If he gets that right, he has another chance at the basketball shot, but this time he must take a step or two back. If the student makes the shot, he’s asked another question. If the student gets the answer right, he wins a point for his team, and he has the chance of getting another question if he’s able to make a basketball shot. Each member of the team is asked a vocabulary question (definition, spelling, pronunciation, etc.). Review the pronunciation of words before the game begins.ĭivide the class into two teams.
Make sure students in line don’t call out the answers.The word, correct a misspelled word, etc., in order to erase it. Instead of pronunciation, students could say the definition of the word, give an example of.The first team to erase all the words on their list wins. If the student reads the word correctly, he or she erases that word. When given the signal, the first child on each team goes up to the board, points at the first word in the team’s column, and reads aloud that word. Each team forms a line leading to the board. Write two lists of unit words on the board (one for each member of each team). Give students specific topics to discuss.ĭivide students into two teams.Make sure students are using words correctly.Make sure that students are not using words to discuss inappropriate matters or insult.If students have been sitting for a long time prior to the start of the game, you canĮncourage the partner groups to walk around the room together while they talk.After the game, you might ask multiple student groups who were having strong, vocabulary-rich discussions to share their conversation with the class.Unit’s word list for each student (can also use index of book).If not, the next group shares, and so forth. The first students to finish win a prize, but only if they share their conversation with the class and used the words correctly. The teacher should circulate the classroom during the game toĮngage students in conversation and keep them on task. Least 10 of the unit’s words in their conversation and check them off as they use them. Specific amount of time to talk with their partners on any appropriate subject. When the teacher says go, the students stand up and have a Provide students with the first letter of the words or pictures of the words before theyĪssign each student a partner.Possible Modifications for ELLs and Students with Special Needs: If you have a word wall, cover it during this game.If they miss aĭefinition, the other team can take over explaining those definitions to win. The team with the most words must explain the definition of each word.
Give each team one minute to list as many words as possible from the current unit on a piece of paper. Get a printable list of these vocabulary games.ĭivide students into two (or more) teams. The later games require deeper critical thinking. The games are listed in order of critical thinking required the earlier games review the basics and It is always useful to model anĮxample of game play before the game begins. Interest students may grow bored of the same game each week. These games can also be expanded for longer play and review, which mayīe especially useful in after-school and summer-school sessions. The games can be used to review theĬurrent unit’s words and older ones as well, and they serve as an excellent way to informally checkįor understanding. You can quickly choose one and immediately get playing. These games are intentionally designed to require minimal preparation and basic rules so that Use these time slots to invigorate students and enhance their vocabulary Or, sometimes you need to divide up a long lesson with a After all the day’s planned lessons have been completed, it is not uncommon to have a few