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I love how Writing Bingo would be a "game" that really helps my students review what types of words they should see in different types of texts. Of course this could be applied to low-stakes writing (what is your favorite food?) but I am thinking of when we teach reading and writing different non-fiction text structures. Imagine- "I wrote a piece comparing these two books. What words would you expect to see?" I'd hope my students would jot down words like same, different, also, both, difference, etc. And then, after they have their bingo board, I could ask them to write their own example and mark off as many of the words as they can. It's a way of reminding them what kind of vocabulary is appropriate in each structure (which helps them identify text structure while reading, but also when writing) in a gamified way, which I love!!

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I would love to make this game a regular tool of reviewing new concepts/vocabulary terms within my social studies classroom. It could be used throughout a unit, starting immediately after exposure to new material and used all the way up until a final assessment as a review game for students. I could model it using actual questions from assignments or assessments, have students initially use pre-given questions and answers (maybe like a word bank?) to become familiar with the process, and then have them create their own questions as they learn more throughout the unit.

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I can definitely see my kindergarteners enjoying the game Sound Effects! I can envision my students sitting on the carpet with whiteboards and markers, while I play sound effects through the speaker. One way I would incorporate this game into an academic lesson is when I teach synonyms and antonyms. I could ask students to write down two synonyms that describe the sound. For example, a car horn could be described as loud and noisy. I could also use this as a narrative writing activity by having students recall a time they heard the sound in real life and what was happening around them. For example, a student might write about how they heard a dog barking on their walk last night. -Sarah Currier

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There are so many ways to use this strategy both formally and informally. I see using this as a bell ringer activity and as a review tool. I envision having a fill in the blank sentence on the board for students to contemplate when they sit down.

As a side note, when reading about this strategy, my mind immediately went to family feud. It would be a lot of work but it would be fun to create a family feud style game for students to practice vocab or any content.

-Aaron Caroll

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This activity seems like a great way to practice interactive vocabulary. I teach high schoolers and even my non-ELs need desperately need help with vocabulary post-pandemic. The nine box grid seems like an activity I could use with all of my students to practice grade-level vocab. If I do it this way, I would give my ELs different vocabulary words to focus on. I could also use the nine box grid as a differentiated lesson for my ELs while my other students completed a different set of vocab practice.  -Emma Hauer

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I like the idea of using/modifying the writing bingo activity for a variety of purposes! It could be a cool revision technique to ensure that students are using a variety of sentence types, using punctuation, reinforcing parts of speech, etc. in their writing! For example, the teacher could call out, "Proper noun," and in order to mark the square, the students would have to find a proper noun in their own writing. The teacher could call out "quotation mark," and in order to mark the square, students would have to add a piece of dialogue to their writing. Could be a fun spin on revision! - Cortlynn

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Students get into groups of three.
One student first says the answer of a definition or theorem or postulate for geometry class. Next, the other two students have 30 seconds (can shorten or lengthen depending on class) to write the correct word or phrase down. If the questioner ("what is the angle bisector theorem? or "what does the equidistant theorem state?" or "what does the reflexive property imply?")is correct, then the answerer (who stated the original definition) awards them a point. They can then lead the next round. You can switch the word with definition for extra challenge. This could help with vocab practice since geometry has a lot of specific content language.

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This activity would be great for our kindergartners as well as our newcomers. I could pair our kiddos together and give each group a mini whiteboard. I would alternate between saying the sound of the letters and the names of the letters. The kiddos would search around our classroom for objects that match and then write the letter on their mini whiteboard. To incorporate conversation practice, I would have the kiddos talk to their partners about other words that start with the same letter before we move on to the next round. ~ Ta'Vonna Ishmon

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I remember doing this game with flyswatter when I took French in highschool!  I had so much fun with that game.

I used to do a similar activity with vocabulary words in 4th grade but I had little bells the students would dink in (they were used for dog training and had little paws all over). The kids LOVED it but I haven't used this strategy in a few years and think it would be great to bring back.  :) Kayla

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(Nicole Schlimm) This game is very similar to the game Taboo that many of us have played at home. In fourth grade, students typically have weekly vocab lists that I could use to play the game. But I could also use it with any social studies or science content vocabulary words. This is a great way to get students to think of antonyms and synonyms, descriptive adjectives as well as build social, speaking, and listening skills. Students could also use motions, like charades, alongside their verbal descriptions to incorporate elements of TPR. This game could be done as a class, in small groups or with a partner.

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I like to play fun games with students to help them remember vocabulary! Last year I used Gimkit which is super fun but costs money after a free trial period. I've heard of flyswatter before and I think it would be super fun to incorporate! My students love a competition. I could use it to go over weekly vocabulary terms and I could also switch up the variation, for example, "Name it" using fill-in the blank sentences OR I could read out the definition of the word as students have to find the right word on the whiteboard to swat.

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Caroline Eifert --

Playing "telephone" would be super enjoyable and productive for all students! When implementing this game, I think it would be important to incorporate usage of words that fall under both BICS and CALP, so that our ELs can familiarize themselves with these different forms/kinds of language.

The thought of playing "telephone" while speaking made me think of a game/activity called "passed conversations," in which every student starts by writing one word on a piece of paper (or one full sentence, if you wanted to make it a bit more difficult) and then that piece of paper is continually passed around the classroom and each student adds a word -- of course, the goal is for students to work together to make a comprehensible sentence/paragraph/mini story. Students have to read the prior words, think about what they mean, and decide in which direction they'd like to logically add on to what was already there.

