High frequency words games kindergarten

7 Awesome and Fun High-Frequency Word Games for Kindergarten

High-frequency word games for kindergarten have always been a favorite of mine! I try to use them in my classroom to support learning whenever possible. After learning the difference between sight words vs. high-frequency words, I knew I needed to provide my students with repeated exposure and practice. Playing high-frequency word games for kindergarten can help students turn high-frequency words into sight words.

Benefits of High-Frequency Word Games for Kindergarten

Why use games for high-frequency words in the classroom? High-frequency word games for kindergarten help students learn while having fun. Simply saying the word game adds instant excitement. Sight word practice games also provide an opportunity to reinforce learning. In addition, when playing games, students may have the opportunity to practice teamwork and problem-solving.

What Are Some High-Frequency Word Games for Kindergarten?

Many games you already have will work great in the classroom. However, if you don’t have any games lying around, you can often find old board games to transform at yard sales, garage sales, or Goodwill. Add high-frequency words to the cards or pieces, and you have created high-frequency word games for kindergarten. These 7 games are also perfect for hands-on sight word activities and sight word literacy centers.

Jenga

Jenga is a well-loved game. Turn this game into a high-frequency word game by writing a high-frequency word on each block. Then, when students pull out a block, they must read the word aloud before placing it on top of the tower.

Tic-Tac-Toe

When playing Tic-Tac-Toe, players typically mark X or O. Instead, have students choose a sight word to write on their turns. The first to get three in a row with their sight word wins.

Hangman

Hangman is already a word game. Instead of picking any word, pick a high-frequency word to play with. Players will take turns guessing letters to spell the high-frequency word before an entire person is drawn. You can also play this game digitally and project it on an interactive whiteboard. Build a House and Food Builder are examples of digital sight word games.

Movement Games

Games and movement are a great combo. Movement Games: Pre-Primer Words and Movement Game: Primer Words allow students to exercise and read simultaneously. Use the programmed boards or enter your own sight words.

Board Games

Candy Land and Connect 4 are just a few examples of board games that can become high-frequency word games. Write words on the Candy Land cards and have students read them before moving to the color. Use yard sale stickers to add sight words to the Connect 4 chips. Read the words before making a play.

Zap

Popsicle sticks and a cup are all that are needed to play Zap. First, write a sight word on each stick. Next, write ZAP on several sticks. Finally, place all of the sticks into the cup. Students take turns pulling out sticks and reading the sight word. If they pull a Zap! they return all of their sticks to the cup.

Memory

Choose the high-frequency words you wish to play with. Write each word on 2 cards. Flip the cards over. To play, students take turns flipping over 2 cards to try and make a match.

When Can I Use High-Frequency Word Games for Kindergarten?

High-frequency word games for Kindergarten can be used in the classroom at various times during the school day. After they have been introduced, they would be a great way to ease into school and start the day! These fun sight word practice games would also be a great way to practice and review during your phonics block. They would also work well during word work, guided reading, or sight word literacy centers. Since your students feel like they are playing and not learning, they may even want to play them during free-choice.

Research shows it can take 17 exposures to learn a new word. Therefore, high-frequency word activities for kindergarten, such as high-frequency word games for kindergarten, will provide exposure and help students turn high-frequency words into sight words.

Check out these other sites to learn more about high-frequency word games for kindergarten:

• 10 Fun Activities for High-Frequency Words
• 20 Sight Word Games, Activities, and Reading Ideas
• 25 Super Sun Sight Word Games

What are some of your favorite high-frequency word games to play with your students?

High Frequency Words (15 Fun Sight Word Activities)

Table of Contents

• 1 What are High-Frequency Words
• 2 Why are Sight Words Important
• 3 Activities to Practice High Frequency Words
• 4 Free Sight Word Printable
• 5 High Frequency Word List

Some of the links in this post are affiliate links. This means if you click on the link and purchase the item, I will receive a small commission at no extra cost to you. All opinions remain my own.

Let’s talk about what high frequency words are, and how to have fun learning them. Whether you are looking for activities to do at home or in the classroom, these games for high frequency words will help your reader build fluency, reinforce high frequency words, and engage them with hands-on reading strategies.

What are High-Frequency Words

High frequency words, also referred to as sight words, are the most common words in the English language . According to Reading A-Z, 50 percent of all text is composed of high frequency words.

Why are Sight Words Important

Sometimes known as sight words, high frequency words are important to learn to become a fluent reader. A reader’s fluency is composed of their speed, accuracy, and expression.

If the kids become stuck on sounding out word by word, they will lose comprehension. Therefore, by learning to read these most commonly used words in text (high frequency words) by memorization, emergent readers will instantly recognize these words and increase their speed and accuracy.

Activities to Practice High Frequency Words

As a former kindergarten teacher, parents often ask me “How do I teach my 5 year old sight words?”, and “How can I make learning sight words fun?” The truth is there are many ways to make learning to read fun.

These sight word activities will engage kids in a multi-sensory approach to learning how to read.  Both parents and teachers will see that fun sight word games are at their fingertips with many of these household items.

1. Sight Word Superstars

Your kids will become “Sight Word Superstars” with these printable activities.  Each sheet has the kids practicing their high frequency words 6 different ways!

First, you get to choose which set if best for your kids.  Then, they will trace, write, find and circle, tap and read, use in a sentence, and build the word! 

