Human Bingo

·         Create a bingo sheet with questions in squares (throw in a few fun things, about people, just for fun).

·         Pass out sheets and have students find a person for each square, someone who can answer that question.  When sheets are filled in, student return to their seats.

·         Pull student names out of a hat, have students mark bingo sheets (If the student called answered a question on their sheet-they can mark that square).

·         When someone gets bingo, everyone whose name is on the bingo must be able to answer the question for the class.

·         If everyone can do it, it counts as a bingo. You can have edible markers for students to eat them.

·         Another possibility is, for a bingo, both the student with the bingo and the students on the sheet must be able to answer the question.

Pass The Chicken!

By: Aussie Bird

This is a fun way to review for testing or celebrate by using "fun topics" after testing is complete!

In this game, nobody wants to hold the rubber chicken -- the game's only prop!

To begin the game, all students sit in a circle.

Select one person to be It. That person holds the rubber chicken.

The teacher or a "caller" says to the person holding the chicken, "Name five presidents of the United States" (for example). Pass the chicken!"

As soon as the caller says, "Pass the chicken," the person holding the chicken passes it to the right.

Students quickly pass the chicken around the circle.

If it returns to the original holder before he or she can name five presidents of the United States, the holder is still It. Otherwise, the person holding the chicken when It finishes listing five presidents is the new It.

You should prepare the topic cards for this game in advance. Topics can relate to your curriculum or be general information topics. The student who is It must name five items in the called-out category in order to get rid of the dreaded chicken!

Word Splash

 Objectives:
• Assess prior knowledge
• Provide motivation for reading
• Set a clear purpose for reading
• Decipher vocabulary
• Allow for a variety of modes of learning

Steps

1. Select seven to ten meaningful words of phrases from the reading selection. Be sure to include not only similar words that will indicate the subject of the selection but also some of the words and phrases that seem contradictory to the others.

2. Give each student a sheet and ask him/her to spend a little time thinking about what kind of story or article could include all of these words or phrases.

3. Ask students to form small groups of three to five (or you can assign them to groups). In their groups, they should decide what the story will be about. They should also create a narrative or an explanation that will include all of the words or phrases.

4. Ask each group to share their narrative or explanation. As they listen, students should look for common elements.

5. Ask student to list the common elements they heard and list these elements on the board (or you could list them if students have trouble doing this).

6. Individually, students now read a selection or an excerpt.

7. In small groups or as a whole class, discuss the similarities and differences between the narratives they constructed prior to reading the selection, and the actual selection. It is very important to discuss the reasons for the differences. This discussion can highlight the number of possible approaches authors have available to them when deciding to write about a particular subject. Students' constructions may be perfectly logical without being exactly the same as the story or explanation the author constructed.

(adapted from Donna Botbyl)

 

 

 

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