Kindergarten syllable games

Syllable Games | Classroom Strategies

As students progress in their literacy understanding, they move from reading and writing single syllable words (often with consonant-vowel-consonant constructions) to reading and writing multisyllabic words. Instruction focused on teaching students about syllables often focuses on teaching different types of syllables (open and closed) and what occurs when syllables join together within a word.

How to use: Individually With small groups Whole class setting

More phonological awareness strategies

Why teach about syllables?

  • Dividing words into parts, or "chunks" helps speed the process of decoding.
  • Knowing the rules for syllable division can students read words more accurately and fluently.
  • Understanding syllables can also help students learn to spell words correctly.



Watch: Drumming Out Syllables

Students use a drum or tambourine to take turns drumming out the syllables in their names or other words. See the lesson plan.

This video is published with permission from the Balanced Literacy Diet. See many more related how-to videos with lesson plans in the Phonemic Awareness section.

Collect resources

Marker activity

This activity, from our article How Now Brown Cow: Phoneme Awareness Activities, is an example of how to teach students to use a marker (i.e., token) to count syllables.

The marker activity often used for word counting can be adapted for use in counting syllables. Teachers can provide each child with tokens and two or three horizontally connected boxes drawn on a sheet of paper. The children place a token in each box from left to right as they hear each syllable in a word.

Multisyllabic manipulation

This example includes several activities and a chart of multisyllabic words. One specific activity from this page is the Multisyllabic Words Manipulation Game. Teachers can divide words from reading selections into syllables, write each syllable on a note card and display the syllables in jumbled order. Have students arrange the syllables to form the words.

Multisyllabic words manipulation >

Clapping games

Associating syllables with a beat can help students to better learn the concept of syllables within words. Here's a clapping game to help young learners understand about dividing words into syllables.

Basic words clapping game >

Using mirrors

The following link includes information on introductory activities such as using mirrors for teaching students about syllables. Information is also provided about the different syllable spelling patterns.

Using a mirror to understand syllables >

Jumping syllables

This activity teaches student to separate words into syllables. Students move syllables around to create new "silly" words which gives them practice manipulating different sounds.

Jumping syllables >

Find many more syllable activities developed by the Florida Center for Reading Research.

Differentiated instruction

for second language learners, students of varying reading skill, and for younger learners

  • Use pictures instead of words in activities for younger and lower level readers
  • Include auditory and hands-on activities (i.e., clapping hands, tapping the desk, or marching in place to the syllables in children's names)
  • Include a writing activity for more advanced learners.

See the research that supports this strategy

Adams, M., Foorman, B., Lundberg, I., & Beeler, T. (2004). Phonemic Activities for the Preschool or Elementary Classroom.

Ellis, E. (1997). How Now Brown Cow: Phoneme Awareness Activities.

Moats, L. & Tolman, C. (2008). Six Syllable Types.

Children's books to use with this strategy

Island: A Story of the Galápagos

By: Jason Chin

Genre: Nonfiction

Age Level: 6-9

Reading Level: Independent Reader

Young readers will explore the evolving terrain and animals of the Galápagos in this nonfiction picture book. Charles Darwin first visited the Galápagos Islands almost 200 years ago, only to discover a land filled with plants and animals that could not be found anywhere else on earth. How did they come to inhabit the island? How long will they remain? Thoroughly researched and filled with intricate and beautiful paintings by award-winning author and artist Jason Chin.

Where Else in the Wild? More Camouflaged Creatures Concealed & Revealed 

By: David Schwartz

Age Level: 3-6

Reading Level: Beginning Reader

Close-up, full color photographs of camouflaged creatures and a variety of poems ask readers to examine the image while learning about characteristics. A gatefold opens to provide additional information. (This may appeal to children who like "real" things.)


By: Andrew Clements

Age Level: 6-9

Reading Level: Independent Reader

The picture book story of a dog who finds a home is told in completely (and surprisingly successfully) using haiku.

Tap Dancing on the Roof: Sijo (Poems)

By: Linda Sue Park

Genre: Poetry

Age Level: 6-9

Reading Level: Independent Reader

Like haiku, sijo – a little known, brief poetic form from Korea – looks at everyday activities from breakfast to the weather. Sophisticated illustrations complement the seemingly simple language to delight readers and listeners.


5 fun syllable activities - The Measured Mom

PSPKK123July 5, 2016 •  54 Comments

This post contains affiliate links. As an Amazon Associate I earn from qualifying purchases.

