2 for 50% off on Tuesday

I have been looking at the Two For Tuesday linkups on The Teaching Tribune for the past few weeks but, I have been too busy with my now three week old son to join in.  Today I have decided to pass him off to his mother for a while and try it out.   The first item I have listed at 50% off is my Long Vowel Sort and Write Teams/Pairs.   The second item is my I have… Who has… Multiply Multi digit Numbers Bundle.  

Long Vowel Sort and Write Teams

by Learning is the Game™

$1.99 $.99 (Tues & Wed)

This activity is more than just a long vowel sound sorting activity.  For starters, it gives your students a valuable hands on activity that is engaging and fun.  Since your students are actually creating something, they will have a visually pleasing graphic organizer that both of you can refer back to as the year goes on.  This activity also includes a writing element.  Once students have correctly sorted the words according to their long vowel sounds, they will write sentences using those words.

Here is how I use this activity, but of course you should use it whatever way works best for you.

Prep

             Print pages 3-5 for each student.  Be sure to print them double sided!

Step 1-Intro   

             Introduce/review the long vowel sounds in a way that fits your teaching style.  It is a good idea to also review the words the students will be sorting since they will need to use some of them in their writing.

Step 2– Color

Each vowel sound is assigned a color.  Color the tabs and boxes with the vowels and long vowel symbols.  Then, color the words in the boxes (page 5) with the corresponding color.  Example: If the boxes with the Aa and ā were colored blue, the box with the word made and other long a words should also be colored blue. 

*I like to have my students color the words because I can quickly check to make sure they are identifying the words correctly before they start cutting and gluing.  I also suggest doing all of the coloring before any cutting because it is easier/cleaner when done first.

Step 3-Fold and cut

Look at the side with the dotted line.  Fold on the dotted line, and cut on the solid lines. 

Step 4-Cut and glue

Cut out the words, and glue them in the boxes next to the matching long vowel sound

symbol.

Step 5– Write

On each line provided write a complete sentence using the long vowel words in that box.  Circle the words you used with the corresponding color.

This is a fun activity that can be used with any students just learning about long vowel sounds, especially K-2^nd graders.  I have even used this with my upper elementary English language learners with great success. 

I know my students and I have enjoyed it, and I hope you and your students do too!

Common Core State Standards practiced. 

CCSS.ELA-Literacy.RF.K.3b

CCSS.ELA-Literacy.L.K.1a

CCSS.ELA-Literacy.L.K.2a

CCSS.ELA-Literacy.L.1.1a

CCSS.ELA-Literacy.RF.1.2a

CCSS.ELA-Literacy.RF.1.2b

CCSS.ELA-Literacy.RF.1.2c

CSS.ELA-Literacy.RF.2.3a

CCSS.ELA-Literacy.RF.2.3b

*CCSS are printed on the back of the foldable.

Click here for a FREE preview.  It has some directions and suggestions on how to use this activity in your class.

I have… Who has… Multiply Multi digit Numbers Bundle

by Learning is the Game™

$3.99 $1.99 (Tues & Wed)

I have… Who has… is a card based game where students can practice and review ideas and concepts learned in class. Each deck is specifically designed with content based on a specific common core standard. By playing the game students will also practice other important skills including speaking, listening, comprehension, and self-control.

                                                     

This I have… Who has… bundle comes with THREE full and different decks! Each deck is based on the common core standard 4.NBT.B.5 (printed on the back of each card).  Each deck also gets progressively more difficult.

Deck #1 students will multiply single digit numbers by double digit numbers (6 x 43).

Deck #2 students will multiply single digit numbers by three and four digit numbers (6 x 4,365).

Deck #3 students will multiply double digit numbers by double digit numbers (63 x 43).

If you are looking for a fun, engaging, hands-on way for your students to practice multiplying multi-digit numbers (4.NBT.B.5), you have come to the right place! Students will also practice reading, listening to, and saying numbers ranging in place value from 1 -100,000 depending on what deck they use.

Each deck can be used in a whole group, small group (using the bonus 8.1 card) or individual setting. See Rules page in the free preview for more information.

*Because of the content in these decks, I like to give my students whiteboards or scrap paper to use during the game.

For more games and activities be sure to   and:

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Here is a picture preview of the newest Peek-a-Boo!  Peek-a-Boo! Place Value: whole numbers.

I have... Who has...

