Tag Archives: writing

Board Games Galore!

 “The score never interested me, only the game,” Mae West

A few weeks ago, I wrote about why games boost students’ learning.  They soothe anxiety and calm the amygdala, making student brains receptive to learning.  They make drill fun.  They give students a way to beat the teacher.  In short, they are a great tool, especially for drill or practice.

Games can be a quick five-minute review to start a lesson or to wrap up one, or they can be the core of practice in a lesson.  When I work one-on-one with students, I usually play a game for at least ten or twenty minutes of a fifty-minute session.  With that much time, you need to make sure the game is serving its purpose well and efficiently.

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Developing Details in Writing: Beyond Visualize and Verbalize Part II

So, you’ve been working with a kiddo whose spelling is great, grammar is excellent, but who melts down when asked to write in class; the more open the assignment, the more panicked the student.  You’ve been using Lindamood Bell’s Visualize and Verbalize program  to help connect the pictures of the right side of the brain with the words on the left side of the brain.  Maybe you have started supplementing that with the Guess the Animal game I described in Part I of this series.  But now you are looking for some other activity to continue developing both receptive and expressive language, all while building comprehension and writing skills.

In Part I, we made sure we had scene builders, folders and pattern blocks in our tool kit.  What, you may have asked, could those possibly be for?  I’m glad you asked!

robot scene builder

Build A Robot from Mudpuppy

For this activity, you can use any type of scene builder: felt, magnetic, cling-on…I am a big fan of the Mudpuppy Magnetic Figures because they are quirky and fun.  The key is that you need two exact sets.

First, show your student that you have the exact same set he does.  You tell him the game is for one of you to build a scene in secret behind a folder, and describe it to the other person while building it, so that at the end, the two scenes look exactly the same.

I always let the student choose whether she wants to build first or have me build first.  The shyer ones, or the ones who don’t quite get the activity yet, let me build first; the ones who grab hold of the idea want to build right away.

While they are building and describing, I make sure to ask clarifying questions if there is a little ambiguity (“How far from the moon does the monster head go?  Do you mean the green leg with scales or the smooth one with a boot?”)

Once they are done, we do a drum roll and the Big Reveal!  I remove the folder with a flourish and we compare results.

After a bit of oohing and ahhing, we debrief, um, briefly, with comments like, “Oh, I see the arm is pointing up.  I saw it pointing down,” or “You really helped me see the angle of the space ship, but I thought it was a little closer to the edge.”

The great thing about this game is that it works on both receptive and expressive language.  You can also target specific types of language (to the left of, on top of, or specific vocabulary) and the Visualize and Verbalize structure words.

Afterwards, you may want to ask the student to write a description of their picture.  They have great support: a visual right in front of them, verbal rehearsal of the description, and the debrief to focus on anything that was unclear.

I’ve also used  pattern blocks for this (which, by the way, is an excellent geometry exercise as well) or simply blank paper where we drew something and directed the other person to draw the same thing.  You can really use anything that gets built, drawn or made, as long as you have two sets of it.  Pander: use the special interests of your student (Legos?  Perfect.  Fashion dolls?  Fabulous.  Angry Birds?  Absolutely.  Dolphins?  Of course.).  Go nuts!

Developing Details in Writing: Beyond Visualize and Verbalize, Part 1

We’ve all had the kids whose parents come in and say, “He’s been reading forever and his spelling and grammar are great. But somehow he never gets inferences and he just melts down when he is given a writing task.” Maybe you are lucky enough that this student comes with testing; maybe you’re the first one who’s seen him.

So, the question is, how do you get them to write?

My go-to on these kids is Lindamood Bell’s Visualize and Verbalize program. It helps connect the pictures of the right side of the brain with the words on the left side of the brain. It helps develop both receptive language (oral and reading comprehension) and expressive language (speaking and writing).

But then what? Pure V & V is often done all session long, but for me after about 20 minutes of it, I need to switch activities. This is where I reach into my tool belt and pull out…hmm…one set of pictures of animals from a calendar (donate to World Wildlife Fund once and you are set for life); two identical magnetic scene builders; a file folder; pattern blocks; notecards. Ready?

The first rule of all of these activities? Always call it a game. As in, “Oh, I have a great game we can play…” or “In this game, you will…” The great thing about kids is, if you call it a game, it’s a game.

So, in the first game, you spread out fifteen to twenty of your small pictures of animals (I cut the preview pictures off the backs of the calendars). Arrange them in rows facing the student. Hand her a notecard and get one for yourself. Explain that she is going to pick one of the pictures secretly without telling you what it is. Then she is going to describe it as fully as possible (if you have been using V & V, remind her of the structure words) without using the name of the animal! Make sure she realizes the goal is to get you to guess it; otherwise students try to be mysterious and confusing, which is definitely not the skill we are trying to teach.

You will do the same. This is a great way to model the kind of richly descriptive writing you want. Believe me, the student will notice if your card is full and she has one or two sentences on hers: great motivation for the next round. When you are each done writing, you read your description to her. When she gets it, ask what gave it away. Then she reads you her card. I make a big show of thinking it aloud: “Hmm. You said the animal was a baby, so it must be one of these five. (I physically sort the pictures as I am talking.) You said it was red, so it can’t be this one. You said it had feathers, so is it this one?” If there is possible confusion in the description, make sure not to be able to figure it out. “Hmm, that narrows it down to these two. Can you read the description again? I am not sure which one it is.” Make sure to play this multiple times so your student has a chance to get better, and then point out her growth to her!

A lot of these same kids have some trouble reading complex facial expressions, so one variation of the game is to use photos of people–either ones you have found in magazines, or a deck of emotions face cards. It all works the same way, but you can fold in discussions about feelings as well. I also like asking, “What do you think happened right before the photo was taken that made her feel this way?”

So, what do you do with the scene builders, the file folder and the pattern blocks, you ask? Well, you’ll have to wait until Part II to find out!

This post originally appeared under the Writing Interventions section of the Association of Educational Therapists website.