1.1 Demonstrate command of the conventions of

Standard English grammar and usage when writing or speaking (use personal, possessive,

and indefinite pronouns).

Summary of how activity was presented and results: Pronouns were defined and

examples were given of different pronouns. The Choosing the Correct Word (P-22) gameboard was presented to the 2 students. Each student was asked to spin and land on 1,2,3

with a corresponding a,b,c,d. Next, the student had to read or have read to them a

sentence that had words underlined and they had to choose the correct pronoun from achoice of 3 under the sentence that could take the place of the word underlined. If the

student were correct, a marker would be placed on the corresponding letter. The first to

get 4 in a row was the winner.

Problems encountered: Instead of looking back and forth to mark correct/incorrect


easily review their results/progress. Also, some of the first graders had difficulty reading

some of the words (ex. flowers) so I had to read them aloud.Suggestions for modification of activity to lower/higher ability levels: To make this

activity harder for students, you could get rid of the 3 choices of pronouns under thesentence and have the student come up with it on their own. To make it easier you could

cut down the 3 choices to 2 or use pictures with the sentences (writing with symbols).How activity may be integrated into other subject areas: This could be integrated into

writing by having the student write the correct word down on a paper instead of havingthe choices given verbally or circled. You could also incorporate art by having the

student try to draw the sentence, labeling each pronoun. (SL, Speaking and Listening 1.5

add drawings or other visual displays to descriptions when appropriate to clarify ideas).Students comments/reflections: The students really enjoyed this activity as well. They

were actively engaged and motivated. I asked them if they would ever want to play it

again and they said, Yeah!!! I will definitely use this again.

Activity # 5

a) Name of activity: Skill Builders for the Primary Grades, Irregular Timeb) Number of students participating: 4 students participating

c) Grade level: 3rd graded) Clear objective: The students will identify and use irregular verbs.e) Standards addressed: ELA L. 3.1 Demonstrate command of the conventions of

Standard English grammar and usage when writing or speaking (Form and use regular

and irregular verbs).

Summary of how activity was presented and results: Past tense was explained by

noting that not all past tensed words end in ed and some examples of irregular verbs

were given. From a blank template I made 2 irregular verb game boards and presented


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one to each of the 2 students. Each student was asked to spin and land on 1,2,3 with a

corresponding a,b,c,d. Next, the student had to read a verb and come up with the correct

irregular form of the verb (ex. break-broke). If the student got it right, then a markerwould go on the corresponding letter. The first student to get 4 in a row was the winner.

Problems encountered: Instead of listening to 2 groups at once and trying to mark down

each correct/incorrect responses, I had the students write down their answers.Suggestions for modification of activity to lower/higher ability levels: To make this

activity harder for students, you could have the students write the irregular verb into a

complete sentence. To accommodate lower ability levels you could read each word aloudand give the student a choice (ex. fight- fighted or fought).



the choices given verbally.Students comments/reflections: The students really enjoyed this activity as well. They


Activity # 6

a) Name of activity: Skill Builders for the Primary Grades, Irregular Time IIb) Number of students participating: 4 students participatingc) Grade level: 2nd graded) Clear objective: The students will identify and use irregular plurals.e) Standards addressed: ELA L. 2.1 Demonstrate command of the conventions ofStandard English grammar and usage when writing or speaking (Form and use frequently

occurring irregular plural nouns, ex. foot-feet).

Summary of how activity was presented and results: Plurals were explained by noting

that not all plurals are made by adding an s or es and some irregular plurals were

given as examples. From a blank template I made 2 irregular plural game boards andpresented one to each of the 2 students. Each student was asked to spin and land on 1,2,3

with a corresponding a,b,c,d. Next, the student had to read a noun and come up with the

correct irregular plural form of the noun (ex. foot-feet). If the student answered correctly,

a marker went on the corresponding letter. The first one to get 4 in a row was the winner.Problems encountered: Instead of listening to 2 groups at once and trying to mark down

each correct/incorrect responses, I had the students write down their answers.Suggestions for modification of activity to lower/higher ability levels: To make thisactivity harder for students, you could have the students write the irregular noun and put

it into a complete sentence. To accommodate lower ability levels you could read each

word aloud and give the student a choice (ex. oxes or oxen).How activity may be integrated into other subject areas: This could be integrated into


the choices given verbally.