Get the Sight Word Superstars HERE or on TPT

2. Popsicle Stick Sight Word Game

Write the sight words on Popsicle sticks. Write “DYNAMITE” on a couple sticks. Put them in a jar. Pull them out

one-by-one, read the word. If you pull dynamite, you have to put them all back in the jar.

I used this game often as a reading tutor for kindergarten, first, and second grade.  We would play in a small group, but this is also great as a time filler for the whole class.

3.  Write the Words in Salt

Writing the words in sand is a great sensory-based strategy to practice high frequency words.   Pour some salt into a small cookie sheet, and let the kids use their finger to write the word. 

4. Magnetic Letter Sight Words

Spelling sight words with magnetic letters is a simple hands-on approach to reading.

You can build high frequency words on a file cabinet, refrigerator, on a magnetic dry-erase board, or without a magnetic surface. Simply lay the magnetic letters out on a table to spell the sight words.

The kids can pull from a collection of sight word cards, and build the word using the magnetic letters, and write the word.  This awesome magnetic letter kit, posted in my classroom must-haves,  comes with foam magnetic letters already sorted and labeled. a magnetic dry-erase board, letter cards, dry-erase markers, and fun holiday magnets.

5. Sight Word Hunt with Nursery Rhymes

Did you know children who are frequently exposed to nursery rhymes early on, are much more likely to develop strong reading skills?  It’s true!  This is why I use nursery rhymes to teach kids how to read.  You can read more on my post about popular nursery rhyme songs for kids.

After introducing a new printable nursery rhyme, let the kids hunt through and highlight the sight words you are focusing on.

6.  Sight Word Tic-Tac-Toe 

Add a twist to a classic game.  Let the kids pull a sight word card.  Then, they read it, use it in a sentence or spell it before adding an X or O to the board. 

7. Sight Word War

Playing with a partner, use 2 stacks of sight word cards, each player flips over a card. Whoever reads the sight word first keeps the cards. If they flip the same word card, it’s War!  Then, they lay 2 facing down, and the third one flipped up.  Whoever reads that third one fastest, wins that pile.   In the end, the kid with the most card, wins.

8. Use Wikki Stix

The kids love using Wikki Stix to make words, numbers, and shapes.  Why not let them use Wikki Stix to make the sight words?

9. Shaving Cream Sight Words

Write the high frequency words in a dab of shaving cream on the table. Shaving cream writing is excellent for sensory based interventions.

Using shaving cream for spelling words and writing sight words are just a few of the shaving cream activities for kids who are kinesthetic learners. You can also make shaving cream playdough and have the kids make the words with that.

10. LEGO Sight Word Game

Use dry erase markers to write sight words on the side of legos, and place them in a pile.  Call out a word, have your child find the lego with that word, and add to the tower. There are endless sight word lego activities for kids.

If your child is doing well at recognizing the sight words, but has difficulty spelling them, you can write individual letters on the legos and have them build the word.

You will want to use the large Mega Blocks if writing the whole word, such as the ones used for my pictures. The standard lego size is too small. Did you know LEGOS are on my list for the 10 Best Learning Toys for Kids?

11. Flashlight Tag With Sight Words

Hang sight words around the house, or in the classroom. Then, turn off the lights, call out a sight word, and have your little learner find it with a flashlight.

12. Sight Word Tallies

Write 5 sight words on a piece of paper. Search through books and magazines, and put tally marks next to the words as you find the words.

13. PlayDoh Sight Words

Use playdoh to form the letters and build the sight words. In the video below, you will see how my first grade students used playdough to make high frequency words.  After they form the word, they trace it with their finger, then use the word in a sentence. As a follow up, have your kiddos write the sight word, or write a sentence using the sight word.

14. Play I Have, Who Has

I Have Who Has is a fun way to practice any skill.  In this case, the kids can practice reading sight words with family members, in a small group, or in a whole class setting.

The kids read the high-frequency word on their card, then ask who has the word printed on the bottom half of their card.  The video below is a demonstration of I Have, Who Has being played in a small group.

You can choose from the following printable I Have, Who Has games below:

• Pre-Primer Sight Words I Have, Who Has
• Primer Sight Words I Have, Who Has
• First Grade Sight Words I Have, Who Has

15. Use Traditional Flashcards

You can also print a set of sight word flashcards, or write the words on index cards, and review 5-10 a night.

Free Sight Word Printable

Teaching kids how to read requires patience and daily practice. Parents often want to help at home, but aren’t sure what to do. You can get this free letter as a reminder of how to help kids with sight words at home.

Grab your FREE Parent Letter for Sight Words, HERE.

High Frequency Word List

If you look over an elementary school’s curriculum, you may find they have a list of words per grade level, along with reading materials, word rings, class books, and more for the young children to use.

Typically, there are two major lists of common sight words young readers will learn from. They are the dolch words and fry words.

