Lesson 1 of 5
Objective: SWBAT read common high-frequency words by sight. Student Objective: I can read popcorn words while playing a game with my friend. I can follow rules to a game.
Before I introduce the game "POPCORN!", I play "The Popcorn Song" to gather the entire class together, then we review our popcorn words.
The children will be shown the pieces to the game and we will review the words using those pieces. I tell the children that this is a game for them to play during the literacy station block of time. It is designed to play with two 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.
The activity that I have planned is called “Popcorn” and can be differentiated to meet the needs of all children in my class. The activities that I like to use in my class meet the literacy needs of my students. Children in kindergarten love to play games. When the literacy stations are fun and educational, the children are drawn to these activities. POPCORN! is a game that I use during my literacy station time. The materials needed are a set of popcorn word cards that are gauged toward the specific needs of the students playing, a popcorn box or themed container, a printed off list and pencil for each child. I have my game set up for two players at a time because it cuts down on the arguing; however, the game can be played with up to four players. The children begin by placing all of the popcorn cards in a popcorn container. Players take turns drawing cards from the container. If the player can read he word, he keeps it and writes the word on his list. If he cannot read the word he has to put it back into the container. If a player chooses a POP! Card, he gets to “pop” up like a piece of popcorn, but then he has to put all of his cards back into the container and discards the POP! card. The children continue playing until all of the cards have been drawn. The player with the most cards wins! The winner can “pop” up and down and say “Pop, pop, POPCORN!”
At the end of a literacy station block, the children who have been playing “POPCORN!” turn in their lists to me. I can look over their lists to see which words the children can read. To double check their work, I have the children read their lists to me. This helps to reinforce what they have practiced, but also helps me to convey the message that neatness is important in order for me (or any reader) to understand what the child has written. In addition, their lists of sight words read correctly allows me to assess student performance. I added the writing part to the game because there is a demand for more documentation and authentic assessments.
A great way to continue practice for the popcorn words is to let the children play the "Popcorn Word Game" from Fun 4 the Brain, on the computer.