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Activity # 7

a) Name of activity: Concept Round Up From the Blank Learning Path Games

b) Number of students participating: 4 students participatingc) Grade level: 1st graded) Clear objective: The students will comprehend spatial concepts (ex. spatial concepts

in, out, by, toward).e) Standards addressed: ELA L. 1.1 Demonstrate command of the conventions of

Standard English grammar and usage when writing/speaking (use frequently occurringprepositions such as toward).

Summary of how activity was presented and results: From the blank Learning Path

Games I wrote in basic spatial concepts on the blank stones and each student had to takea cat (since that is what was on the game board) and move it to demonstrate meaning of

the concept (for example if their marker landed on between, they would have to put thecat between something like their 2 hands). Students advance through a spinner and the

first one to reach the end of the path was the winner.Problems encountered: I would have also liked to incorporate time and number

concepts; however, they would be too difficult for the students to demonstratecomprehension (unless I had a bunch of cats it would be difficult for students to

demonstrate comprehension of ordinals (1st, 2nd) and widest/narrowest, before/after).Suggestions for modification of activity to lower/higher ability levels: To make thisactivity harder for students, you could have each student put the concept word into a

complete sentence (written and/or verbal).How activity may be integrated into other subject areas: This could be integrated intoMathematics by using number concepts such as fewest, most, least.


were actively engaged and motivated. They liked the moving around aspect of theactivity. I will definitely use this again.

Activity # 8

a) Name of activity: Cat Tailsb) Number of students participating: 4 students participatingc) Grade level: kindergarten

d) Clear objective: The students will recognize and discriminate similarities and

differences in pictures that are similar and understand the concepts same/different.e) Standards addressed: ELA Speaking and Listening K.4 Describe familiar people,

places, things, or events with prompting and support, provide additional detail and K.6

Speak audibly and express thoughts, feelings and ideas clearly.


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Summary of how activity was presented and results: We talked about how some

things were the same and different and an example was provided. From CurriculumServices Associates (included on the flash drive) Cat Tails was made into a game

board. Then there is a picture of 9 different cats in boxes (tic-tac-toe), and each of the 9

is also on a separate spinner. The student spins and lands on a cat and has to find theidentical cat in the boxes above. If the student is right, they can put a marker on the cat in

the box and try to get 3 in a row. If a marker already covers the cat, the player has the

option of picking up the other marker and replacing it with their marker, or spinningagain.

Problems encountered: It sometimes took the students a very long time with some of

the cats to determine which were the same. However, with more practice, the students

became quicker to respond.Suggestions for modification of activity to lower/higher ability levels: To make this

activity harder for students, you could have the students discriminate sounds and how

they are the same or different through minimal pairs. This activity could be done

through the research based Lindamood Bell Lips Program. The child could find the otherlip popper (plosive, bilabial) sound- p and b. You could show the students that

these 2 sounds are both made with your lips popping air out, however, they aredifferent because one is loud (voiced-b) and one is quiet (unvoiced-p).

How activity may be integrated into other subject areas: This activity could be

integrated into science by comparing how things are the same/different (ex. rain and ice

are both made of water, but one is solid and one is liquid).Students comments/reflections: The students really enjoyed this activity, but after

figuring them out they lost motivation and needed to be more challenged.

Activity # 9

a) Name of activity: 20 Questions from the blank Learning Path board game

b) Number of students participating: 2 students participatingc) Grade level: 1st graded) Clear objective: The students will be able to ask and/or answer wh-questions (who,what, where, when)


standard English grammar and usage when writing/speaking (use and expand completesimple and compound declarative, interrogative, imperative, and exclamatory sentences

in response to prompts).

Summary of how activity was presented and results: Question formation was

explained by noting that who was for a person, where was for a place, when was for a

time, and what was for a thing. From the blank Learning Path Games I wrote in

question words such as who, what, when, and where on the blank stones and each student


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had to use the word in a complete sentence and the other student had to try to answer the

question. Students advance through a spinner. The first person to the end of the path was

the winner.Problems encountered: Some of the students had difficulty reading some of the words.

(see below for possible modifications).

Suggestions for modification of activity to lower/higher ability levels: For the lowerability levels, I think it would have been helpful to have a picture cue so that the student

knew that who was about a person, what a thing, when a time, and where a place. For the

higher ability levels, I could have the students write out the questions using correctmechanics.


written expression by stating a topic first to assist in developing a story (graphic

organizer).Students comments/reflections: The students really enjoyed this activity. They were

actively engaged and motivated. I will definitely use this again.