Dolch Words

Pre-Primer: the, to, and, a, I, you, it, in, said, for, up, look, is, go, we, little, down, can, see, not, one, my, me, big, come, blue, red, where, jump, away, here, help, make, yellow, two, play, run, find, three, funny

Primer: he, was, that, she, on, they, but, at, with, all, there, out, be, have, am, do, did, what, so, get, like, this, will, yes, went, are, now, no, came, ride, into, good, want, too, pretty, four, saw, well, ran, brown, eat, who, new, must, black, white, soon, our, ate, say, under, please

First Grade Words: of, his, had, him, her, some, as, then, could, when, were, them, ask, an, over, just, from, any, how, know, put, take, every, old, by, after, think, let, going, walk, again, may, stop, fly, round give, once, open, has, live, thank

Second Grade Words: would, very, your, its, around, don’t right, green, their, call, sleep, five, wash, or, before, been, off, cold, tell, work, first, does, goes, write, always, made, gave, us, buy, those, use, fast, pull, both, sit, which, read, why, found, because, best, upon, these, sing, wish, many

Fry List of Words:

Fry words, unlike the Dolch list, are not broken down into grade level. The kids, however, are introduced to new words after mastering each group of 100. This does not mean young children are expected to learn 100 instant words at once. Most often, the teachers break down the expected amount of words to learn in groups of 5-10 at a time, week after week.

Fry’s First 100 Words: the, of, and, a, to, in, is, you, that, it, he, was, for, on, are, as, with, his, they, I , at, be, this, have, from, or, one, had, by, words, but, not, what, all, were, we, when, your, can, said, there, use, an, each, which, she, do, how, their, if, will, up, other, about, out, many, then, them, these, so, some, her, would, make, like, him, into, time, has, look, two, more, write, go, see, number, no, way, could, people, my, than, first, water, been, called, who, am, its, now, find, long, down, day, did, get, come, made, may, part.

You can search for the remaining words,- they are known as the second and third lists. The Fry and dolch sight words increase in difficulty as the kids get older.

Before you go, here are some blog posts you may enjoy:

20 Basics of a Kindergarten Classroom

122 Best Knock Knock Jokes Kids Love

34 Best Nursery Rhymes for Kids

15 Amazing Benefits of Math Talks with Kids

25 Printable Kindergarten Vocabulary Worksheets

High Frequency Words

Word games and exercises for children in kindergarten, Card file of word games in kindergarten

Playing activities of a preschooler > Games for children round, what is oval?

Game progress: The teacher asks the child to name as many round and oval objects as possible. The child starts the game.

If he cannot name, the teacher starts: “I remembered that an apple is round and a testicle is oval. Now you go on. Remember what shape is a plum, and what is a gooseberry? That's right, the plum is oval, and the gooseberry is round. (Helps the child name objects and compare them in shape: ring-fish, hedgehog-ball, cherry-cherry leaf, watermelon-melon, acorn-raspberry, tomato-eggplant, sunflower-seed, zucchini-apple) .

In case of difficulty, the teacher shows the child a set of pictures and together they arrange them into two groups.

“Flies - does not fly”

Game progress: The teacher invites children to quickly name objects when he says the word “flies”, and then name other objects when he says the word “does not fly”.

The teacher says: “Flies”.

Children call: “Crow, plane, butterfly, mosquito, fly, rocket, dove”, etc. Then the teacher says: “Does not fly”. Children call: “Bicycle, chamomile, cup, dog, pencil, kitten”, etc. The game continues: the words “flies”, “does not fly” are called by one of the children, and the teacher names the objects together with the children. The game can be played while walking.

"Edible - inedible"

The game is played by analogy with the previous one.

"Alive-non-living"

Game progress: First, we explain that we call all living objects "WHO", and inanimate objects "WHAT". Here are some examples.

Then we play questions and answers. You can use picture books.

What is growing? Who is growing?

Who flies? What flies?

Who swims? What is floating?

Who is the biggest? What is the biggest?

Etc.

“What happens below and what happens above?”

Game progress: The teacher invites the children to think and name something that happens only upstairs.

If the children find it difficult, he prompts: “Let's look up, above us is the sky. Does it happen below? No, it always happens only at the top. And what else happens only at the top? Where are the clouds? (stars, moon) . Now think about what happens only below? Look at the ground. Where does the grass grow? Where does she go?” (plants, ponds, earth, sand, stones, etc.) .

After that, the children independently enumerate the objects of nature that exist only above and those that exist only below.

"What can be sweet?"

Game progress:

The teacher offers the children: Listen carefully, I will name something that is sweet. And if I make a mistake, then I must be stopped, I must say: “Stop!”

The teacher says: "Sugar, marshmallows, raspberries, strawberries, lemons."

The children listen attentively and stop him on the word where he "wrong". Then the children themselves name what is sweet.

“Answer quickly”

Game progress: The teacher, holding the ball in his hands, becomes a circle with the children and explains the rules of the game: “Now I will name some color and throw it to one of you ball. The one who catches the ball must name an object of the same color. Then he himself calls any other color and throws the ball to the next one. He also catches the ball, names the object, then his color, etc.”

For example, “Green,” says teacher (makes a short pause, giving the children the opportunity to remember green objects) and throws the ball to Vitya.

"Grass", - Vitya answers and, having said: "Yellow", throws the ball to the next one.

The same color can be repeated several times, as there are many objects of the same color.

The main feature for classification can be not only the color, but also the quality of the object.

The beginner says, for example: "Wooden", and throws the ball.

“Table,” answers the child who caught the ball and offers his word: “Stone”.

"Home" - the next player answers and says: "Iron", etc.