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I liked the fill-in-the-blank game because I currently play a game very similar with my EL students that they seem to enjoy. In my game, I give them a vocabulary word and have them use it in a sentence, but I like the idea of them finding a word to fit into a sentence. I think I could combine both games by having them start with some parts of the sentence already like with fill-in-the-blank and then move towards them creating a sentence around just one word. This could be a great way to increase difficulty throughout the game.
- Grace NeCamp

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I always love playing Scattergories with my 7th graders -- their answers are always hilarious and it is fun to see them get creative with words.  When I read about the Categories game, I immediately thought of ways to incorporate it into my classroom.  The students can get into small teams and brainstorm as many words as they can that matches the categories.  Some of the prompts can include:

List as many characters as you can think of from the novel we are currently reading.

Items in this room that start with the letter ___.

Shoupra Shikwana

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The fill-in-the-blank game made me think of mad libs and how I could tweak it based on the text/story we are working with in class. I will be teaching 4 classes of co-taught English 9 and 10 with an intervention specialist where abut 80-90% of students are on an IEP. Mixed in with our IEP kids, I will have my 3 EL students. It would be a great way to practice using our parts of speech (noun, verb, adjective, adverb, preposition, etc) in a low stakes way, and a way for students to share their "writing" with each other no matter how funny or silly they may be! - Nicole Colarusso

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I have always loved teaching mood and tone using sound, specifically with movie trailers. I'll show an original movie trailer like Finding Dory and then one edited to be a horror genre. I think using just sound is another great way to get students thinking about how sound works. I like the idea of students coming up with the adjectives and descriptions of each sound effect and their properties. It not only has them focus on the differences between each sound and what is happy vs. sad vs. scary, but it also is great practice with how to describe something using only words (show not tell is something our district focuses on a lot). It forces students to discuss the levels of intensity of words (happy vs. ecstatic) and is a great way for ELs to practice adjectives commonly used in the English language, along with collaboration skills.
Kaitlin Gleason

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Guess the Word is probably one of the oldest games used in language classes and a fun, competitive way to learn vocabulary. I would divide my ESL class into pairs and give each group a whiteboard. First, each pair has to choose a word and then develop a series of clues in words or phrases that would help the class guess their word (shape, color, what you do with it, where it can be found, noun or verb, living or thing, etc.). I would require my students to use words from the chapter that we are studying in the textbook. The clues cannot use the word itself or any other forms of the word. The students would then share all their clues and the class is given 30 seconds to write a guess on their board. Sounds like fun, right?
Denise Aselage

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We have a huge list of vocabulary that we use for our 6th graders for both Language Arts and Social Studies. I think the Nine Box Grid is such a clever way for them to use the vocabulary words in context of sentences they come up with themselves.  Typically kids see these words as something that exists only in the context of our books, but many of these words would be great for them to add to their "mental dictionary" as we call it in class. I also appreciated that their peers then needed to give feedback after their sentences. So I think this is a great chance to incorporate our speaking and listening skills, while giving real life uses of our vocab words. Also, who doesn't love a good game session?!
-Courtney Collinsworth

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Sentence scramble is a really cool way to teach proper sentence structure to all students! By having students cut apart already created sentences and then having them put them back together, allows students to practice grammar and sentence structure. I could see this working to practice a specific grammar skill or just to practice different types of sentences and seeing them done correctly. What's cool about this for ELs is that they could be partnered with any group to see a variety of sentences or depending on the level of the students, they could use sentences that are more at their level.
-Sarah Hamilton

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I already use pictionary in my classroom as a review game for vocabulary words. I divide students into groups of about 4. I write all the vocabulary words on ripped pieces of paper, put them in a plastic page, and give each group this bag plus a small whiteboard and marker. Playing the game in small groups allows even the more shy students to be vocal and get into the game. I could see the small groups helping the EL students as well, getting practice with conversational talk, building rapport and having a low stakes environment to show what they know about the vocabulary words.
After about 10-15 minutes of the students playing with their groups, I bring the class together for a whole class game of pictionary. I divide the class in half, and usually even the shy students are more willing to participate after warming up with their groups.
This is a fun, competitive, visual learning activity that helps all students review their vocabulary words.

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I already do a version of "Name It" in my classroom! When we review for vocabulary quizzes/tests, I give each student or pair their own whiteboard and a marker. I give them the definition and they write down the word and hold it up. I keep score on the board and go over the correct answer.

I'm wondering if I could use "Name It" as an exercise for my narrative unit as well. ALL of my students (not just ELs) always want to say the same words: good, bad, beautiful, pretty, smart, mad, angry. Maybe I can have a list of words they CANNOT use on the board and I can have them write down synonyms for a word I give them. Then, they will come up with a new list of words to pull from when writing their narratives.
-Samantha Hudson

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Word Bingo, in my opinion, can be adapted for a variety of purposes. I am required to teach argumentative writing, and need them to learn words such as "thesis," "utopian," "dystopian," "revising," and much more. As I provided intentional instruction, I could have them fill out Bingo cards of what they think I'll say. It can make them pay attention to the frequency of words and what they mean. As Ritu said, students do love a competition.

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I use the Flyswatter Game in my ESL class to practice new vocabulary. Sometimes I give clues in English and sometimes I use the Spanish equivalent as a clue. I have also used this to review literary terms in my ELA class - I will give an example of a metaphor as a clue, for example. Students love the competition aspect (especially if there are prizes involved!) and if you make it a team game, it's relatively low stakes / low stress for everyone.