TCM 13437-13449 i4766 Gameboards 3-5 · All you need to do is assemble each game with the...

#13437 (i4768)—Kids Learn Reading Games, 3–5 Activity Guide © Teacher Created Materials20

Habitat ChallengeWhat You Need • Habitat Challenge game board

• Habitat Challenge game cards

• game markers (one pattern per player)

Object of the Game • Be the player to move the most spaces.

Setting Up the Game • Place the game board in the middle of all the players.

• Shuffl e the cards and place them facedown in a pile within easy reach of all of the players.

• Each player places a game marker on a START space.

How to Play the Game • Th e youngest player goes fi rst. Th en, play passes to the left.

• Players should pick a card from the top of the stack. Place used cards in another pile faceup, off to

the side of the game board. When all of the cards have been used, the oldest player can reshuffl e

the cards. Th en, place the cards facedown to be used again.

• A player moves forward two spaces if he or she names the adjective in the sentence on the card.

All players must agree that the answer is correct. If the player gives an incorrect answer, he or she

does not move the game marker.

• When an Adventure Pass Card is drawn, the player moves forward three spaces.

How to Win the Game • Th e fi rst player to reach the FINISH is the winner. Time may run out before a player reaches the

FINISH.

Game Instructions (cont.)

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© Teacher Created Materials #13437 (i4768)—Kids Learn Reading Games, 3–5 Activity Guide 21

Desafío de hábitatQué necesitas • tablero del juego Desaf ío de hábitat

• cartas del juego Desaf ío de hábitat

• marcadores del juego (un patrón por jugador)

Objeto del juego • Ser el jugador que se mueva más espacios.

Montar el juego • Coloca el tablero en medio de todos los jugadores.

• Baraja las cartas y colócalas boca abajo en montón al alcance de todos los jugadores.

• Cada jugador coloca un marcador del juego en un espacio de INICIO.

Cómo jugar • El jugador menor va primero. Luego el juego pasa a la izquierda.

• Los jugadores deben sacar una carta de arriba de la pila. Coloquen las cartas ya usadas en otra

pila boca arriba, al lado del tablero del juego. Cuando todas las cartas se hayan usado, el jugador

mayor puede barajar las cartas de nuevo. Coloquen las cartas boca abajo por usarse de nuevo.

• Un jugador se adelanta dos espacios si nombra el adjetivo en la frase en la carta. Todos los

jugadores deben estar de acuerdo de que la respuesta sea correcta. Si el jugador da una respuesta

incorrecta, no adelanta el marcador de juego.

• Cuando se saque una carta Pase de aventura, el jugador se adelanta tres espacios.

Cómo ganar el juego • El primero jugador que alcance el FIN es el ganador. El tiempo se puede acabar antes de que un

jugador alcance el FIN. Entonces el jugador que se haya adelantado más espacios es el ganador.

Game Instructions (cont.)

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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Research About Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5How to Use Th is Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Using the Computer Games CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Response to Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Diff erentiating the Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Standards Correlations Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Game Instructions (English and Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Ocean Explorers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Exploradores del océano . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Pots of Gold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Ollas de oro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17ATV Adventure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Aventura en ATV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Habitat Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Desafío de hábitat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21MP3 Madness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Locura de MP3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Jet Boat Jam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Botes veloces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Race to the Summit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Carrera hacia la cumbre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Treasure Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Mapa del tesoro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Contents of the Resource CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Table of Contents


Welcome to Kids Learn Reading Games. In this kit you will fi nd everything you need to provide

fun, educational games for students to practice reading skills. Th is kit provides eight diff erent games

for students to play, with each one focusing on a diff erent skill to improve overall reading success.

All of the games are standards based, which means they were written with the reading standards for

grades three through fi ve. Each game has been designed for play with up to four players. Not only

are there eight diff erent games, but there are four copies of each game so that many students can play

at the same time. And, the Computer Games CD contains even more games to play! Th is CD has

four additional games for students. All of the games have directions that are easy to follow, and the

directions are provided both in English and Spanish. Th e directions are printed here in this book (you

can copy them for students if you wish and/or read the directions aloud to students). Th e directions

can also be printed from the Resource CD. Furthermore, the directions are printed right on the back

of the game boards, so that students can read the directions as a group before they start playing the

games.