The next time the form is taken as the main feature. The teacher says the word "round" and throws the ball to any player.

"Sun" - he answers and calls another shape, for example "square", throwing the ball to the next player.

Thoth names a square object (window, handkerchief, book) and suggests some form. The same shape can be repeated several times, since many objects have the same shape. When repeating, the game can be made more difficult by offering to name not one, but two or more objects.

“How are they similar?”

Game progress: The teacher invites the children to look around and find two objects that are somewhat similar to each other.

He says: “I will call: the sun-chicken. How do you think they are similar to each other? Yes, that's right, they are similar in color to each other. And here are two more items: a glass and a window. How are they similar to each other? And now each of you will name your two similar objects.

Games to eliminate the fourth "extra" word

“Be careful!”

Game progress: The teacher says to the children: I will name four words, one word does not fit here. You must listen carefully and name the "extra" word. For example: matryoshka, tumbler, cup, doll; table, sofa, flower, chair; chamomile, hare, dandelion, cornflower; horse, bus, tram, trolleybus; wolf, crow, dog, fox; sparrow, crow, dove, chicken; apple, tree, carrot, cucumber.

After each highlighted "extra" word, the teacher asks the child to explain why this word does not fit into this group of words, i. e., to explain the principle of grouping.

“Listen carefully!”

Game progress: The teacher says to the child: “I will name the words, and you will say which word does not fit: cat, fox, horse, cow; tractor, car, rocket, bus; pear, turnip, beet, carrot; book, pencil case, ball, notebook; water, thermometer, medicine, cotton wool.

In case of difficulty, he slowly repeats a certain set of words and helps the child to highlight the unsuitable for some reason.

Find out!

Game progress: What berries do you know? Now I will name the words, if among them you hear the word for a berry, then clap your hands.

Presentation words - cabbage, strawberry, apple, pear, currant, raspberry, carrot, strawberry, potato, dill, blueberry, lingonberry, plum, cranberry, apricot, marrow, orange.

"Now I'm going to name the words, if you hear a word related to berries, clap once, if it's about fruits, clap twice. "

(Words can be used the same, you can come up with others.)

As a basis for systematization, there can be a theme - tools, furniture, clothes, flowers, etc.

Tell me, what are the similarities in taste? color? size?

- lemon and pear

- raspberry and strawberry

- apple and plum

- currant and gooseberry

What is the difference in taste? color? size?

Divided into groups

Game progress: "What groups do you think these words can be divided into? Sasha, Kolya, Lena, Olya, Igor, Natasha.

What groups can be made from these words: dove, sparrow, carp, titmouse , pike, bullfinch, zander".

“Pick up the words”

Game progress:

1. Match as many words as possible that can be attributed to the wild animals group (pets, fish, flowers, weather phenomena, seasons, tools and etc.) .
2. Another version of the same task.

Use arrows to connect words that match the meaning:

ball | furniture

poplar | flower

wardrobe | insects

plate | wood

coat | clothing

ant | crockery

pike | toy

rose | fish

“Similarities and differences”

Game progress: Invite the child to indicate the similarities and differences of the following pairs of words:

Book - notebook | Day - night

Horse - cow | Tree - bush

Telephone - radio | Tomato - cucumber

Airplane - rocket | Table - chair

"Find the opposite object"

Game progress: Calling any object (for example, sugar) , you need to name as many others as possible that are opposite to this one. It is necessary to find opposite objects according to the function "edible - inedible", "useful - harmful", etc., on the basis of (size, shape, condition) , etc.

"Search for an analogy"

Game progress: A word is called, for example, a briefcase. It is necessary to come up with as many "analogues" as possible, i.e. other items similar to it in various essential features (bag, sack, backpack, etc.) Game progress: Invite the child to name a group of objects in one word. We call many specific objects with one word. For example, birch, pine, oak, etc. we call trees.

d) clock and thermometer 900 Devices)

D) Kit and Lev (animals)

E) Echo and mirror (reflection)

“Words-twin”

Course of the game: This exercise is associated with this a phenomenon of the Russian language, like homonymy, that is, when words have different meanings, but are the same in spelling.

Which word means the same as the words:

1) a spring and something that opens the door;

2) the girl's hair and a grass cutter;

3) a branch of grapes and a drawing tool.

Think of words that are the same in sound but different in meaning.

Additional tasks for the exercise:

4) a crying vegetable and a weapon for shooting arrows (burning vegetable and small arms) ;

5) part of a gun and part of a tree;

6) things to paint on and greenery on the branches;

7) a construction site hoist and a mechanism that must be opened to allow water to flow.

"What is needed"

Game progress: The car runs on gasoline or other fuel; tram, trolleybus or electric train are powered by electricity. All this together can be attributed to the group "transport".

Seeing an unfamiliar car (e.g. truck crane) , they ask: what is it? Why?

Similar exercises are performed with other concepts: tools, utensils, plants, animals, furniture, etc.

"Why?"

Game progress: Now I will tell you words, and you will answer me, which is more, which is less, which is longer, which is shorter.

- Pencil or pencil? Which one is shorter? Why?

- Cat or whale? Which one is more? Why?

- Boa constrictor or worm? Which one is longer? Why?

- Tail or ponytail? Which one is shorter? Why?"

The teacher can come up with his own questions, focusing on the above.

