Here are a few language/ literacy games; easily adapted to different year groups and most can be done over and over again before children get bored of them.
They can be used at the start of a lesson, as a quick energiser / change of pace to regain children's attention or become part of a short term plan for literacy - as a guided session, for example.
Keeping literacy fun and active is an obvious motivator.
Do as I say
A game to recognise and practise imperative verbs. If you have space it can be a run around warm up activity.
Start off by issuing an instruction that everyone has to follow: ‘’Pat your head” Then everyone pats their head to the count of five. By then you have pointed to another child to shout out the next instruction: “Pat your neighbour’s head” 1 2 3 4 5
And so on until lots of children have had a go.
To make it more difficult you can make a rule that the instructions have to be a synonym (e.g. of a movement like walking)
“Stride across the room” – “Tiptoe” “Gallop” – “Saunter’ ....
Guide me in
An alternative to Do as I say - used to consolidate positional language / prepositional phrases.
In an open space ask the children to imagine they are ground control staff at an airport and have to guide a Jumbo jet across the airfield – using radio signals only. (i.e. the pilot can’t see them, they can only hear instructions).
Put out a series of obstacles and ask pairs of children to guide each other across the space using short prepositional phrases: ‘Straight on’, ‘A bit further’, ‘underneath the barrier’, ‘Stop there’ ‘go left around the cone’ etc.
See how many different phrases they can think of to use.
Put them in order
This activity can be used over and over again - using different things to put in order:
Words on cards that have to be assembled into alphabetic order.
Months of the year
Children’s names – according to second letter alphabetical – or last letter
A list of words associated with an emotion (anger) – put them in order according to their ‘strength’ – e.g. irritated, exasperated, apoplectic, indignant, resentful, enraged, annoyed, cross, furious, bitter.
Labels for The Digestive System or The Planets.
What can you remember?
Print off some ‘busy’ pictures or put one on the whiteboard: street scenes work quite well. Ask children to look at the picture for only one minute. They then have to write a descriptive sentence about what they remember in the picture. (can be two or three sentences if you wish).
Compare with the picture to see how accurate they were.
To extend the activity see how each of the sentences can be improved in terms of descriptive language which improves the accuracy of the ‘memory’.
This also works well for picture of a character. Ask children to look at a random photograph of a person and list the three most important details about them they remember.
Then go on to extend their sentences – could be for a police witness statement or a character in a story.
What would you take?
Give children different scenarios/destinations and ask them for the five top things they would take with them: (you could start with more and then ask them to prioritize the top five)
On a 5 person boat across the Atlantic
On a one person boat
To the top of a mountain
To an imaginary place – maybe one in a book you are reading at the moment.
Give children a theme and ask them to construct a sound poem from it.
For example; Food. Children first have to brainstorm any kind of noises they associate with food: (encourage nonsense words as well as ‘real ones’)
I been doing a great deal of work with teaching assistants this year and I have to say it is always a pleasure. Where ever I go they are enthusiastic and willing to go the extra mile for the children they work with.
One of the things that teaching assistants tell me they spend a lot of their time on is making resources. They give this extra time because they want ‘their’ children to have engaging activities for literacy and numeracy sessions.
I’d love to give them a bit of that time back if possible. There are over 800 ideas across The Thinking Child Network - many that proven to be effective for small group intervention (as well as involving parents in children's learning) – perfect for TAs
I really want as many teaching assistants as possible to have access to these banks of creative ideas so the cost of an individual annual membership is being held at just £29.99.
READING ALOUD is a powerful secret weapon - Do you have what it takes?
Reading Aloud is not just a ‘nice’ thing to do, or something that you just 'fit in' when you can.
This is a truly powerful strategy that needs regular deployment across our schools, on a daily basis.
I’m here to offer you a mission; should you accept and use this amazing secret weapon you will unleash such power you will deliver:
increased levels of reading confidence in children
children who are inspired and enthused to read more independently.
a measureable difference in levels of vocabulary and reading competence.
So – Do you accept this stimulating challenge? Are you the headteacher / teacher/TA that likes to really make a difference?
If you’ve said ‘Yes’ then here are the details of the mission - proven strategies to ensure you will successfully ‘hook’ children and make them start to see reading as an interesting thing to do : (there are no sports cars allocated in this mission unfortunately).
