Play! Play! Then, play some more!
Check out the standards below and apply them to any of these activities. Even better, ask your child how they would like to practice these boring skills.
| sit in a circle and play hot potato, while calling out “proper nouns,” they can pass after I approve- person holding potato when music goes off is out *give hints for those struggling |
| play Taboo- they are holding a note card that says “proper noun” and they have to continue calling out proper nouns until the rest of the group solves, move to next card |
| take an old oatmeal container and line with at least 4 strips of paper, each strip lists adjectives, nouns, verbs, and adverbs, they spin to read off silly sentences *I let mine use “gross words” like boogers to make them laugh |
| use the pile of already created cards with at least 4 skills, put into a pile face down, flip top one and first to solve correctly keeps card, total is equivalent to the amount of bullets permitted in the Nerf or Orbeez gun battle |
| grammar bingo- kids fill out empty board with words you give, then play |
| play games online– listed on the bottom under math games |
| telephone pictionary- all kids draw a picture of a proper noun without words, they pass to next person who tries to write the words, next person draws a picture of what they read (without peeking at original)- results are hilarious |
| scavenger hunt- hide already created notecards and call out, “first to find a noun wins this round” |
| play spoons- Players take turns trying to collect a four-of-a-kind. Once someone does, everyone tries to grab a spoon. Without a spoon, you get a letter. If a player spells “S-P-O-O-N”, they’re out! The last player standing wins! |
| use pile of already created cards with at least 4 skills, tape skill title (nouns, verbs, adj, adv) high on the wall, kids flip cards and first to hit with fly swatter gets to keep that card |
| Headbands- half the kids are wearing answers on their foreheads, while the other is wearing an example- they need to find their partner by giving verbal hints about what is on the others card |
| jeopardy- Google your topic and you’ll find many ideas online |
| hidden pictures- paste a few pictures of things that kids are into (I used Perry Gripp last time) onto a poster, use post it notes to cover the pictures, kids choose which problem they want to solve and try to guess hidden picture |
| brains vs google- allow kids to choose if they’d like to use their brain or Google. call out questions and prove to them that their brains are more proficient than Google 😉 Or, at least how long it takes them to type the question |
| musical chairs- circle up chairs minus one, stop music and ask question, if person standing beats the others, they can choose the seat of someone sitting |
| Simon says- call out “Simon Says list a noun, whisper a verb,” etc |
| throw out all the notecards and race to complete as many sentences with the parts you call out |
| Print out some MadLibs for them to complete |
| GA LA standards | Reading Foundations: | Reading Literature: | Reading Informational Text: | Writing: | Speaking and Listening: | Nouns | Verbs | Others | Capitalization/ Punctuation | vocab/ spelling | research |
| 2nd grade | Phonics, fluency, and comprehension. | Understanding characters, settings, and events. | Identifying main ideas and details. | Expressing thoughts in written form, including opinion pieces. | Participating in discussions, presentations, and collaborative conversations. | Identify and use nouns (e.g., person, place, thing, idea) in sentences. | Recognize and use verbs (e.g., action words) appropriately in sentences. | Basic understanding and usage of descriptive words. | (e.g., end punctuation, commas in dates), (e.g., capitalize holidays, product names). | Spell frequently used words correctly. | simple research projects using various sources |
| 3rd grade | Participating in discussions, presentations, and collaborative conversations. | Participating in discussions, presentations, and collaborative conversations. | Identifying author’s purpose and point of view. | Identifying author’s purpose and point of view. | Engaging in discussions, presentations, and collaborative conversations. | Differentiate between common and proper nouns and use them accurately. | Understand and use regular and irregular verbs in various tenses. | Expanding knowledge of adjectives to enhance writing. | Use commas in addresses and items in a series.Capitalize appropriate words in titles of books, songs, and poems. | Demonstrate command of the conventions of spelling. | short research projects using multiple sources. |
| 4th grade | Develop phonics and word recognition skills. | Analyze and interpret stories, including character development, plot, and theme. | Extract information from various types of texts and make connections between different sources. | Write informative/explanatory texts that convey ideas and information clearly. Express opinions and provide reasons to support points of view. | Engage effectively in discussions, build on others’ ideas, and express one’s own clearly. | Identify and use collective nouns and abstract nouns appropriately. | Understand and use action verbs, linking verbs, and helping verbs in sentences. | Introduction to different types of pronouns, including collective and abstract nouns. | Use correct punctuation (commas and quotation marks) in dialogue. cap in (e.g., names of historical events and documents). | Apply knowledge of spelling patterns and generalizations. | research projects that build knowledge on a topic. |
| 5th grade | Advanced phonics and word analysis. | Analyzing text structure, literary elements, and theme. | Evaluating multiple sources and synthesizing information. | research projects, persuasive writing, and narrative essays. | Delivering organized and effective presentations. | Explore and apply knowledge of collective nouns, abstract nouns, and pronouns. | Use precise verbs and verb phrases to convey specific meanings and tenses. | Precise usage of adverbs to modify verbs. | Use punctuation to separate items in a series and to set off introductory elements.Capitalize geographic names, holidays, and historical periods. | Apply knowledge of spelling patterns and generalizations. | complete research projects using various sources. Take notes on relevant information, paraphrase, and summarize. |
| 6th grade | Vocabulary development and comprehension strategies. | Analyzing character development, plot, and symbolism. | Evaluating argumentative texts and informational sources. | Argumentative essays, research papers, and creative writing. | Participating in group discussions and delivering formal presentations. | Analyze the function of noun phrases and identify various types of pronouns. | Understand and apply knowledge of verb moods, voice, and perfect verb tenses. | Understanding and using prepositions in sentences. | Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. | Apply knowledge of spelling patterns and generalizations. | multiple sources, evaluating the credibility of each source.Summarize and paraphrase information, avoiding plagiarism. |
| 7th grade | Expanding vocabulary and understanding word relationships. | Analyzing complex characters, themes, and structures. | Evaluating argumentative texts and literary nonfiction. | Developing and supporting arguments, informative/explanatory essays, and narratives. | Engaging in discussions and delivering polished presentations. | Recognize and use different types of pronouns, including relative pronouns and indefinite pronouns. | Use knowledge of verb tense, aspect, and mood to convey various meanings. | Recognition and usage of coordinating and subordinating conjunctions. | (commas, ellipses, dashes) to indicate a pause or break. including proper nouns and titles. | Apply knowledge of spelling patterns and generalizations. | n-depth research projects using a variety of sources and citing them appropriately. |