"Choose the main thing"

Game progress: An adult says to the children: Now I will read a series of words. From these words you will have to choose only two, denoting the main features of the main word, i.e., without which this object cannot exist.

Other words are also related to the main word, but they are not main.0003

For example, a garden... What do you think, which of these words are the main ones: plants, gardener, dog, fence, earth, i.e. something without which a garden cannot exist? Can there be a garden without plants? Why?... Without a gardener... a dog... a fence... land?.. Why?

Each of the proposed words is analyzed in detail. The main thing is that children understand why this or that word is the main, essential feature of this concept.

Sample tasks:

a) Boots (laces, sole, heel, zipper, shaft)

b) River (shore, fish, angler, mud, water)

c) City (car, building, crowd, street, bicycle)

d) Barn (hayloft, horses, roof, livestock, walls)

e) Cube (corners, drawing, side, stone, wood)

f) Division (class, dividend, pencil, divider, paper)

g) Game (cards, players, fines, penalties, rules)

h) Reading (eyes, book, picture, seal, word)

and) War (plane, guns, battles, rifles, soldiers)

“Dunnet”

Two games: The host thinks of a word or tells the conditions of some completely unusual situation, and the players (children or adults) must guess the word or explain the situation by asking questions that can be answered with one of five answers: "yes"; "No"; "Yes and no"; "there is no information about it"; "it's not significant. "

For example: "I thought of a plant in the middle zone. In ten questions, determine the plant that I thought of."

Themes for "danetok" and possible continuation of the game.

What vegetable did I have in mind?

- Is it a root vegetable? (Carrot, beet, radish)

- Is it a leafy vegetable? (Cabbage, lettuce)

- Is it a fruit vegetable? (Tomatoes, cucumbers)

What name did I think of?

- Is it a male name?

- Does the name begin with a vowel?

- Is there such a name in our group?

What piece of clothing did I have in mind?

- Is this outerwear?

- Are these men's clothes?

What fairy tale did I have in mind?

- Is this a Russian fairy tale?

What historical figure did I have in mind?

- Is this a man?

What must I do in the morning?

What color do I have in mind?

What property of ice cream, light bulb, watermelon, pencil did I guess?

What country did I have in mind?

What kind of writer, storyteller, poet, scientist did I have in mind?

What famous battle did I have in mind?

"Black box"

Game progress: Children are shown a "black box" or just a bag, briefcase and are asked to guess what is there in 10 questions? Etc.

- Is there a man-made object? Is there something soft? Is there something metallic? Etc.

List the items

Game progress: One leader is selected from the group of children. He leaves the room for 2 minutes. At this time, 7 objects are placed on the table in the room and the situation is thought about. For example, children think of the situation "I'm going for a walk", then 7 items of clothing should lie on the table.

The driver is invited, the situation is told to him and he is allowed to inspect the table for 1-2 minutes. Then he turns his back to the table and faces the group of children and starts listing the things on the table. After each correct answer, the group says "Correct!", after the wrong - "Wrong!". If the driver has not listed all the items, the group says which items he forgot.

"Opposite"

Game progress: The leader calls the group of children a word. The task is to name a word denoting the opposite object.

For example, the facilitator says the word "cup". Children can name the following items: "board" (the cup is convex, and the board is straight) , "sun" (the cup is made by a person, and the sun is part of nature) , "water" (water is a filler, and a cup is a shape) etc.

Each child in turn offers his answer and always explains why he chose that particular subject.

"Come up with a riddle"

Game progress: A leader is selected from a group of children. His task is to come up with a riddle. The group must solve this riddle. Then another child comes up with a riddle, and so on. Children of 6 years old love to come up with riddles, the game is lively.

“Who is whom (than) will be?

Game progress: The good thing about the game is that you can play with the company or together with your child anywhere. Ask each other questions, make sure that the baby answers the question correctly.

Who will the egg be? (may be a chick, a crocodile, a turtle, a snake.)

- a chicken - a rooster;

- a boy - a man;

- calf - cow or bull - paper - book;

- snow - water;

- water - ice;

- seed - flower;

- flour - pancakes;

etc.

Reverse game: "Who was who?".

- horse - foal

- flower - seed

"Third extra"

Game progress: Adult says three words - owl, crow, fox. The child should quickly analyze these three words in his mind and determine that all three words refer to wildlife, however, an owl and a crow are birds, and a fox is not. Therefore, the fox is superfluous here.

More examples for younger preschoolers:

- milk, juice, bread - all three words mean edible. But they drink milk and juice, but eat bread;

- car, horse, tram;

- hat, scarf, boots;

- rose, birch, tree.

For children aged 5-7 the tasks become more difficult:

- rain, snow, river;

- doctor, tourist, driver;

- shadow, sun, planet;

- frost, blizzard, January;

- stone, clay, glass;

- door, carpet, window;

- sea, river, pool.

“What happens?”

Game progress: First, the adult asks questions, and the child answers. Then you need to give the child the opportunity to express themselves.

Examples:

- What is high? (tree, pole, man, house) . Here it is appropriate to ask which is higher - a tree or a house; person or pole.

- What is long? (short)

- What is wide (narrow) ?

- What is round (square) ?

A variety of concepts can be included in the game: what is fluffy, soft, hard, sharp, cold, white, black, etc.

“What is outside, what is inside?”