Activity # 10

a) Name of activity: Conjunction Path from the blank Learning Path board gameb) Number of students participating: 4 students participatingc) Grade level: 1st graded) Clear objective: The students will be able to produce a sentence with a conjunction

(ex. and, but)e) Standards addressed: ELA L. 1.1 Demonstrate command of the conventions of

Standard English grammar and usage when writing/speaking (use frequently occurring

conjunctions (ex. and, but, or, so, because).

Summary of how activity was presented and results: The definition of conjunctions

was discussed and examples were given of sentences with conjunctions. From the blankLearning Path Games I wrote in conjunction words such as and, but, or, and because on

the blank stones and each student had to use the word in a complete sentence. The first

person to the end of the path was the winner.Problems encountered: The students did not have as much motivation because even ifthey could not think of a sentence using the conjunction word they still continued to

advance in the game.Suggestions for modification of activity to lower/higher ability levels: I think that Icould add a rule that if they produce a correct sentence the student could advance ahead

one space, and if not, they had to wait until the next turn to try again. With the lower

ability levels, I may have to start the sentence for them and have them finish it using theconjunction word (or pick the correct conjunction from a choice of 2 in a sentence).


written expression by having all the sentences be written down by the student. The

sentences could also all be related to a specific theme to assist in generating a paragraph.


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Students comments/reflections: The students really enjoyed this activity, however, they

were not as motivated because even if they got an answer wrong, they still advanced.

Activity # 11

a) Name of activity: Skill Builders for the Primary Grades, Is it a Sentence? P-11b) Number of students participating: 4 students participatingc) Grade level: 1st grade

d) Clear objective: The students will identify a correct, complete sentence.e) Standards addressed: ELA Speaking and Listening SL. 1.6 Produce complete

sentences when appropriate to task and situation.

Summary of how activity was presented and results: First, an introduction of what

comprises a complete sentence was done. Next, the is it a Sentence? (P-11) game boards

were presented to each of the 2 students. Each student was asked to spin and land on1,2,3 with a corresponding a,b,c,d. Next, the student had to read or have read to them a

complete sentence and a sentence fragment and the student had to pick which one was acomplete sentence. If the student answered correctly, their marker was then put on the

corresponding letter and the first one to get 4 in a row was the winner.Problems encountered: Instead of looking back and forth to mark correct/incorrect

responses, I had the students circle their answer with a dry erase marker so that we couldeasily review their results/progress. Also, some of the first graders had difficulty reading

some of the words (ex. high) so I had to read them aloud.Suggestions for modification of activity to lower/higher ability levels: To make thisactivity for higher ability levels, longer and more complex sentences could be used. To

make it for lower ability levels, the sentences could be shorter (3 word) and read aloud to

the students.How activity may be integrated into other subject areas: This could be integrated into

writing by having the student fix the sentence fragments into complete sentences.Students comments/reflections: The students really enjoyed this activity. They wereactively engaged and motivated. I will definitely use this again.

Activity # 12

a) Name of activity: Blending Blues from the blank Learning Path board gameb) Number of students participating: 4 students participating

c) Grade level: kindergartend) Clear objective: The students will be able to identify and produce consonant blends.e) Standards addressed: ELA Reading Foundation Skills Phonological Awareness RF.

K.2 Blend and segment onsets and rimes of single-syllable words.


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Summary of how activity was presented and results: Examples of consonant blends

were introduced and practiced. From the blank Learning Path Games I made pictures of

blends in single syllable words such as frog and the student had to name the blend sound.The game advances by a marker and spinner. The first person to reach the end of the path

was the winner.

Problems encountered: The game would slow down, as I had to work with somestudents on the articulation difficulties they had with producing the blend sound.

Suggestions for modification of activity to lower/higher ability levels: To modify for

higher ability levels, I would have the students come up with a different word that had thesame blend or they could tell you where they hear the blend (beginning, middle, end) in

the word. To modify for lower levels you could write the word under the picture and

highlight the consonant blend.How activity may be integrated into other subject areas: This could be integrated intowritten expression by having the student write the word with the blend in it (or just the

blend itself for lower ability students.Students comments/reflections: The students really enjoyed this activity, however, they

were not as motivated because even if they got an answer wrong, they still advanced.