Sharing is caring!

  • Facebook
  • Twitter

Looking for fun syllable activities? You’ve hit the jackpot!

(This post contains affiliate links.)

Hamburger.  Ham-bur-ger.

Macaroni. Mac-a-ro-ni.

Motorcycle. Mo-tor-cy-cle.

Did you know that the ability to break words into syllables is an important part of phonological awareness? Phonological awareness.  That’s a big teacher-y word, but it’s easy to define.

Phonological awareness = the awareness of sounds within words

Kids need phonological awareness before they learn to read. That’s why I’m sharing six fun ways to teach kids how to count syllables as part of our Get Ready for Kindergarten series. And here’s some great news – counting syllables is fun!

1. Jump.

First, I used painter’s tape to make a numbered ladder on the floor.  My Four stood behind the first line. Then I held up a picture card (get them at the end of this post), and he jumped once for each syllable.

“Ham-bur-ger.”  He looked down to see what number he was standing on.  That’s how many syllables the word had.

He loved this and breezed through 24 cards in no time!

2. Sort pictures.

Next, I put the 1,2,3 and 4 syllable headers on our pocket chart.  My Two handed her older brother one card at at time. He named the picture, breaking it into syllables as he did so. Finally, he filed the picture under the proper header.

I showed him how to clap the syllables, but he only needed to do that once. By saying each word slowly, he easily counted the syllables. “Cal-cu-la-tor.  Four!”

3. Sort objects.

My Seven and Nine gathered toys for me that were one, two, three, or four syllables. Then I provided some sorting containers for my preschooler to sort them.

4. Manipulate.

Print these free cards from This Reading Mama. Then give your child small counters to move, one at a time, as he says each syllable. Have him count the manipulatives to see how many syllables are in each word.

5. Build.

Check out This Reading Mama’s post about counting syllables with duplo bricks – you’ll also get a set of free picture cards.

6. Clip it!

Just grab our free syllable clip cards, and have your child clip the correct number of syllables with a clothespin.

And there you have it – six hands-on ways to teach syllables!

Get the free sorting cards below.  You’ll find a total of 48 cards, in three different formats – depending on how much ink you want to use. 😉  Make sure you select the pages you want instead of printing the whole document.

Get your free syllable activities!



Early Reading No-Print Bundle


Your students can complete these activities in Google Slides on a computer or tablet – no printing necessary! The resource includes activities for rhyming, syllable counting, beginning sounds, and upper/lowercase matching.

Buy Now

Free Reading Printables for Pre-K-3rd Grade

Join our email list and get this sample pack of time-saving resources from our membership site! You'll get phonemic awareness, phonics, and reading comprehension resources ... all free!

Sharing is caring!

  • Facebook
  • Twitter

Filed Under: Reading, Pre-reading Tagged With: first grade, kindergarten, syllables, phonological awareness

You May Also Enjoy These Posts:

Make a movie in your head! (a visualizing strategy)

Making inferences with magazine pictures


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.


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?


“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.

Invite the child to name in one word:

- a table, a chair, a cupboard are...

- a dog, a cat, a cow are...

- a cup, a saucer, a plate are...

- cornflower, chamomile, tulip - this.

"Find a common word"

Game progress: This task contains words that are united by a common meaning. It is necessary to try to convey this general meaning in one word.

What is the common word for the following words:

  1. Faith, Hope, Love, Elena
  2. a, b, c, c, n
  3. table, sofa, armchair, chair
  4. Monday, Sunday, Wednesday, Thursday
  5. January, March, July, September.

The generalizing word can be "spring months", or it can be "months of the year", etc.

A more complex version of the exercise contains only two words for which it is necessary to find a common concept.

Find out what the following words have in common:

a) bread and butter (food)

b) nose and eyes (parts of the face, sensory organs)

c) apple and strawberries (fruits)

d) clock and thermometer 900 Devices)

D) Kit and Lev (animals)

E) Echo and mirror (reflection)


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.


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)


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.


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;


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.


- 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.


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 middle-aged children | Card index for speech development (middle group):

Completed by: Vasyuchenko G. V.

