This game is aligned to the common core standards! It targets using context clues to determine the meaning of unknown vocabulary words and making inferences based on clues in a short paragraph. This game allows for differentiated instruction so that it can be adapted for use with all learning levels in your classroom or speech room. This game can be used in speech therapy, small group instruction, and literacy centers.
It includes a scoreboard, game board, bases, 9 single cards, 4 double cards, 3 triple cards, 2 home run cards, 9 strike out cards, 27 cards to address using context clues to determine the meaning of unknown vocabulary words, and 27 cards to address answering inferential level questions based on a short paragraph.
Bases Version: Are you and your students tired of sit down activities?! Get up and moving with this version of Inferences Baseball. Print out and laminate the scoreboard, home plate, three bases, single cards, double cards, triple cards, home run cards, strike out cards, and inferences cards. Lay the bases on the floor of your classroom to create a baseball field. Place the scoreboard where it will be visible to the students (i.e., place it on your dry erase board with a magnet). Lay the single, double, triple, home run, and strike out cards in one pile. This will be referred to as the “play cards.“ Lay the inferences cards (you can choose to use the context clues version or the reading paragraph version) in a separate pile next to the play cards. Divide your students into two teams. Have them stand in two lines based on their team. The first player comes up and draws a card from the inference cards pile. The teacher then reads the contents on the card and students are then instructed to answer the question. If the student answers the question correctly then they may draw a card from the play card pile. The player will then follow the direction on the play card. For example, if they draw a single card they will go stand on or next to first base. A player from the opposite team then comes up and follows the same procedure. To move to the next base a player must be bumped by someone on their team. For example, if a team member is on first base, they must wait for another player to draw a single card to advance to second base. Once a player passes home plate record their score on the scoreboard using a dry erase marker. Play continues until all cards have been drawn. The team with the most points at the end of the game is the winner!
Game Board Version: Played in the same fashion as the bases version except players would be seated at the table and would move game pawns on the board to indicate their plays.
How can this game be differentiated? For the context clues version you could have lower level students start with the last clue (as it is the easiest) to help them be more successful with the task. For upper level students you could try to get them to answer the question using as few clues as possible. An alternate version of game play when using the context clues cards with upper level students is to use those cards instead of the play cards for students to base their moves on. If they answer correctly on the first clue, it would be a triple; two clues a double; and three clues a singe.
For the reading paragraph version multiple choice answers are provided; however, if this task is easy for the students the teacher can require them to answer the questions independently.