Game progress: The adult names a couple of objects, and the child says what can be outside and what can be inside. House - closet; book - cabinet; purse; wallet-money; pan - porridge; aquarium - fish; booth - dog; nora - fox.

Then switch roles - let the child think of pairs of words.

Who is this?

Game progress:

Option 1: We ask questions: who treats the sick? Who teaches children at school? Who is preparing dinner? Who is working on the tractor? Who delivers letters and newspapers? Who sews the dress?

Option 2: Questions: what does the janitor do? What does the doctor do? What does an electrician do? What does the teacher do? What does the driver do? What does a painter do? What does a hairdresser do?

3rd option: We come up with riddles. For example: this person works on the street, he has a broom, a shovel.

4th option: "Who needs what?" What does the postman need? What does a hairdresser need? And vice versa: who needs scissors? Who needs a needle?

"Guess the object by its parts"

Game progress: Children name the parts of the object. The first person to guess what it is about gets one point. This option is good because you can play together with your child anywhere. For example, on the way to kindergarten, while waiting in line to see a doctor, etc.

Examples:

Four legs, backrest, seat.

Numbers, arrows.

Letters, pictures, sheets.

Trunk, branches, leaves.

Root, stem, leaves, petals.

Screen, buttons, electric cord, remote control.

Spout, handle, lid, electric cord.

Paws, tail, collar.

Paws, tail, trunk.

Does everything seem too simple at first glance? But in fact, not all children can describe objects. Try it!

"Guess the item from the description"

Game progress: Game conditions are the same as in the previous one. But the task here is more difficult. It is necessary not only to find the correct definitions of objects, but also to correctly coordinate adjectives and nouns by gender, as well as to know such concepts as furniture, vegetables, fruits, insects, domestic and wild animals, etc.

Wild animal, lives in the forest , big, shaggy, likes honey.

Wild animal, sly, red, with a fluffy tail.

Insect, with colorful wings, similar to a flower.

Transport, large, heavy, with wings and tail.

Vegetable, red, round, put in salads and soups.

Sweet, small, in a beautiful paper.

“Think and choose!”

Game progress: Now I will read you a proverb, and you try to find a suitable phrase for it that reflects the general meaning of the proverb, for example:

Measure seven times, and cut once

a) If you cut it wrong yourself, then do not blame the scissors

b) Before you do it, you need to think carefully

c) The seller measured seven meters of fabric and cut it off

The right choice here is "Before you do, you need to think carefully"

Example tasks:

1. Better less is better.

a) One good book is more useful to read than seven bad ones.

b) One delicious cake is worth ten bad ones.

c) What matters is not quantity, but quality.

2. If you hurry, you will make people laugh.

a) The clown makes people laugh.

b) To do a job better, you need to think about it well.

c) Haste can lead to ridiculous results.

3. Strike while the iron is hot.

a) A blacksmith forges hot iron.

b) If there are favorable opportunities for business, you should immediately use them.

c) A blacksmith who works slowly often gets more done than one who is in a hurry.

4. There is nothing to blame on the mirror, if the face is crooked.

a) You should not blame the cause of failures on circumstances, if the problem is in yourself.

b) A good quality mirror does not depend on the frame, but on the glass itself.

c) The mirror hangs crooked.

5. The hut is not red in the corners, but red in the pies.

a) You can't eat pies alone, you have to eat rye bread too.

6) A case is judged by its results.

c) One tasty cake is worth ten bad ones.

6. Done the job - walk boldly.

a) If you did a good job, you can rest.

b) The boy went for a walk.

7. Skilful hands do not know boredom.

a) Petr Ivanovich never gets bored.

b) A master of his craft loves and knows how to work.

8. Don't get into your sleigh.

a) If you don't know the job, don't take it on.

b) In winter they ride on a sleigh, and in summer on a cart.

c) Ride only on your own sleigh.

9. All that glitters is not gold.

a) The copper bracelet shone like gold.

b) Outward brilliance is not always combined with good quality.

c) What seems good to us is not always good.

Gaming activity:
| | | | | in preschool

Word games for preschool children | Card index for the development of speech (senior group) on the topic:

Word games

for children

older preschoolers

What kind of subject?

Purpose: to learn to name an object and describe it.

Stroke.

The child takes out an object, a toy, from a wonderful bag, calls it (this is a ball). At first, the teacher describes the toy: “It is round, blue, with a yellow stripe, etc.”

Guess the toy

Purpose: to form in children the ability to find an object, focusing on its main features, description.

Stroke.

3-4 familiar toys are put on display. The teacher reports: he will outline the toy, and the task of the players is to listen and name this object.

Note: 1-2 features are indicated first. If children find it difficult 3-4.

Who will see and name more

Purpose: to learn to designate parts and signs of the appearance of a toy with a word and action.

Stroke.

Educator: Olya doll is our guest. Olya loves to be praised, pay attention to her clothes. We will give the doll pleasure, describe her dress, shoes, socks.

Magpie

Purpose: to correlate the verb with the action it denotes and with the subject who performed this action.

Material: needles, glasses, soap, bell, brush, iron. Brush, broom, toy - bird Magpie.

Stroke.