Word games for middle-aged children

Where we were, we won't say, but what we did, we'll show

Purpose of the game. To teach children to call an action a word, to use verbs correctly (time, person), to develop creative imagination, quick wits.
Game progress. The teacher, turning to the children, says: “Today we will play such a game. The one of you whom we choose to lead will leave the room, and we will agree on what we will do. When the driver returns, he will ask: “Where have you been? What did you do?" We will answer him: “Where we were, we will not say, but what we did, we will show!” Choose a driver, he goes out.
The teacher pretends to be sawing firewood. "What am I doing?" he asks the children. - "Saw firewood." "Let's all cut wood."
They invite the driver. "Where have you been? What were you doing?” he asks. The children answer in chorus: “Where we were, we will not say, but what we did, we will show.” The children and the teacher pretend to be sawing firewood, the driver guesses: "You are sawing firewood. " To continue the game, choose another driver.
When a new driver leaves the room, the teacher invites the children to come up with an action that they will show: wash, dance, draw, chop wood, play the piano, etc.
The teacher monitors the correct use of verbs. If, while guessing, the child incorrectly uses the form of the verb, says, for example: “You are dancing, drawing,” the teacher makes sure that the child learns how to say correctly. “Children, what are you doing? the teacher asks. “Did Vova say it right?” Children: "We draw." “Vova, tell me correctly what the children are doing,” the teacher suggests. Vova: "They draw."

Word games for middle-aged children


Purpose of the game. To develop the speech and motor activity of children, to develop a reaction to a verbal signal.
Game progress. The teacher becomes a circle with the children and explains the rules of the game: “Now we will play the Mice game. We choose mice (3-4 children are chosen), they will run in a circle, run away from the circle and run into it again. And you and I will be a mousetrap." Children with a teacher walk in a circle and say the following words:
Oh, how tired the mice are!
Everyone ate, everyone ate.
They climb everywhere - what a misfortune!
We'll get to you.
Beware you cheats!
How to put mousetraps,
Let's catch everyone now!
The children and the teacher hold hands, raise them high, letting the mice pass.
When the teacher says the word "clap", the children lower their hands, not letting the mice out of the circle. Whoever remains inside is considered caught and becomes a common circle.

Word games for middle-aged children

Sparrows and a car

Purpose of the game. Exercise children in the correct sound pronunciation, develop a reaction to a verbal signal.
Game in progress. Children sit on chairs away from the playground where the sparrows will fly. The teacher holds the steering wheel in his hands and says: “Children, this is the steering wheel. I will be a car. The car hums: "Whoo." How does the car honk?” “Oooh,” the children repeat. “Now we will play like this,” the teacher continues. - I am a car, and you are all sparrows. Listen, I will read a poem about sparrows:
Sparrow from a birch
Jump on the road!
No more frost,
When I say the word "jump", you get up from your chairs and jump quietly on your toes along the road (points to the place where the children will jump). Together with me you will say: "Jump, jump, jump." When I say “chirp-tweet!”, you will fly wherever you want, you will flap your wings and chirp: “chirp-tweet!” And when you hear the signal of the car, fly to your nests.
After explaining the game, the teacher, together with the children, performs all the movements, but does not strive to perform the movements first. Let the children themselves hear the words "jump", "chik-chirik" and begin to perform the appropriate movements.
The game is repeated 2-3 times. Then, when the children memorize the quatrain, they can play on their own.

Word games for middle-aged children

Who lives in the house?

The goal of the game. To consolidate the knowledge of children about animals, the ability to correctly pronounce sounds.
Game in progress. The teacher divides the children into several groups (first into 3, then into 4-5). Children depict birds or animals they know.
Each group builds a house out of chairs. The teacher tells the children that they will be in their houses and scream as the animal they represent screams. Then, with each group, the teacher repeats the sounds that the children should pronounce. After that, he goes around the houses in turn, knocks on each and says: “Knock-knock-knock, who lives in this house?” Children answer: “Moo-mu-mu”, “Me-e”, “Meow-meow”, “Be-e, be-e”, “I-go-go”, “Ga-ha-ha”, “ Ko-ko-ko. The teacher guesses who lives in the house.
If the children do not pronounce the sounds well enough, that is, not clearly and loudly enough, the teacher asks them to repeat them. If the question is: “Who lives in this house?” - the children answer: “We” or “Kits, dogs”, - the teacher says: “How do cats meow?” etc.
The game is repeated several times, the number of animals gradually increases.
You should not change the roles of children in one lesson: this confuses them, they forget who they need to portray. When the kids learn the rules of the game, one of them can knock on the houses and guess who lives there.

