“A My name is”

Each participant follows the alphabet as they say the following poem:

“A” My name is…Alice

I come from…Arizona

And I like…Almonds


…and on through the alphabet...

•Names are made up (memory, critical thinking)

•Locations can be states, cities, community places…use imagination

•“Likes” can be specified categories (foods, parts of speech, animals…) or anything the player wants to mention

•2 people can play, up to a large group

Possible Variations:

•Bounce a ball

•Alternate hands as you bounce (crossing midline)

•Throw the ball up and catch it

•Toss ball to next player

•Clap - set a pattern or rhythm that everyone does


“Funglish” – A Describing Game

•Player 1 chooses a word from provided list

–Must understand what it is and what its features are

•Remaining players are provided with word cards

•Remaining players choose a word card and ask Player 1 if that word describes their chosen word

•Player 1 designates word –

–Exactly like the word they chose

–Sort of like the word they chose

–Not at all like the word they chose

•When remaining players think they have enough information, they may guess the target word

•If the group agrees, Player 1 can give clues or expand the description


•Pre-teach word list and play game immediately afterward

•Add pictures to cards to increase understanding

•Add list of features or definitions to word choice cards

•Limit list of possible word choices

•Limit number of describing words

•Lists could be –

•Vocabulary words

•Historic dates

•Characters from history or literacy


Science concepts…the list is endless!


Choral  Reading

•Provides opportunity for review and practice

•Adapt reading materials if necessary for fluent reading level

•Look for lots of describing words, action words, naming words that will create interest, moods, spark imagination

•Repetitive phrases are good for those who struggle with language

•Choose material that teaches, enriches or reinforces curriculum

•Use to teach, review, practice phonics, word families, and vocabulary as well as math, science, and social studies content.

•Review the selection with the participants by reading it aloud while they follow along silently.

•Everyone reads through the selection aloud in unison until all are familiar with the content.

•If not completed for you already, divide the selection into groupings (couplets, stanzas) – be sure to include some whole-group performance

Brain Breaks