RL.4.1
RL.4.4
I was given the opportunity to do a reading project with a class of fourth graders over the book Tales of a Fourth Grade Nothing by Judy Blume. I had four days to complete it. I would recommend more time.
As this classroom was technology challenged the project had to be something other than technology based. (If I did this in a classroom with access to Publisher, I would complete the project using that program and possible some clip art or allow the students to illustrate by hand the story, scan and place the pictures on the board/cards.)
We used a piece of construction paper and drew small lines three inches from the edge all around the perimeter of the paper. Then drew straight lines connecting all of the dots to create a 'frame' around the paper. In one corner we designated the START box. Because I wanted the boards to be somewhat different, I allowed the students to choose the size of their boxes. No bigger than 3 x 3 (inches) and preferably no smaller than 2 x 3. This caused a bit of a dilemma as we progressed through the book as some students had seven extra boxes. After chapter four I visited with each student about his/her board. We designated two squares for each chapter with an extra box here and there. The students with extra boxes were directed to choose something from the story not already on the board to draw in the extra box. On my 'map' below I have one 'anything from story' box.
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| This is my 'map' of the project. |
As the book has ten chapters we needed a minimum of 20 squares on the board. The middle of the board had the title of book and a place to put the two sets of cards that were a part of the game. One set of cards were called 'Connection' cards. The cards had a question to help the student make connection to a part of the story. (A picture of our connection cards are included. Keep reading.) The other cards were vocabulary cards. As we read each chapter we picked out two to four words (depending on how much time we had) from the chapter to put on cards. We also looked up a definition or thought of a definition that fit the word for the story. I kept a list of the vocabulary terms and definitions to make a master list. Each game board was given a vocabulary master list to help with disputes when playing the game.
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| our vocabulary master list |
Each box on the game board had a smaller C box, +V box, or -V box. I gave the students specific instructions how the C, +V and -V boxes were to be colored as to create uniformity for that part of the game. For example the C box had a yellow background with a red C in the middle. Every C box on the game board was colored in this way. The START box had a +V on it as each student starts the game with a vocabulary card.
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| start box example |
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| examples of C, +V, -V |
Students picked two events from each chapter to illustrate on their board. Sometimes a sentence was added to the illustration. Each chapter had two boxes.
I didn't have any method to deciding which boxes were given a C, +V or -V. I tried to have more +V because the vocabulary cards are the key to 'winning' the game. I used the C boxes the least.
Each game board needs two tokens and a number cube. (1-6) We kept the number of players per game board limited to three. Two is best.
Each student put his/her token on start. Determine who is going first. The first person rolls and counts the number of spaces. The little box (C, +V, -V) tells the player what to do.
C The player takes the top Connection card and reads it to the other player(s). He/she answers the questions. I do not require students to answer the questions if they feel uncomfortable answering the question. They are allowed to say 'I don't have an answer to that question.' Questions like the playground safety rules for school, 'would you like to have a turtle for a pet' or 'would you like to live in NYC' are expected to be answered. I tried to come up with at least one question per chapter with students help.
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| our connection questions |
+V The player takes a vocabulary card. It will either be a term or a definition. If it matches a card taken previously the student will want to 'protect' it. We turned matches face down to 'protect' them.
-V The player must return a vocabulary card to the bottom of the pile. If the player has no cards, his/her turn is over. If the player has matched pairs of vocabulary cards and no others, one pair must be broken as a card must be placed on the bottom of the vocabulary card pile.
(A 'steal' option for vocabulary cards would be fun in the game, I haven't time to explore how to incorporate that into the game.)
When the vocabulary cards are all gone from the game board, the game stops. Count the number of
vocabulary card matches. Whoever has the most, wins.
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