Word games for middle-aged children

What time of year

Purpose of the game. To teach children to correlate the description of nature in poetry or prose with a certain time of the year, to develop auditory attention, speed of thinking.
Game progress. The educator has written short texts on the cards about different seasons. The texts are mixed. The teacher asks: “Who knows when this happens?” - and, opening the card, reads the text. Children guess.

I have a lot of things to do - I cover the whole earth with a white blanket, I clean the ice of the river, I whiten the fields, houses My name is . ..
I open the buds, I dress the trees in green leaves, I water the crops, I am full of movement. My name is...
I am woven from heat, I carry warmth with me. I warm the rivers, "Swim!" - I invite you. And you all love me for it. I...
I bring the harvest, I sow the fields again, I send the birds to the south, I undress the trees. But I do not touch the pines And fir trees. I...

Word games for middle-aged children

What is planted in the garden?

The goal of the game. To teach children to classify objects according to certain characteristics (according to their place of growth, according to their use), to develop speed of thinking, auditory attention.
Game in progress. The teacher asks: “Children, do you know what they plant in the garden? Let's play this game: I will name different objects, and you listen carefully. If I name what is planted in the garden, you will answer “yes”, but if what does not grow in the garden, you will say “no”. Whoever makes a mistake loses."
- Carrots.
- Cucumbers.
- Beets.
- Yes1
- Plums.
- No!
If someone is in a hurry and answers incorrectly, the teacher can say: “Hurry, you will make people laugh. Be careful!" You can also play games: “Let's set the table for guests” (the teacher calls the tableware), “Let's plant a garden”, “Furniture”, “Clothes”, etc.

Word games for middle-aged children

What did they give Natasha?

The goal of the game. Encourage children to consider objects, remember the qualities of those objects that the child does not currently see.
Game progress. The teacher says: “Grandma sent Natasha a gift. Natasha looks: there is something round, smooth, green in the basket, and red on one side, bite it off - delicious juicy. Grows on a tree. "I forgot what it's called," thought Natasha. Children, who will help her remember the name of what her grandmother sent her?
Another option. The teacher recalls: “Once a guest came to the kindergarten. He was dressed in a beautiful fur coat, hat, felt boots. He had a long white hair (Yes, a white mustache, eyebrows. Kind eyes. He held a bag in his hands. Who do you think was our guest? What does the guest have in the bag? What was the holiday in kindergarten?
Such conversations - Riddles the teacher can lead about different objects and phenomena.0913 Game in progress. The teacher says to the children: “Let's remember where our right hand is. Pick her up. All the objects that you see in the side where the right hand is on the right. Who knows where are the objects that you see on the side where the left hand is? Do you know what the words "in front of me" and "behind me" mean? (Clarifies these concepts as well.) And now we will play. (Children sit at the table.) I will start a sentence, name different objects in our room, and you will add the words: “right”, “left”, “behind”, “in front” - answer where this object is located. Teacher starts:
- The table is standing ... (calls the name of the child).
- Behind
- Shelf with flowers hanging...
- Right.
- Door from us...
- To the left.
If the child made a mistake, the teacher offers to stand up, raise his hand and point with this hand to the object.
Which hand is closest to the window?
- Right.
— So where is the window from you?
—- Right.
You can play this game like this. The teacher pronounces the words: “left”, “right”, “in front”, “behind”, and the children say which objects are in the named direction.
For this game, children should not be seated in a circle, it is better to seat them on one side of the table, so that the objects in relation to them are located in the same way. In older groups, children can be planted in a circle. This complicates the solution of the game task, but the children successfully cope with the task, as they are already well oriented in space.

Word games for middle-aged children

And then what?

The goal of the game. To consolidate the knowledge of children about the parts of the day, about the activities of children at different times of the day.
Game in progress. Children sit in a semicircle. The teacher explains the rules of the game: “Remember, we talked in class, what do we do in kindergarten all day long? Now let's play and see if you remember everything. We will talk in order about what we have been doing in kindergarten since the morning. Whoever makes a mistake will sit on the last chair, and everyone else will move.” You can enter such a game moment. The teacher sings a song: “I have a pebble. To whom to give? To whom to give? He will answer."
The teacher starts: “We have come to the kindergarten. Played in the field. What happened next? Passes a pebble to one of the players. “We did gymnastics,” the child replies. "And then?" (The teacher passes the pebble to another child.) Etc.
The game continues until the children name the last one - going home.
Note. It is advisable to use a pebble in such games, since it is not the one who wants to answer, but the one who gets the pebble. This forces all children to be attentive and ready to respond.
The game is held at the end of the year.

