Dominoes are a favorite in my classroom, especially our larger set of dominoes...but I created this set of dominoes for incorporation during the first six weeks of school (but of course you are not limited to that period of time). I just had a very large of my classroom last year come from a wide variety of backgrounds and sometimes we, as adults, assume all students know the names for our school supplies. This, unfortunately, is not always the case (especially with a lot of our frequent movers) and I found myself having to back track a little with my ELL/ESL students. This year I planned practice of this with an activity which will also start to address the Speaking & Listening part of the CCSS.
For a brief reminder of the strand I am addressing...
Common Core State Standards - Speaking & Listening
Participate in collaborative conversations with diverse partners about appropriate topics with peers and adults in small and larger group. Also found under this standard are expectations that students will follow agreed-upon rules for discussion and building upon others’ comments.
For our young students, they need continual practice of this and if we expect them to be able to quietly learn with us in large group for stretches of time, I have found success with allowing time during the school day to talk with their peers.
The catch in my classroom was that our discussions were to be purposeful. But how could I expect deeper-level discussions if I limited them to little practice at the beginning of the year! Instead of making the same mistake and getting in my own way, I created this set of basic dominoes which incorporate practice reading words (names of common school supplies) and it is a BASIC game.
The MORE simple at the beginning of the year, the quicker my students seem to adjust to appropriate chatting with one another.
I made sure to model how I could help my friends while playing the game. Suggesting open spots they may place a domino or commenting on a great job seeing an open spot I didn’t notice. We practice this game in groups of four after they have seen me model the expectations. The whole class plays at the same time, and I pull them back together for a refresher of how to play as needed. Just like the structure when introducing Daily5 activities, we work on stamina and what we observed (what did it look like, feel like, & sound like). Often students add great comments made by their peers and we add it to our Y chart.
I hope you enjoy using this product within your own classroom! Feel free to copy and send home for your ELL/ESL students to practice with siblings and parents.
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