Tips for games to use literacy

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Through play, children have the opportunity to interact with peers, develop creativity, express themselves, imitate everyday situations and re-signal social roles, control emotions, follow rules, explore places, experience the world. Among many other benefits. So play is essential for the integral development of children.

When the children reach the first year of primary school, the children ask the literacy teachers: “When are we going to play? Where is the playground? Can you bring a toy? ”This transformation becomes so difficult for them, because everything changes from one year to the next.

A good start to change this reality is to include in our literacy routine, the time and place to play, games and games in the classroom or elsewhere in the school unit – and even suggest working as a family.

Points of attention for such proposals

There are moments to play for the sake of the game, in which Kids play for free Which I follow only in observation and I intervene only when necessary so that they help to mediate some conflicts. At other times, I recommend Directed joke. My work here is more participatory and direct and I intervene more.

I use too Games and games as a situation of literacy education To explore language practice. In this type of activity I share three tips specifically for verbal, writing, reading, and managing students to reflect language.

  1. The word bingo

Every fortnight I offer a word bingo for kids. I always choose words from the same semantic field to build the game. I start by exploring class names, and then exploring other things like games, fruits, vegetables, and so on.

The first challenge is to create the children’s own bingo card, which is simply a sheet of A4 size bond paper divided into 8 parts. Horizontally, the sheet is folded and opened, the names of the children’s classmates should be written in each confined space. I always ask them to choose the names of their daughters and sons.

This moment is one of the effects of language reflection, as it requires children to look for written reference materials in the classroom, exchange information, face the assumptions written between their peers, so that they can write alphabetically on their cards. I do educational interventions, asking one question after another about these writings, pointing to references. It’s just the beginning.

During bingo we continue the learning process. Preparing the cards, I draw and read the names that come out. But I don’t say right now, first I give tips, for example: “It starts with a letter …”; “The letter ends with …”; “Rhyme with …”

Their challenge is to figure out the name based on the clues and try to find other ways to tell them apart, because many start and end with the same letter. At other times, the cards were created based on the use and support of mobile characters, after they integrated the inscriptions on the cards. It works, nobody stops, it’s a lot of parallel conversations, but it works great.

  1. Spoken or sung game

Spoken and sung games are great strategies for developing verbalism. This type of activity can be done in any class. Here are some suggestions: Cordless phones, tin phones, words related to talking in the same theme – For example, the teacher starts saying milk, the student has to say a related word, etc. Repeat the words spoken sequentially – Choose a theme for this proposal and then someone starts saying a name, the second one says the name pronounced by the first one and adding another name etc.

These games are successful for kids and families can be advised, due to the ease of performing them properly. In addition to having lots of fun, kids improve their speech, stimulate memory and listening, and the ability to relate to themes they explore.

  1. Creating toys or games / tutorials

Whether it is toy making, writing or reading the rules of the game, children can learn a lot in situations that explore reading and writing in literacy.

For this, as a writer with the teacher, in productive pairs or individually – always with the support and intervention of the literate teacher may be suggested to write jointly.

You can write step by step, teach other kids how to make toys, or write and read the rules of how to play or play. In my class we have already made board games, yo-yos and other personal toys. Play and learn is always a hit!

These are some of my exercises that are the presence of the game.

How to ensure your students’ right to play? Does it develop language practice in play situations? Share your practice and experience in the comments!

A hug and see you next!

Mara Mansani

Mara Mansani has been a teacher for 34 years. He has taught in various departments from early childhood education to 5th year of primary school, also passing through Youth and Adult Education (EJA). In 2006, the book Muda and Mundo, Raimundo by NGO WWF contained two environmental education projects for basic education. In 2014, he received the Educador Nota 10 award from Fandacao Victor Civita for his literacy through a project written with Lengalenga.

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