Read 5 times a day: Not as daunting as it first sounds. One of those 5 should be around 15 minutes whilst the others can be 3 minutes, dotted throughout the day.
Start the day with a quick reading aloud session, when children have lined up for lunch, as they arrive back in the classroom after lunch and at the end of the day. Surprise them in between as well!!
Include poems, non-fiction, short stories, jokes, newspaper articles, magazines, online articles etc. as well as some stories that you use as ‘sequels’. Keep these stored where children can independently access them.
Keep this time as ‘pure’ reading aloud – don’t have children think it is going to lead to a writing task at the end.
As children become ‘hooked’ invite them to choose the reading material, saying why they would like to hear it read aloud, encourage them to bring reading material in to the class to be read and allocate some time for children to start reading to each other.
Good Luck with your mission – you must remain enthusiastic as this is infectious and therefore a vital part of the mission
Keep in Touch when it is safe to do so.
Sue Dixon (just call me 'M')
Just how much of a champion and supporter of reading are you?
Sure, you want your child(ren) to grow up with a love of reading and be successful learners at school and in life but how much effort do YOU put in to ensure that happens?
Life sometimes gets in the way and our actions don’t always live up to our aspirations but this is an opportunity to think what changes you might like to take to improve your 'score'.
This is a simple quiz with just a few of the key indicators that are known to be linked to positive outcomes for children as readers.
Be honest and see how you measure up at the moment (Click on the chart to enlarge it)
So how did you do?
Mostly 1s – Brilliant! You obviously fully understand the link(s) between adults demonstrating an enthusiasm for books/reading and children growing up to love reading and being successful. If you’re not already, you should think about becoming a ‘Reading Ambassador’ – keep up the good work and spread the word.
Mostly 2 and 3s – Could do a little better perhaps? Have a think which one on the list you could take into the 1 Category – E.g. if you’re a parent - set aside some time on a convenient day and plan a trip to the library – then do it again and again and again. If you’re a teacher make sure there is time in the week to read aloud to your class. It only takes about three weeks to form a habit – so why not choose to form a good reading one?
Mostly 4s and 5s – You don’t need telling that this isn’t ideal do you? You wouldn’t hesitate to give children the vaccines and medicine they need to keep them healthy – well the ability to see reading as a pleasurable and important thing to do is known to be linked to children being successful – at school and in later life. Come on – start to ‘Infect’ your child(ren) with books and reading immediately – before it’s too late.
For over 800 fresh and creative lesson ideas - why not sign up to The Thinking Child Network?- It's Free to join and gives immediate access to 30+ sample activities
B. Make it so children only get homework after the age of 11?
C. Make them do MUCH more from the minute they arrive at school – especially the core subjects (how else are schools to reach their targets?)
D. Make it non-compulsory – only give children homework if parents ask for it?
E. Only allow it if it doesn’t involve a worksheet and helps children to think and talk about their learning?
I suspect many of you will choose A) - and with good reason; there is little evidence to show that homework contributes to raising standards and can lead to even bigger inequalities, because some children have parents who are able to help with learning at home and some who don’t.
Choosing E) is for me the next best option (in the absence of being able to change the world) and that’s why I’ve made sure the resources on the Thinking Child Network include flexible activities that can easily become homework if you want them to:
Starters for Thinking. There is so much value in terms of thinking, speaking and listening skills when a family has fun with questions like these:
If happiness was the main form of currency, what kind of work would make you rich?
I wonder how much time we spend talking to children about WHY reading is a great thing to do? In a world that is often filled with phonics, reading schemes and targets to meet, maybe the deeper purposes and reasons for reading don't become so obvious to children.
So I set about writing a list of positives about reading and then linked them to 'real' things to put in my 'Reading Rucksack'.
I also thought this might make a nice homework activity - children could find things to put in their own Reading Rucksack. If you have any other suggestions for what might go into a Reading Rucksack let me know.
A rucksack? Because reading is a life long journey; you will need a sturdy bag to carry all your provisions and collect all your 'souvenirs' along the way.
The act of reading is FREE - so you will have money left over if you spend more time reading.