          Educational games can be, and should be, used in just about every classroom.  Games help students of all ages become more engaged, excited about learning, and willing to take on new challenges.  I have… Who has… is no exception.  One of the things I like about this game is the flexibility I have as the game creator.  Using the same basic platform, I can create a game that will help my students practice almost any subject.   Once my students have learned how to play one deck of I have… Who has… they already know how to play any other deck regardless of the content being covered since the rules don’t change from one deck to the next.  

       

         When I make a deck of I have… Who has… cards I make a deck of 30 because my classes are usually large.  With 30 cards I will have a few extra cards so some students can have two.  I also make sure there are one or two cards that are easier than the rest.  This way I can make sure my students who are really struggling with the content get the easier cards the first few times we play so they can be successful in front of their peers.  

As you can see in the pictures above, the front of each card has two parts.  I have… and Who has…  When it is your turn simply read the whole card.  You know it is your turn because someone has asked a Who has… section that is answered by your I have… section.  The cards are written in a way that the cards create a continuous loop. 

How to Play

·      Distribute at least one card to each student.  Handout any extra cards to stronger students, or to students who want another card that you think can handle it.  I always have students who want extra cards.  If you have students who are really struggling with the content make sure they get the easier cards the first few times. 

·        Pick any number in the deck and have the student with that card start.  The back of each card has a number in the lower right hand corner (see pictures above).  It does not matter what card you start with because the game loops continuously and ends when you want it to end.  I prefer to stop when it goes all the way around once, redistribute the cards, and play again it time permits.

·         Students need to be silent and focused throughout the game. 

Example: Sally reads, “I have… 6 Who has… 9-0”.  Jose’s cards reads “I have…9  Who has… 1-1”.  His card answers the question correctly so it is his turn.  Jose reads his whole card and the game continues. 

Being silent and focused can be a struggle for many students.   When playing I have… Who has… students are practicing more than just the content covered in each deck.  To be successful in the game, students will have to improve their listening and comprehension skills.  Students will also learn self-control and patience as they wait for students to figure out the answers and realize it is their turn.  These are just a few of the extra benefits students receive from playing I have… Who has… These “extra” benefits are part of the reason why I prefer playing games like this in my class instead of using worksheets all of the time.

Learning should be fun: Why games need to be a part of your classroom -Part 1

               We all know common core places a large emphasis on student practice, and educational games can be a great way to achieve just that.  Whether your students are working as a class, in small groups, or on their own, games are a great way to help them practice and learn anything you are covering in class.  Incorporating games in your class/lesson is important not only because they help students learn information, games also get students excited about learning, keep them engaged longer, and help lower the affective filter.

                Educators understand that students must have their most basic needs met before they are able to learn.  Creating a safe and comfortable environment for all students is the first job of any successful teacher.  According to Krashen (1982) a low affective filter, which includes high motivation, high self-confidence, and low anxiety, is highly beneficial to language acquisition.  While Krashen focused primarily on language acquisition, I truly believe the same principles hold true for all learning.  Tomlinson et al, (2003) would agree with me.  They found when multiple materials and strategies coincide with an individual’s learning styles and interests, the affective filter will be lowered and thus students will be more willing to participate. 

                Sometimes it can be a struggle trying to differentiate our lessons to address the different learning styles and interests of our students.  Well-designed educational games can help us do just that partially because most students enjoy playing games, even if they are learning something at the same time.  When students play games they more comfortable, more confident, and more likely to discuss with their peers because of the relaxed and less stressful environment created by the game (Lin, 2008).  Due to the lowering of the affective filter provided by a game environment, students are also more willing to make mistakes, and learn from their peers (Smith, 2006).

                In my class, whether I am teaching a whole group of students, or a small group, I always try to incorporate some kind of game.  It never fails, when I pull out a deck of I have… Who has…, a board game I created, a Jeopardy style game, or some other kind of game, the faces of my students always light up.  I find they are more attentive, more involved, more motivated, and learn better when they are having fun playing a game.  

References

Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice Hall       International

Lin, G.H.C. (2008) Pedagogies proving Krashen’s theory of affective filter. Hwa Kang Journal of English Lsnguage & Literature, (14), 113-131.

Smith, H. (2006). Playing to learn: A qualitative analysis of bilingual pupil-pupil talk during board game play. Language & Education: An International Journal, 20(5), 415-437.

Tomlinson, C.A.., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., Brimijiom, K.,… Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the gifted, 27 (Win 2003), 119-145.

               Please let me know what you think of this post.  If you have a story about playing games with your student(s) please let me know and I would be happy to post it on my blog (pictures are always a plus, but not a must).