Educator: While you were at home, a magpie flew into the kindergarten and collected various things in her bag. Let's see what she took

(The teacher lays out the objects)

Next, a dialogue occurs between the children and the magpie:

Children:

Magpie, magpie

Give us the soap

Magpie:

I won't give it, I won't give it back

I'll take your soap

I'll give my shirt to wash.

Children:

Magpie, magpie

Give us the needle!

Magpie:

I won't give it, I won't give it back.

I'll take a needle

I'll sew a shirt for my shirt.

Children:

Magpie, magpie,

Give us glasses

Magpie:

I won't give, I won't give.

I myself have no glasses,

I can't read a shirt of verses.

Children:

Magpie, magpie.

Give us a call.

Magpie:

I won't give it, I won't give it back.

I'll take the bell.

I'll give you a shirt - call me, my son.

Educator:

You, forty, do not hurry

You ask the children.

They will all understand you.

Everything you need will be served.

Teacher:

What do you want to do, magpie? (Clean, iron, paint...)

Educator:

Children, what does a magpie need for this?

(Children call and bring all the items)

Magpie thanks and flies away.

“Name as many objects as you can”

Purpose: to exercise children in the clear pronunciation of words.

Stroke.

The teacher invites the children to look around themselves and name as many objects that surround them as possible (name only those that are in their field of vision)

The teacher makes sure that the children pronounce the words correctly and clearly, do not repeat. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What is hanging on the wall?” etc.

Olya's helpers

Purpose: to form a plural form. Numbers of verbs.

Material: Olya doll.

Stroke.

- Olya doll came to us with her assistants. I'll show them to you, and you can guess who these assistants are and what they help Olya to do.

The doll is walking on the table. The teacher points to her feet.

- What is it? (These are legs)

- They are Olya's helpers. What are they doing? (They walk, jump, dance, etc.)

Then they point to other parts of the body and ask similar questions, the children answer (take hands, draw ...; teeth chew, bite, gnaw ...; eyes look, blink ...)

"Colorful chest"

Purpose: to teach children, when agreeing neuter (feminine) nouns with a pronoun, to focus on the end of the word.

Material: box, subject pictures according to the number of children.

Stroke.

Educator:

I put the pictures

In a colorful chest.

Come on, Ira, take a look,

Take out the picture, name it.

Children take out a picture and say what it shows.

"Tell me which one?"

Purpose: To teach children to distinguish the signs of an object.

Stroke.

The teacher (or child) takes out objects from the box, names them, and the children point out any sign of this object.

If the children find it difficult, the teacher helps: “This is a cube. What is he?

"Magic Cube"

Game material: cubes with pictures on each side.

Rules of the game. The child rolls the dice. Then he must depict what is drawn on the upper face and pronounce the corresponding sound.

Stroke.

The child, together with the teacher, says: “Twist, turn, lie down on the side”, and rolls the die. On the top face - for example, an airplane. The teacher asks: "What is it?" and asks to imitate the rumble of an airplane.

Other faces of the die are played in the same way

“Unusual song”

Rules of the game. The child sings vowel sounds to the motive of any melody familiar to him.

Stroke.

Educator. One day, beetles, butterflies and grasshoppers argued who would sing a song best of all. Big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody to the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but to the sound A). Grasshopper musicians were the last to come out, they played violins - E-I-I. (Children sing the same melody to the sound I). Then everyone came out into the clearing and began to chant with words. And immediately all the beetles, butterflies, grasshoppers realized that our girls and boys sing best of all.

"Echo"

Rules of the game. The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.

Stroke.

The teacher says loudly: A-A-A. the echo child quietly answers: ahhh. And so on. You can also use a combination of vowel sounds: ay, wah, ea, etc.

"Gardener and flowers"

Purpose: to consolidate children's knowledge about flowers (wild berries, fruits, etc. )

Move.

Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (you can have the players choose a flower picture; you can’t show it to the host). The leading gardener says: “I haven’t seen a wonderful white flower with a yellow eye that looks like a small sun for so long, I haven’t seen a chamomile.” Chamomile stands up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I'm glad you wanted to take a look at me." Chamomile sits on another chair. The game continues until the gardener has listed all the flowers.

The content of this game can be easily changed: "Gardener and fruit trees", "Forest man and wild berries", "Animal trainer and his animals", etc.

“Who will name more actions”

Purpose: to actively use verbs in speech, forming various verb forms.

Material. Pictures: clothes, plane, doll, dog, sun, rain, snow.

Stroke.

Neumeyka comes and brings pictures. The task of children is to pick up words that denote actions related to objects or phenomena depicted in the pictures.

For example:

- What can you say about the plane? (flies, buzzes, rises)

- What can be done with clothes? (wash, iron, sew up)

- What can you say about the rain? (walks, drips, pours, drizzles, knocks on the roof)

Etc.

"Kids and Wolf"

Purpose. End the story at its beginning.

Material. Flannelgraph and attributes for the fairy tale "Goat with kids", bunny

Hod.

The teacher tells the beginning of the tale, demonstrating the figures of the characters.

- Listen to what happened next: The goat went back to the forest. The goats were left alone at home. Suddenly there was a knock on the door again. The kids got scared and hid. And it was a small one /show/… (Children agree: bunny)

Educator: bunny says….

Children: don't be afraid of me, it's me, a little bunny.

Educator: The goats treated him….

Children: carrots, cabbages…

Educator: then they became…

Etc.