(Just make sure you use your local library whenever possible and the books are free too)
A Compass - this symbolizes the fact that you can do an extraordinary amount of travelling when you read - without moving!
How cool is that?
A Packet of Seeds - Reading will 'grow' your mind in all sorts of ways.
Reading shines a light on the world - into places you hadn't noticed before. With your torch (and spare batteries) in your rucksack you will continue to learn about people, places and ideas that were 'in the dark' before you read about them.
In a similar way to the torch a slinky reminds you that your imagination will be stretched in all directions and in powerful ways you sometimes won't understand.
You can read Anytime and Anywhere - I mean can you think of anywhere you can't read?
You will grow to look at the world in a variety of different ways - see places and situations through the eyes of other people - and not be blind to the life or plight of others.
Reading makes your mind sharp - who wants to be dull and boring?
Reading will leave a mark on you. It will give new knowledge, skills you didn't have before and experiences you will never forget.
And of course you will become an ALL ROUND
For over 800 fresh and creative lesson ideas sign up to The Thinking Child Network - It's FREE to join and gives immediate access to 30+ sample activities
We often work with children who need to experience things in many different ways before they ‘get’ it. Understanding what a sentence is – (what goes into them, how to write them etc). is one of those concepts that needs constant revisiting, in a variety of ways.
When children really understand the concept of a sentence – internalise its structure as it were – then they start to become more confident readers and writers.
Repetition is the key – but children, TAs and teachers know, the boredom factor can make doing the same things over and over counter-productive.
First of all make sure you have a working definition of what a sentence is – there should be some agreement in the school or your classroom.
Here are the three points I would always stress to ‘test’ whether a sentence is indeed a sentence:
A sentence is a complete idea.
In written Standard English you’d expect to see a capital letter to begin the sentence and a full stop (or equivalent) at the end.
A sentence has a subject and verb in it – these should ‘agree’ with each other.
Here are a few suggestions for working on sentences in different ways:
Write out 3 (or more) separate sentences on strips of card. Then chop them up – (you decide whether this is individual words or 'chunks' of sentences).
Then ask children to put them back into sentences – mixing and matching to make as many as possible. Silly ones count too – so long as they are a sentence. It will also provide opportunities to talk about how some words might need to be changed (tenses /plurals) to make sure the sentence 'makes sense' - as well as a discussion about how to best punctuate.
Find Me Out
Prepare a few sentences and ‘non sentences’ beforehand. Write them on a whiteboard or large paper so the children can see them and read them out loud with you. They then have to decide if it is, or isn’t, a real sentence. This could be done in teams of 2 or 3 as a quiz.
Examples might include:
A strange and wonderful light (this is a phrase – no verb)
throw another ball to your friend (will be a sentence when it is punctuated – there’s no subject written down but the subject (you) is implied so it is still a sentence)
John and I thought the concert was really good and my mum agreed. (that’s a sentence!)
Children can then go on to make up examples for each other.
Give children an unpunctuated set of words and a ‘bank’ of punctuation to work with. For example – You have one full stop, 3 capital letters and 2 commas in your ‘bank’. Put these words in any order you like – and punctuate into a sentence. (they don’t have to use all of the punctuation in their bank if they don’t think they need to)
peter and jane whilst sitting on the bench played their guitars and sang loudly
Deliciously Descriptive Sentences
Collect words from food packaging (involve your friends and family too so your collection grows more quickly) Chocolate and cake packaging is often good for this. Cut out words like Delicious, gorgeous, crackers, fabulous, original, premium and so on.
Have a bag with these cut outs. Children choose one – they then talk to each other to make the best sentence they can, using the word.
To make it harder they have to take two of the words and use both.
They can they write the sentence out – or someone can scribe it for them – whichever is most appropriate.
Use a verb as a starting point for this one – try and choose some that have noises associated with them:
closing a door
Everyone closes their eyes except the one child you have chosen to act out the verb. Show them (or whisper) what you want them to do. They act out the verb (dancing) whilst everyone else listens carefully.
Then ask children to guess using a kind of ‘chant’. This provides the opportunity for you to make different ‘rules’ – for example all answers have to be given in the present continuous or the past tense)
You: “What is Chloe doing?”
1st Child: “I think Chloe is dancing”
2nd Child: “I believe that Chloe is skipping” (this is the present continuous of the verb)
You: " What did Chloe do?"