We’ve made the games easy for storing—we know how busy you are! Each game comes with its own

envelope to store all of the game pieces. Stickers are provided to place on each envelope to help you

(and the students) know just what is needed for that game. Th e stickers are color-coded, with one

color for each game, so that it is easy for you to see which games you are choosing from the kit.

All you need to do is assemble each game with the easy-to-follow instructions available on page 8.

Once set up, the games are ready for your students to play. Our goal is to provide your students with

an engaging way to learn the skills they need to be successful in school. We think learning should be

fun, and we want your students to enjoy learning!

—Teacher Created Materials

Introduction


How To Use This Kit

OverviewEach kit contains the following:

8 game boards (4 copies of each) game cards (4 sets, one for each game)

game markers

envelopes and stickers to assemble the games

Activity Guide

Computer Games CD Resource CD

i4767—Kids Learn Reading G

ames, 3–5 Punchouts

© Teacher Created M

aterials

Ra

ce to the S

um

mit G

am

e Ca

rds

Set 1

Name the base word of

strengthen.

Then move forward

one space.


wisdom.

Then move forward

one space.


metallic.

Then move forward

one space.


natural.

Then move forward

one space.


kindness.

Then move forward

one space.


historic.

Then move forward

one space.


written.

Then move forward

one space.


eastern.

Then move forward

one space.


midnight.

Then move forward

one space.

1

3

6

9

2

5

8

4

7

Race to the Summit

Race to the Summit

Race to the Summit

Race to the Summit

Race to the Summit

Race to the Summit

Race to the Summit

Race to the Summit

Race to the Summit




aterials

Set 1

Ocea

n E

xp

lorers Ga

me C

ard

s

Name a synonym for

cold. Then move

forward two spaces.

Name a synonym for

smart. Then move

forward two spaces.

Name a synonym

for say. Then move

forward two spaces.

Name a synonym for

angry. Then move

forward two spaces.

Name a synonym for

happy. Then move

forward two spaces.

Name a synonym for

listen. Then move

forward two spaces.

Name a synonym

for big. Then move

forward two spaces.

Name a synonym for

story. Then move

forward two spaces.

Name a synonym for

unhappy. Then move

forward two spaces.

1

3

6

9

2

5

8

4

7

Ocean Explorers

Ocean Explorers

Ocean Explorers

Ocean Explorers

Ocean Explorers

Ocean Explorers

Ocean Explorers

Ocean Explorers

Ocean Explorers




aterials

Trea

sure M

ap

Ga

me C

ard

s

Set 1

This (cat’s / cats’) paws got dusty from running under the bed. My (mother’s / mothers’) bag is fi lled with papers.

The (goose’s / gooses’) feathers went everywhere as it ran from the cat.

Only one (artist’s / artists’) paintings were ready for art class.

The four (boys’ / boy’s) camping gear was next to their tents.

The (pirates’ / pirate’s) treasure was hidden in his secret cave.

All the (players’ / player’s) soccer cleats were dirty.

The (wolf’s / wolves’) howl fi lled the air as he ran toward his pack.

The single (airplanes’ / airplane’s) wings shined in the sun.

1

3

6

9

2

5

8

4

7

Treasure Map

Treasure Map

Treasure Map

Treasure Map

Treasure Map

Treasure Map

Treasure Map

Treasure Map

Treasure Map

i3177

i3177

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i3193

i3193

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i4767—Kids Learn Reading Games, 3–5 Punchouts

© Teacher Created Materials

i4757—Kids Learn Reading Games, K–2 Punchouts

© Teacher Created Materials

Game Markers




aterials

Pots of G

old G

am

e Ca

rds

Set 1

sun

light

door

rain

sail

day

space

base

tea

A

A

A

A

A

A

A

A

A

Pots of Gold

Pots of Gold

Pots of Gold

Pots of Gold

Pots of Gold

Pots of Gold

Pots of Gold

Pots of Gold

Pots of Gold




aterials

Set 1

Jet Bo

at Ja

m G

am

e Ca

rds

Alicia now speaks two different languages. Ashanti knows that tomorrow she will have a math test.

