Using the wordwonder site
Visit the games page to find pdfs of games and strategies that can be used to support literacy across the curriculum. The games are separated into 'themes' such as: 'Out of Thin Air' (games which require no resources) and 'The Great Outdoors' (taking learning outside). In each of the pdfs, a general example of the game/ strategy is provided. (It is always better to link the game/ strategy to the context e.g. the text, genre or topic being studied.) There is a lot of 'cross-over' between games! For example, many games in 'Out of Thin Air,' involve an active element or could be taken outdoors. Nearly every game (if adapted appropriately e.g. by level of language) can be used for any age or ability.
SPAG/Vocab- Games, strategies and resources specific to learning spelling, punctuation, grammar and vocabulary.
Genres - Games, strategies and resources linked to specific genres such as instructions or persuasion.
Themes - On this page, find resources that relate to specific themes or topics. For example, rivers or rainforests.
Resources- ideas for using a wide range of resources, including natural objects and materials which may otherwise be thrown away.
All pages have suggestions for books that can be used to support learning.
All activities on the website are aimed to promote and demonstrate dyslexia/ learner friendly strategies. These include: coloured backgrounds; colour as a tool for helping memory and for clarity of understanding (for example by writing different lines of text in different colours to differentiate); visuals and multi-sensory strategies.
Why use games?
Why go outdoors?
They are motivating.
They are fun and engaging.
They promote social skills such as sharing, turn taking and team work. They are multi-sensory.
They can easily be adapted to suit different learning styles and abilities.
They can be used to support any curriculum area/ objectives/ targets.
They are great for speaking and listening. They can support fine and gross motor skills.
They provide opportunities for revisiting previous leaning.
They provide great opportunities for assessment. Success is built in.
They provide opportunities for over-learning which improves automaticity.*
They can be played with few or no resources. They are usually quick to prepare. They are flexible: can be used 1:1, in groups or whole class. Almost any activity or worksheet can be turned into a 'game,' for example by having teams or a timer.
Our environment needs protecting by all generations: if children are to care about the environment they need to be out engaging with it! Being outside encourages:
Curiosity and provides awe and wonder. Promotes co-operation, community and responsibility for the world we live in. Fresh air and space. A different environment that changes daily. Lowers stress levels. Is more sensory e.g. sounds, smells. Supports fine and gross motor skills such as manipulation, agility, balance and movement. Encourages absorption, 'noticing', understanding of connections. Encourages questioning and investigation. Supports all curriculum areas:
Maths- measurement, angles, objects to count, (support of number) order and sort, shapes, distance, patterns.
Literacy - poetry, story telling/ character and setting inspiration.'Small worlds.' Multi-sensory writing opportunities using natural objects such as sticks and using chalk. Inspiration for all non-fiction writing genres: e.g. explanation texts on mini-beasts, persuasive writing on why you should go outdoors/ care for wildlife/ re-cycle.
Art and DT - shape and patterns. Materials to make sculptures and other art. Colour, tone, hue, texture. Construction and invention.
Scientific enquiry- wildlife, plants, gardening and growing, life-cycles, micro-climates, weather, scientific method, volume, weight, mass, physics, evaporation.
Geography - mapping, weather and climate,conservation, environmental issues.
It's free....it's healthy....it's amazing!
Using a multi-sensory teaching approach means providing opportunities for learning, through using more than one sense.
By using multisensory teaching techniques we are more likely to provide a memorable, complete learning experience.
Most games involve at least two or more 'learning styles': visual, auditory, kinaesthetic and tactile.
'We remember 20% of what we read, 30% of what we hear, 40% 0f what we see, 50% of what we say, 60% of what we do and 90% of what we see, hear, say and do.'
Source: www.axishandson.co.uk
Tell me, I'll forget
Show me, I’ll remember
Involve me, I’ll understand
Old Proverb
Children are now spending hours in front of computers: let's
get them up and active!
Keep the pace of the lesson going with games to assess, embed and practise learning objectives!
Also; quick in the sense that most games can be very quick and easy to prepare!
Imagine the London Tube map without colours or symbols!
Adding visuals to the lesson will immediately make the lesson more accessible, understandable and memorable.
We have hundreds of resources at our finger tips that may otherwise just be thrown away. From old buttons, to the packaging our post arrives in, we can help the environment by reusing things in new ways as quick, easy and cheap resources for learning. In addition, this provides a model to our students that things can have more than one use and be re-cycled in different ways.