3rd Child: “I think that Chloe was shuffling her feet.” (past tense)
It doesn’t matter about how long the answer is so long as it is a sentence. You could write them down as each child says one and compare them.
If you have any other ideas for teaching sentences in fun ways let me know and I’ll share them .
I'm often asked for activities that help children respond to their reading - without it necessarily having to have a formal written outcome.
Here are four simple yet effective ideas. They are designed to be adapted for different age groups and can be structured as an independent task or a planned guided session with an adult.
What they do provide are opportunities for talk – building confidence about stories, developing recognition, recall and comprehension skills.
They are all simple to prepare and children enjoy doing them more than once – which is always a bonus!
Easy to construct – good for planning into a 20 minute slot.
Children love to retell the key parts of a story in zigzag format. This can be done with children drawing pictures, writing single words or sentences.
Decorate a Character’s House
Give chidlren large sheets of paper and a corner of the classroom or a corridor space. Using the paper they have to ‘decorate’ the inside of a character’s house. E.g. The inside of the Three Little Pigs house, Grandma’s house in Red Riding Hood or for older chldren a room from ‘Wolves in the Walls’
They have to understand the key elements of the story, plot and/or characters to discuss what to draw. They could give ‘guided tours’ around their space to other children and adults later.
Paper Bag Theatres
White paper bags of the ‘takeaway’ variety can be bought quite cheaply (Ebay for example) and used for children to make a theatre backdrop. Along with some lolly sticks to draw characters it is a quick and easy way to retell a story, make up a sequel, add another character or make a brand new story.
A Wonder Box
Again – cheap and simple – make a ‘Wonder Box’ and give children slips of paper to write on.
They have to ask as many questions as they can about the story. This can be done just before they read it - perhaps responding to the blurb as they try to predict what the story is about ‘I wonder if…. ‘ I predict…. (Not every question has to start with I wonder – just be a question not a statement)
Or to pose questions to a character they have just read about ‘I wonder if she will…’ If he was to do this….
They post their slips of paper into the box and at a later time they go through their questions with an adult – who can help them strengthen their questioning skills and ultimately, the comprehension of the story. The Wonder Box can also be an outdoor version – even more motivational for some children.
One way or another there are many children who find themselves with a reading book that is too difficult for them.
There are lots of reasons why this happens including being ‘pushed’ up a reading scheme too quickly and ‘pushy’ parents who think that their child shouldn’t have a book that is ‘to easy’ (both of these are areas for separate discussion).
NB – I’m referring to books that children are expected to read by themselves – not other books that the teacher might choose for other reasons
I’m quite sure you have met such a child. They might be struggling at the decoding strategies – not breaking words down because they are too difficult, or finding the complexity of the sentences too challenging. These children are reasonably easy to spot. They are often quite stressed by the whole experience of reading.
A simple way of reaching judgements about the suitability of text.
If 95% or more of the words are read correctly, the pupil can clearly read this level without help
If 90-95% read correctly, the pupil will need help top make full use of a passage at this level: this is the correct level for guided reading and reading tuition.
If less than 90% correct, the passage is too difficult and an easier one should be found.
Another way would be to ask a child to count the number of words they struggle with on the first couple of pages – if they use up all the fingers and thumb on one hand then the book is probably too difficult.
However – there are lots of other children whose decoding isn't too bad and they seem to be a ‘fluent’ reader. But they might not be understanding very much of what they are reading.
If you think you are with such a child and being asked to read with them, try a few additional questions to see what they are actually understanding:
Ask them to point to parts of the text to show you where they are finding their answers. E.g. ‘Can you point to where it says….’ ‘Why do you think he decided to do …..?’ ‘That’s an interesting word – what do you think it means?’ Can you think of another word that is similar?’
If there is little comprehension, then a simpler text might be more suitable.
If you think a child is really struggling – are you able to mention this and/or help the child choose a more suitable book?
It needs flagging up. I see too many children struggling with books unnecessarily. Reading should be an enjoyable challenge – offering pleasure and small steps of achievement.
We risk children being turned off reading altogether if their continual experience is one of struggle and frustration.
I mean – would you keep doing something that you continually found tricky and made you feel like a failure??