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Strategy 23 Communication Games

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43 views14 pages

Strategy 23 Communication Games

Uploaded by

api-456327655
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Strategy #23 Communication

Games
Steph Sparks, David Allen, Elsie Cree
Agenda
1. Introduction to standards
a. Learning objectives
b. Language objectives
2. Hook exercise
3. What are Communication Games?
4. Types of Communication Games
5. How can this help ELL students?
6. Step-by-step
7. Practice
a. Guided
b. Partner
8. Assessment
9. Discussion Questions
10. Resources (Need Book Citation)!
Content Objectives + Standards
Objective:

SWBAT have discussions with diverse partners in small or large groups about
second grade topics and text

Aligned Standard:

CCSS.ELA-LITERACY.SL.2.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
Language Objectives + Standards
SWBAT explain thoughts, opinions, and directions using descriptive vocabulary
while playing games with partners or groups

SWBAT express needs and likes by asking questions with increasing specificity
while receiving instructions during games with partners or groups

Aligned ELP Standard:

ELP.2-3.2 - An ELL can participate in grade appropriate oral and written exchanges
of information, ideas, and analyses, responding to peer, audience, or reader
comments and questions
How to Wash Your Hands - by Our Class
● Read out loud the steps to washing hands.
● Put them into the correct order

❏ Dry hands with paper towel


❏ Rinse off hands
❏ Turn off faucet
❏ Turn on faucet
❏ Count to 30 or Sing Happy birthday
❏ Wet hands
❏ Scrub hands
❏ Rub hands together
❏ Get two drops of soap
What are Communication Games?
● Communication Games are activities that give students an opportunity to
practice their listening and verbal communication skills in an environment
that does not feel like they are being tested.
● There is usually a goal to achieve with these games (successfully conveying
directions, describing a picture, passing along a sentence).
● Often used to keep things interesting in the classroom.
● Some companies even use these types of games as ice-breakers
Types of Communication
Games
How can this help ELL students?
● Provides students opportunities to practice their English communication
skills in a low stress environment.
● Students are more likely to be successful because it is explained in advance.
○ Situations are explained and vocabulary can be practiced
● Reduces the affective filter for all students.
○ By lowering stress levels
○ Providing vocabulary in advance
Step-by-Step Process
1. Identify a language need
1.1. What function of language are you going to be working on or gathering evidence for?
2. Model the game
2.1. Demonstrate how the game works with 1-3 students to show how to play the game. Make sure to clearly state
the rules while you are explaining. Display the rules somewhere in the classroom while the game is going on.
3. Organize the pairs or groups
3.1. For smaller games, make sure that students get into groups with at least one fluent English speaker in each
group.
4. Guide the practice
4.1. Provide support while students are still learning the game.
5. Talk about the experience
5.1. Have a discussion about what the students felt while they were playing the game. Were there any difficulties
or challenges? How did they get past them?
6. Assess the students’ ability to communicate orally
6.1. Observe and offer vocabulary that will help with communication (forward, big, small, center, etc.)
Guided Practice: Telephone
● All students line up from one end of the classroom to
the other, based on some random metric (height,
birthday, shoe size, hair length, etc.)
● Whisper a sentence to the student on one end of the
line, and tell them to write it secretly on a piece of paper
● Repeat this until the phrase has gone from one end of
the line to the other
● The student at the end of the line will recite what they
heard, then the first student will tell what the original
phrase was
● Use the pieces of paper to show where each change to
the sentence happened
● Repeat, going the other way with a different sentence
Independent Practice:
What’s going on in the picture?
● Have students get into pairs sitting back-to-back
and give them each a piece of paper and a pencil
● Give each partner a different image
○ NO PEEKING!
● One partner will then describe what is in their image
for the other partner, who will try to draw the image
based on the clues that they are given
● After 5 minutes, students will switch roles and
repeat the exercise for another 5 minutes
● After this, students can turn and reveal what image
they had and what they drew based on their
partner’s clues
Assessment
Fill out the worksheet given to your table!

When you’re done discuss your answers as a group. The teachers will be walking
around to listen and then take your sheet once you’ve talked about your ideas!

Be ready to share about what you discussed!


Discussion Questions
1. What are some ways that you could implement this in your own classroom?
2. What are some potential difficulties for ELL students when doing these
activities?
3. How can you help mitigate these difficulties?
4. What did we do well?
5. What could we improve on?
Resources
● Herrell, Adrienne L., and Michael Jordan. 50 Strategies for Teaching English
Language Learners. Pearson, 2018.

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