Ben always puts on his elbow pads before playing hockey.

McKayla never saw so many lions at the zoo.

Paco and Miguel will take turns later being the goalie.

Please put your schoolbooks here, not on the fl oor.

Ziggy easily did six cartwheels in a row.

Sebastian fi rst washed his hands before helping his dad cook.

Sofi a has quite a runaway imagination.

3

6

9

2

5

8

1

4

7

Jet Boat Jam

Jet Boat Jam

Jet Boat Jam

Jet Boat Jam

Jet Boat Jam

Jet Boat Jam

Jet Boat Jam

Jet Boat Jam

Jet Boat Jam




aterials

Set 1

AT

V A

dven

ture G

am

e Ca

rdsThey collected seashells in

the __________.

A. pail

B. pale

Do you __________ that

noise?

A. here

B. hear

The snow fell __________

in the mountains.

A. high

B. hi

The wind __________

loudly during the storm.

A. blew

B. blue

I went with my _________

friends to the show.

A. two

B. to

He will have to _________

the button onto his shirt.

A. so

B. sew

Near the hive, I saw a

__________.

A. be

B. bee

I am going to __________

my new sweater.

A. wear

B. where

Let’s collect some ______

for the fi re.

A. would

B. wood

7

3

6

9

2

5

8

1

4

ATV Adventure

ATV Adventure

ATV Adventure

ATV Adventure

ATV Adventure

ATV Adventure

ATV Adventure

ATV Adventure

ATV Adventure




aterials

Set 1

MP

3 M

ad

ness G

am

e Ca

rds

beginbring

draw

fi ght

break

catch

fall

build

drink

A

A

A

A

A

A

A

A

A

MP3 Madness

MP3 Madness

MP3 Madness

MP3 Madness

MP3 Madness

MP3 Madness

MP3 Madness

MP3 Madness

MP3 Madness




aterials

Set 1

Ha

bita

t Ch

allen

ge Ga

me C

ard

s

The two friends hiked in the mountains. In the wooden basket, there are apples and mangos.

He cooked a delicious dinner for everyone to eat.

How many equal fractions can you make?

Be careful of the hot pan on the stove.

Sadly, her camera was broken.

The fi shermen caught many fi sh on their trip.

The teacher gave her students a huge smile.

The eel slithered into the dark cave.

8

3

6

9

2

5

1

4

7

Habitat Challenge

Habitat Challenge

Habitat Challenge

Habitat Challenge

Habitat Challenge

Habitat Challenge

Habitat Challenge

Habitat Challenge

Habitat Challenge

Ocean Explorers This game needs: • Ocean Explorers game board • Ocean Explorers game cards (45) • 4 different game markers (one per player)

MP3 Madness This game needs: • MP3 Madness game board • MP3 Madness game cards (45) • 4 different game markers (one per player)

Pots of Gold This game needs: • Pots of Gold game board • Pots of Gold game cards (45) • 4 different game markers (one per player)

Jet Boat Jam This game needs: • Jet Boat Jam game board • Jet Boat Jam game cards (36) • 4 different game markers (one per player

ATV Adventure This game needs: • ATV Adventure game board • ATV Adventure game cards (36) • 4 different game markers (one per player)

Race to the Summit This game needs: • Race to the Summit game board • Race to the Summit game cards (45) • 4 different game markers (one per player)

Habitat Challenge This game needs: • Habitat Challenge game board • Habitat Challenge game cards (45) • 4 different game markers (one per player)

Treasure Map This game needs: • Treasure Map game board • Treasure Map game cards (45) • 4 different game markers (one per player)

ource CDroducible resource materials.


