Sight Word Hopscotch
Lesson 3 of 5
Objective: SWBAT read common high-frequency by sight. Student Objectives: I can read popcorn words while playing a game with my friend. I can follow rules to a game. I can toss beanbag and practice hopping on one or two feet.
Before I introduce the game "Sight Word Hopscotch" I will gather the entire class together and review our popcorn words. The children are shown the pieces to the game and I model how the game is played. I tell the children that we will divide into groups to play this game, and they are welcome to play it again during the literacy station block of time. It is designed to play with a small group of players. We talk for a minute about nice manners when playing a game and discuss some ways that we can solve an argument if we have one with a game buddy.
When I think about the game of Hopscotch, I flash back to fond memories of playing this simple game out on the sidewalk by my house. In this version of Hopscotch, children get the opportunity to play an old-fashioned game and practice their sight words at the same time.
Because I live in a cold-weather state, I have adapted this activity for indoor or outdoor play. By borrowing some electrical tape from my husband’s tool box, I can create several hopscotch formations on my classroom floor. Then, with 3 X 5 cards printed with the sight words, I tape a word into each box of the game outline.
The class is divided into groups and each child is given a bean bag to toss. For outdoor play, I take sidewalk chalk and draw out the shape, and then write words inside each of the boxes. The game is played simply by tossing the beanbag into the first square, hopping over that square and following the path with one or two feet. As they get to the end they turn around and hop back. When they get back to the first square, they have to read the sight word. If they read it correctly, they pick up their beanbag and go to the end of the line to wait for their next turn. If the child read incorrectly, he leaves his beanbag at the first spot, asks his friends for help, and repeats the word. He then goes to the end of the line.
By playing the game in this way, the child gets support from his classmates, but also gets repetition in learning the word.
As I walk around to observe each group, I can see where the children are as far as identifying the words we are practicing. If a child is closer to the beginning of the path, I will know that the child struggled with some of the beginning words. I carry a clipboard with a chart on it that looks like a calendar, each child has a square and I can write down a comment about what I see as the children are interacting. I can ask the children questions or have them read the words to me before I move on to another group. I also become aware of the children that struggle with their motor skills and coordination while they are tossing the beanbag, hopping on one or two feet, turning around and bending to pick up the beanbag