Activity # 13

a) Name of activity: Figuratively Speaking from the blank Learning Path board gameb) Number of students participating: 2 students participatingc) Grade level: 3rd graded) Clear objective: The students will be able to comprehend figurative language.

e) Standards addressed: ELA Language Vocabulary Acquisition and Use L 3.5

Demonstrate understanding of figurative language, word relationships and nuances inword meanings. Distinguish the literal and nonliteral meanings of words and phrases in

context.

Summary of how activity was presented and results: Examples of figurative language

were introduced and practiced. From the blank Learning Path Games I wrote phrases

containing figurative language that the student was to explain the meaning. The game

advances by a marker and spinner. The first person to reach the end of the path was thewinner.

Problems encountered: No problems were encountered.Suggestions for modification of activity to lower/higher ability levels: To modify forhigher ability levels, I would have the students come up with their own similes or

metaphors. For the lower ability levels, I would try to put the figurative language phrase

in a context that the student would be familiar with.How activity may be integrated into other subject areas: This could be integrated into

written expression by having the student write a story using figurative language.Students comments/reflections: The students really enjoyed this activity. They thought

it was fun trying to figure out what some of the phrases meant.


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Activity # 14

a) Name of activity: Skill Builders for the Primary Grades, Action Words (P-30)

b) Number of students participating: 2 students participating

c) Grade level: 3rd graded) Clear objective: The students will identify and use verbs.


Standard English grammar and usage when writing or speaking (Form and use regularand irregular verbs).

Summary of how activity was presented and results: Verbs were defined and

examples were given. The P-30 game board was presented to the students. Each studentwas asked to spin and land on 1,2,3 with a corresponding a,b,c,d. Next, the student had to

read a sentence and identify the verb. If the student got it right, then a marker would go

on the corresponding letter. The first student to get 4 in a row was the winner.

Problems encountered: No problems were encountered on this activity.Suggestions for modification of activity to lower/higher ability levels: To make this

activity harder for students, you could have the students also label the noun, adjective, orarticle in the sentences. To modify this activity to lower students, the sentences could be

read aloud and the student could name the verb with a choice of 2 words in the sentence.How activity may be integrated into other subject areas: This could be integrated into

writing by having the students write a different sentence using the same verb.Students comments/reflections: The students really enjoyed this activity as well. They

were actively engaged and motivated. I will definitely use this again and may try it with

nouns and adjectives.

Activity # 15

a) Name of activity: Rhyme Time Tic-Tac-Toeb) Number of students participating: 2 students participating

c) Grade level: kindergartend) Clear objective: The students will identify and produce rhyming words.e) Standards addressed: ELA Reading: Foundational Skills RF. K.2.To demonstrateunderstanding of spoken words, syllables, and sounds (phonemes). Recognize and

produce rhyming words.

Summary of how activity was presented and results: We talked about how rhyming

words sound the same at the end of the word and gave some examples. From Curriculum

Services Associates (included on the flash drive) Rhyme Time was made into a gameboard. There is a picture in 9 boxes, and each of the 9 has a rhyming picture that is

located on a separate spinner. The student spins and lands on a picture and has to find the

rhyming picture in the boxes above. If the student is right, they can put a marker on the

cat in the box and try to get 3 in a row. If a marker already covers the rhyming picture,


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the player has the option of picking up the other marker and replacing it with their

marker, or spinning again.Problems encountered: The students sometimes wanted to pair similar pictures (ex. fly-bug). I just reminded them that they had to say the word and listen to the ones that had

ending sounds that were the same.

Suggestions for modification of activity to lower/higher ability levels: To make thisactivity modified for higher ability levels, I would have students name other rhyming

words or put both of the words (spinner and in the square) into a sentence. For lower

ability levels, I would give the student a choice of 2 rhyming pictures to choose from.How activity may be integrated into other subject areas: This activity could be

integrated into math by having the students count how many rhyming words they can

make (Which picture has the most rhyming words, which has the least?).Students comments/reflections: The students really enjoyed this activity, but thestudents that are having difficulty understanding rhyming did get frustrated.

Below is a picture of all of the games I created. I put them on a ring so that they wereorganized and accessible.


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Speech Game Lesson Plans

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