Literacy Land

Morgan Fulk

3rd Grade

Standard: CCSS.ELA-Literacy.L.3.2.E use conventional spelling for high-frequency and other studied words and for adding suffixes to base words.

Objective: Students will create a word when given a literacy element.

Skill/Concept: Review and practice spelling words, antonyms, synonyms, consonant blends, and suffixes.

Creation

To create the game, I used a manila folder, construction paper, and colored index cards. I cut the construction paper into little squares, and then placed them on the manila folder where I thought they should go. I wanted to have enough squares to make the same long enough, but not too many to make the game go too long. I cut the index cards in thirds and colored coded them by literacy element. I wrote the type of card on one side then put the description of what to do on the other. Keeping the cards color coded allows the teacher to adjust it as needed to students. The other materials needed are game pieces, which can be just about anything, and a dice. When I did it I used Sorry game pieces.

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Rules

The rules for this game are simple. Player one rolls the dice. Player two will draw a card and read it to player one. If player one gives a correct answer, that student gets to move their piece the amount of spaces that they rolled on the dice. However, if player one gives an incorrect answer, the student must leave the game piece where it is at. Students will continue playing and player two will roll the dice. Player 3 will then draw the card and read it out loud to player two. This will continue until a student makes it to the finish line. All the student has to do to win is to roll a number big enough to make it to or past the finish line.

Differentiate

There are many ways you can use this game to differentiate instruction. One way is by taking out specific cards that the student hasn’t learned yet. So instead of using all the cards, the student would only be asked ones that they should know. Another way to differentiate instruction is to create individual piles for each student. The piles of cards would have spelling words easy enough for the student or even questions that the student should know the answer to. But for students who are more advanced, they would have a pile of cards with more difficult questions.

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