Have you been frustrated with your I Have, Who Has? Games when they're in progress because kids can't hear each other or it's unclear what the word being asked for is? Don't give up! Read my blog post on how I FINALLY got my class to successfully play the game 100% of the time:
My Love, Hate, now LOVE Relationship with I Have, Who Has? Games
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My class LOVES to read the Room and Play I Have, Who Has during our morning meeting time. Great way to introduce, reinforce and assess students' knowledge of the short vowel sounds with a Read the Room and an I have, Who Has activity.
To play I Have, Who Has: (Taken from Long E pack)
Print and laminate cards. Have kids stand in a circle and give each child a card. There are 24 cards so if you have extras, kids can double up on a few. The student with the card that says, “I am first. I have FEET. Who has TREE?" goes first. The child with TREE goes next. The game continues until all cards have been read and the last person says, “Who HAD FEET?”
Note: I play this game after I feel the kids have a good grasp of this sound. Often I play it during morning meeting. They love it!
To Read and Write the Room:
I print, laminate, and hang the 12 cards around the room. (If there are more than 12 cards, I feel it makes the activity a bit too long.) I have small groups grab a clipboard and recording sheet and search for/write the LONG E words down and sort by -ee, -ea, -y. When they finish recording (on included sheet), I have them read the words to a friend. For an extra challenge, have your higher students write more Long E words on the back of the recording sheet or write sentences using Long E words.