Learning Games
Learning is supposed to be fun. The more fun we have with learning, the more we are able to retain and apply it to outside activities and assessments. Fundations comes with many different strategies and game type assessments. Along with this, we are able to play many different learning games, such as memory, "go fish" and pick a card. When students pick the card, they must say the trick (sight) word that is written on the card in order to keep it. Otherwise, I get to keep the card. This game was started as a small group with the teacher and has now turned into a learning game, where the captain of the week gets to be the "dealer".
There are many other games that turn in to both independent work, group work and whole group work and get students to be more active. These games revolve around the skills that are being practiced, the sight words of the unit, words of the day (vocabulary), etc. Activity gets the brain moving while the body is moving and therefore helps with understanding and focus during that time.
Below, you can see a lesson plan on the left for the students to play the "Go Fish" game to practice their different vowel sounds. This is a game that is done in small group to make sure that words are pronouncing the words correctly and identifying the correct vowel patterns and their sounds in the words. On the right, you will see the lesson plan for introducing the definition game for prefixes that is a whole group activity. Allowing other students to work together and help one another out when it comes to reading the words and the definitions. This allows for students to be mentors to other students who may not be as strong when it comes to reading and Fundations.
There are many other games that turn in to both independent work, group work and whole group work and get students to be more active. These games revolve around the skills that are being practiced, the sight words of the unit, words of the day (vocabulary), etc. Activity gets the brain moving while the body is moving and therefore helps with understanding and focus during that time.
Below, you can see a lesson plan on the left for the students to play the "Go Fish" game to practice their different vowel sounds. This is a game that is done in small group to make sure that words are pronouncing the words correctly and identifying the correct vowel patterns and their sounds in the words. On the right, you will see the lesson plan for introducing the definition game for prefixes that is a whole group activity. Allowing other students to work together and help one another out when it comes to reading the words and the definitions. This allows for students to be mentors to other students who may not be as strong when it comes to reading and Fundations.
As a cut and sort activity, this is used for whole group, center work and independent work. Not only is it used for many different functions, but it is also used for many different skills. This is an example of the sorting they do for the type of syllable a word is. The "c" stands for closed syllable, v-e is vowel-consonant-e and the "x" over those means it does not fit either rule. This is used for syllables, digraphs, glued sounds, long versus short vowel, etc. It has been used for students during all different instruction types.
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Go Fish is a game that is used in our small group instruction. The reason that this is played in small group instruction is because this game is played to focus on vowel teams and the sounds they make within the words. This is an important way for me to listen to students reading the vowels and words to see what support they need outside of this group. It also allows me to intervene immediately and to focus on the correct sounds and classifications of these vowels (short sounds versus long sounds).
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This is a whole class activity. These words and definitions are based on words of the day. I cut up many copies of both the words and the definitions and drop the definitions on the groups of desks around the room. Students are each give between one and four words (based on their reading level, etc.) and they are required to rotate through the room to pick up the definition paper that matches their word. This requires them to look at the words and sound out and use the skills that we have practice from when we entered the words into our personal dictionaries. For students that are at lower levels, I am able to supplement this for pictures of the word they are given.
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Below you can see the students collaborating playing the definition game and playing the "Go Fish" game with me at small group stations.
Not only do students play these games at my small group station, but also as a whole class. Students interact with one another to support each other and help support the learning from a peer. Below you can see the students and the set up in the classroom when they play their prefix and definition game.
These strategies and games allow students to apply their knowledge outside of simple reading and writing. I have noticed that my students struggle to apply their Fundations skills outside of the 30 minute block that we have each day. I have implemented these Fundations games in their small groups and reading blocks to make sure that they understand that these are skills that can be used throughout the day. Providing opportunities for students to use their skills and knowledge helps the reinforce the importance of those skills and serves as a reminder to them to apply what they already know at all times.
Conclusion
When it comes to learning, some students learn better from a teacher, independently and others learn better from peers. By implementing learning games that are differentiated to their levels and skill sets, students are able to use these games in their groups to focus on the skills that they need assistance in. When it comes to learning games, they are based on what skills students are about to master. If they skills are too far above their heads, students will shut down and not be successful in these games. The point of these learning games is to understand what the students need a little push on to show their own mastery to their peers during center work. This comes from the data given in assessments and overview of observations throughout the units and days in the room.