Wake up the cat

Target. Activate the name of animal cubs in the speech of children.

Material. Animal costume elements (hat)

Move.

One of the children gets the role of a cat. He sits down, closing his eyes (as if sleeping), on a chair in the center of the circle, and the rest, choosing the role of any animal cub at will, form a circle. The one whom the teacher points out with a gesture gives a voice (makes an onomatopoeia corresponding to the character).

The task of the cat: name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers switch places and the game continues.

Veterok

Purpose. Development of phonemic hearing.

Stroke.

Children stand in a circle. The teacher makes different sounds. If you hear a sound such as y, raise your arms and circle slowly.

Sounds are pronounced y, and, a, o, y, and, y, a. Children, having heard the sound y, make the appropriate movements

"Pinocchio-traveler"

Purpose. Focus on the meaning of verbs.

Material. Pinocchio doll.

Stroke.

Pinocchio is a traveller. He travels to many kindergartens. He will tell about his travels, and you will guess which rooms of the kindergarten or on the street he visited.

- I went into the room where the children roll up their sleeves, soap their hands, and dry themselves.

- They yawn, rest, sleep ...

- They dance, sing, whirl ...

Pinocchio was in kindergarten when the children:

- come, say hello ... (When does this happen?)

- have lunch, thank you ...

- getting dressed, saying goodbye...

- making a snowman, sledging

"Hide and Seek"

Purpose. Formation of the morphological aspect of speech. Bring children to the understanding of prepositions and adverbs that have a spatial meaning (in, on, behind, under, near, between, next to, left, right)

Material. Small toys.

Stroke.

The teacher hides the toys made in advance in different places of the group room, and then, having gathered the children around him. He informs them: “I was informed that uninvited guests settled in our group. The tracker who was watching them writes that someone hid in the upper right drawer of the desk. Who will go looking? Good. Found? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone under the doll's bed; someone on the table; that stands to my right"

T.O. the children look for all the uninvited guests, hide them in a box and agree that they will play hide and seek again with their help.

"The postman brought a postcard"

Purpose. To teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)

Material. Postcards depicting people and animals performing various activities.

Stroke.

The game is played with a small subgroup.

Someone knocks on the door.

Educator: Guys, the postman brought us postcards. Now we will consider them together. Who is on this postcard? That's right, Mishka. What is he doing? Yes, drumming. This postcard is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What does he do? And, you, Petya, remember your postcard.

T.O. 4-5 pieces are considered. And those to whom they are addressed must correctly name the actions of the character and remember the image.

Teacher: Now I will check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.

"Finish the sentence"

Purpose: use of complex sentences)

· Mom put the bread... where? (to the breadbasket)

· Brother poured sugar... where? (to the sugar bowl)

· Grandmother made a delicious salad and put it... where? (to the salad bowl)

· Dad brought sweets and put them ... where? (in candy bowl)

Marina didn't go to school today because. .. (fell ill)

We turned on the heaters because... (it got cold)

I don't want to sleep because... (it's still early)

· We will go to the forest tomorrow if... (weather is fine)

· Mother went to the market to... (buy groceries)

· The cat climbed a tree to... (to save the dogs) )

"Mode of the day"

8-10 plot or schematic pictures about the daily routine. Offer to consider, and then arrange in a certain sequence and explain.

"Who wants a treat?"

Purpose: the use of difficult forms of nouns

The teacher says that there are gifts for animals in the basket, but is afraid to confuse someone with what. Asks for help. Pictures depicting a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants are offered. Who wants honey? Who is the grain for? Who needs meat? Who wants fruit?

"Name three words"

Purpose: vocabulary activation

Children line up. Each participant is asked a question in turn. It is necessary, taking three steps forward, to give three words-answers with each step, without slowing down the pace of walking.

· What can I buy? (dress, suit, trousers)

· What can be cooked? What can be read? What can you draw? What can fly? What can float? What (who) can jump? Etc.

"Who wants to be what?"

Purpose: the use of difficult forms of the verb

Children are offered plot pictures depicting labor actions. What are the boys doing? (The boys want to make a model airplane) What do they want to be? (They want to become pilots). Children are invited to come up with a sentence with the word want or want.

"Zoo"

Purpose: development of coherent speech.

Children sit in a circle, each receiving a picture without showing them to each other. Everyone should describe their animal, without naming it, according to the following plan:

1. Appearance;

2. What does he eat.

The "game clock" is used for the game. Turn the arrow first. Whom she points to, he begins the story. Then, by rotating the arrows, it is determined who should guess the described animal.

"Compare items"

Purpose: development of observation, specification of the vocabulary due to the names

details and parts of objects, their qualities).

In the game, you can use both things and toys that are the same in name, but differ in some features or details, as well as paired subject pictures. For example, two buckets, two aprons, two shirts, two spoons, etc.

An adult reports that a package has been sent to the kindergarten. What is this? Gets things. "Now we will consider them carefully. I will talk about one thing, and one of you - about another. We will tell in turn."

For example:

Adult: "I have a smart apron."

Child: "I have a work apron. Learn more Space optical illusions Do kids learn to read in kindergarten Capitals and lowercase letters How to play 13 Clap it out Sight words starting with a All about firefighters Princess stories in english Test to follow directions Dinosaurs story for preschoolers Activities for learning