Th e RTI model supports the idea that teachers should look for curricular intervention designed to

bring a student back up to grade level as soon as he or she begins having diffi culties. “RTI has the

potential then to allow disabilities to be identifi ed and defi ned based on the response a child has to

the interventions that are tried” (Cruey 2006). Depending on the levels of diffi culty they are having

with the reading curriculum, students are classifi ed as Tier 1, 2, or 3. Specifi c defi nitions of these tiers

diff er from state to state, but the following are general descriptions. Following these descriptions are

suggestions for ways to use the Kids Learn Reading Games for RTI in Tiers 1 and 2. Because a one-

on-one, focused approach to intervention is needed for Tier 3, another type of intervention resource

should be used for these students.

Tier 1Tier 1 students are generally making good progress toward the standards but may be experiencing

temporary or minor diffi culties. Th ese students may struggle in only a few of the overall areas of

reading concepts. Th ey usually benefi t from peer work and parental involvement. Th ey would also

benefi t from confi dence boosters when they are succeeding. Any problems that do arise should be

diagnosed and addressed quickly in order to ensure that these students continue to succeed.

Using Kids Learn Reading Games in Tier 1:

Use Kids Learn Reading Games with the entire class as a supplement to the core curriculum. Th e

games provide practice in key skills that students need.

Tier 2Tier 2 students may be one or two standard deviations below the mean on standardized tests. Th ese

students are struggling in various areas, which aff ects their overall success in the reading classroom.

Th ese students can usually respond to in-class diff erentiation strategies with focused, small-group

instruction. Th ese students may not need the help of student study teams.

Using Kids Learn Reading Games in Tier 2:

Work with a small group of students that need focused instruction on a particular skill. Frequently

monitor their progress using quizzes or other assessments that are a part of your reading program.

Students who do not respond to intervention should move to Tier 3.

Tier 3Tier 3 students are seriously at risk of failing to meet the standards as indicated by their extremely and

chronically low performance on one or more measures of a standardized test. Th ese students are often

the ones who are being analyzed by some type of in-house student assistance team in order to look for

overall interventions and solutions. In the classroom, these students are having diffi culties with most

of the assignments and failing most of the assessments.

Reference CitedCruey, G. 2006. Response to intervention: A new model for identifying disabilities. http://specialneedseducation.suite101.

com/article.cfm/response_to_intervention_ (accessed July 11, 2007).

Response to Intervention


Below-Grade-Level StudentsBelow-grade-level students will probably need concepts to be made more concrete for them. Th ey

may also need extra work with vocabulary. By receiving extra support and understanding, these

students will feel more secure and have greater success.

• Allow partners to work together.

• Pull a small group of students together and defi ne the vocabulary words needed to play the game.

• Partner students who might not be able to read the text on the game cards with students who can.

• Provide students with a lower-level kit, if this is an option.

• Play the game with the students in a small group so you can guide them through playing the game.

English Language LearnersStudents who are English language learners are learning concepts and language simultaneously. Th ey need

to have context added to the language. Although they may have acquired social language skills (BICS), the

language of school is very academic in nature. One of the most important keys to success with ELLs is to

ensure that they acquire the necessary vocabulary for greater comprehension of the content (CALP).

• Provide pictures to support the words in the games.

• If students are Spanish speakers, provide students with the Spanish versions of the instructions.

For students who speak other languages, see if another student in class can act as the translator.

(Note: It is important not to rely on these dual-language students to be translators all of the time,

but occasional translating of instructions is okay.)

• Model how to play the game before students start playing.

• Audio record the game’s directions so students can listen to them before playing or as needed.

• Number the steps on the game board. Students can follow the numbers to complete the game.

Above-Grade-Level StudentsAll students need a fi rm foundation in the core knowledge of the curriculum. Th ese students usually

learn the concepts very quickly. Th e games can be adapted to be appropriate for individual students.

• Have students skip the games that they have already mastered.

• Assign only the most diffi cult questions.

• Provide students with a higher-level kit, if this is an option.

• Have students design their own games (or questions for the games provided) to reinforce skills,

instead of using the ones included in the program.

• Have students critique the games using a simple assessment guide like a self-made rubric,

checklist, or a short answer. Th ey can provide solutions for making the game more challenging.

• If possible, remove a key piece of information from the game to make them think harder.

• Change the questions in the game so that they are answering higher-level questions.

Differentiating the Games

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