Reading Games

Activity
Title: Cabbage
Ball
Level:
Any
Skill
Focus: Reading/Speaking
Materials:
paper
Procedures:
1.
Teacher
will model by writing one question on a piece of paper and crinkling it up.
2.
They
will then pass their paper to a student and ask them to write their own
question, crinkle it around the first piece, and then pass it on to the next
student.
3.
Repeat
until all students have written a question and added it to the ball.
4.
During
activity, students pass/throw the ball to each other, and each student then
proceeds to take off a piece of paper and answer the question until they are
all gone.
Activity
Title: Running
Dictation
Level:
Secondary (can
be modified easier or harder)
Skill
Focus: Reading/Writing/Speaking/Listening
Materials:
paper, tape,
stopwatch or watch with timer
Procedures:
1.
Before
class, the teacher needs to write out multiple copies of a text. This can be a
poem, a short passage from the book, a short fable, etc. The teacher should
have one copy for each pair that they wish to have for the race.
2.
The
teacher should tape the copies to the wall just before the activity starts so
that students are not able to read them before the game begins.
3.
Students
are to pair off. One student is the writer. They will be asked to sit on the
opposite side of the room from their text that has been taped to the wall. They
should have a writing utensil and a piece of paper for the dictation.
4.
The
other student in the reader. Their job will be to run across the room, read the
text, remember as much as possible, and run back to their partner to dictate
the text.
5.
Halfway
through the time (depending on how long the text is), the teacher will call out
switch. The students will then switch jobs and continue to race until one pair
is finished with the text.
6.
As
an extra step, the teacher can ask teams to exchange their dictated texts with
each other. They then have to use the original text to error correct the text
of another team. The pair with the longest text with the fewest mistakes wins.
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