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Santa's Cookies Open Ended Game Plus Plurals, Possessives, Attributes

Santa's Cookies Open Ended Game Plus Plurals, Possessives, Attributes
Santa's Cookies Open Ended Game Plus Plurals, Possessives, Attributes
Santa's Cookies Open Ended Game Plus Plurals, Possessives, Attributes
Santa's Cookies Open Ended Game Plus Plurals, Possessives, Attributes
Santa's Cookies Open Ended Game Plus Plurals, Possessives, Attributes
Santa's Cookies Open Ended Game Plus Plurals, Possessives, Attributes
Santa's Cookies Open Ended Game Plus Plurals, Possessives, Attributes
Santa's Cookies Open Ended Game Plus Plurals, Possessives, Attributes
Product Description
Do you have students working on building vocabulary? Do you have groups of students with mixed goals? Do you have students working on plurals and possessives that need visual prompts?

If yes, than Santa's cookies is just what you need!

Have a varied case-load? Me too! I designed this versatile fun game to meet multiple needs and to keep therapy engaging during the oh-so-distracting holidays.

In this Common Core Curriculum linked, evidence based practice packet you are receiving:
• Directions for assembly and therapy
• Four Santa’s plate placemats
• Six pages of cookie cards (36 cookie cards)
• Two pages of gingerbread cookie cards for second time to play game (18 cards)
• 6 pages of visual support sentence strips (2 describing, 2 plurals, 2 possessives)


How do plurals and possessives link to reading skills?
• Understanding the rules of grammar can be tricky, especially for a student with a language impairment. Scaffolding the skills by using visuals (the sentence strips) can make the new idea more concrete. These are an important part of your intervention plan and will help the child transfer his new skill to other situations. It will help with reading comprehension, as he thinks more closely about what he is reading and realizes that when a word’s structure changes, the meaning changes.
• Source: Wallach, G., and Miller, L. (1988) Language Intervention and Academic Success. Boston, MA: College-Hill Publications
• Linked to the following core curriculum standards:
• Kindergarten
• K.1..c.. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
• Grade 1
• Literacy
• L.1.1.c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop)

How do I prepare this product?
• Easy peasy…
• 1. Print all pages. (I like to use card stock but paper is fine too)
• 2. Laminate the sheets so students can write on them with dry erase markers (so you can reuse them).
• 3. Cut out the cookie cards. These are designed with borders to the edges for low preparation.

4 ways to play:

• 1. Open ended game – Give each student a plate placemat. Shuffle cookie cards and place in a pile in center of play area. (Or you can hold the pile and give the card to student when it’s his turn). Students take turns saying their stimulus item. (articulation sounds, name 3 vocabulary, practice stuttering technique, etc). After they say their target item, they receive a cookie for their plate. Play until cookies are gone. There are 36 cookie cards, so if you have four players, each will receive nine cookies. Note: make them work for that cookie. If they are working on articulation, have them say their target 5 times. By end of game you’ll have 45 repetitions for 4 players, 3 players 60 reps and 2 players, 90 reps.

• 2. Describe by attributes – Same as above except, when it’s the student’s turn he needs to describe his cookie. Use the sentence strips to give student visual cues to describe by color and shape.

• 3. Possessives – Same as above but when it’s student’s turn, he chooses a cookie. As he puts it on plate, he says “Santa’s cookie” or “Santa’s red cookie”.

• 4. Plurals Matching Game – lay cards on table face down. Student chooses two cards. If it’s a match, he can place both cookies on plate saying “two cookies”. Use the sentence strips to give student visual cues If not a match, turn cards back over and go to next player.

• NOTE: There are some “foils” included: the gumdrops, the milk and the peppermint sticks are not cookies. This is an opportunity to talk about what groups they go into, since they are not in the “cookie” group they’re in “candy” and “drink” groups.

Do your students complain about playing a game more than once?
Remember novelty is king. Just change up the game a little by trying one of
these strategies:
1. Add some paper clips or clothespins. When they get two of a kind they can
clip them together.
2. Bring some real cookies (make sure you check on food allergies) or candy canes for end of game reward. (I only do this on the last day before break, don’t want to make enemies by sending them back to class on a sugar-high)
3. You could also compare and contrast the cookies.
4. I included two pages of bonus Gingerbread cookies that you can add in. If they
pick the “extra special magic Santa hat gingerbread man” they get an extra
turn.


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Total Pages
27 pages
Answer Key
N/A
Teaching Duration
N/A
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