Word games for middle-aged children

When does this happen?

The goal of the game. Clarify and deepen children's knowledge of the seasons.
Game progress. The teacher asks the children if they know when they pick vegetables, fruits, when there are a lot of yellow leaves, etc. The children's answers show the extent to which they correlate certain phenomena and human labor with the season. “And now I will name the time of the year, and you will answer what happens at this time and what people do. For example, I will say: "Spring" - and I will put a pebble to Vova, Vova will quickly remember and say what happens in spring. For example: "Snow melts in spring." Then he will pass the pebble to the person sitting next to him and he will remember something else about spring. When all the children have learned the rules, you can start the game. If someone cannot answer, the teacher helps him with questions.

Word games for middle-aged children

What is wide (long, high, low, narrow)?

The goal of the game. Clarify children's ideas about the size of objects, teach them to classify objects according to a certain attribute (size, color, shape), develop the speed of thinking.
Game progress. Children sit in a circle. The teacher says: “Children, the objects that surround us are of different sizes: large, small, long, short, low, high, narrow, wide. In the classroom and on walks, we saw many objects of different sizes. Now I will name one word, and you will list what objects can be called with this one word. In the hands of the teacher is a pebble. He gives it to the child who has to answer.
- Long, - says the teacher and gives a pebble
to the one sitting next to him.
- The road - he answers and passes the pebble to a neighbor.
- A dress, a rope, a day, a fur coat, - the children recall.
- Wide, - the teacher offers the next
Children call: road, street, river, tape, etc.
This game is played with children at the end of the year, when they have gained knowledge about the size of objects.
The game is also conducted with the aim of improving the ability of children to classify objects by color, shape. The teacher says:
- Red.
Children take turns answering: a flag, a ball, a berry, an asterisk, etc. Or:
- Round.
Children answer: ball, sun, apple, wheel, etc. Those children who named more words should be praised.

Word games for middle-aged children


Purpose of the game. To develop speech and motor activity of children.
Game progress. Children become in a circle. The child chosen with the help of a counting rhyme becomes the center of the circle. Everyone else says:
In an even circle,
One after the other,
Hey, guys, don't yawn!
What Little Johnny (Anechka, Valechka, etc.) will show us,
We will do it together.
The child in the center of the circle shows various movements, the rest of the children repeat them.

Word games for middle-aged children

Does it happen or not?

The goal of the game. Develop logical thinking, the ability to notice inconsistency in judgments.
Game progress. Turning to the children, the teacher explains the rules of the game: “Now I will tell you about something. In my story, you should notice something that does not happen. Whoever notices / let him, after I finish, say why this cannot be.

Teacher's sample stories:
“In the summer, when the sun was shining brightly, the children and I went for a walk. They made a hill out of snow and started sledding from it.
“Spring has come. All the birds have flown away. The children were sad. "Let's make birdhouses for the birds!" Vova suggested. When the birdhouses were hung up, the birds settled in them, and the children began to have fun again.
“Vitya has a birthday today. He brought treats for his friends to kindergarten: apples, salty candies, sweet lemons, pears and cookies.
Children ate and wondered. Why were they surprised?
“All the children rejoiced at the onset of winter. “Now we are sledding, skiing, skating,” Sveta said. “And I like to swim in the river,” Luda said, “my mother and I will go to the river and sunbathe.”

Note. At first, only one fable should be included in the story; when the game is repeated, the number of fables is increased, but there should not be more than three.

And now let's play with you "Flower-seven-flower"

Fly, fly, petal,
Through the west to the east,
Through the north, through the south,
Return, making a circle.

1st petal game "Half a word is behind you"

The participants of the game stand in a circle and throw the ball to each other. At the same time, the thrower loudly says half of a word, the one who catches must name his second half.

Fly, fly, petal,
Through the west to the east,
Through the north, through the south,
Return, making a circle.

2nd petal game "Alphabet around us"

The facilitator invites children to name as many objects as possible using one of the letters of the alphabet. The one who names the most words wins.

Fly, fly, petal,
Through the west to the east,
Through the north, through the south,
Return, making a circle.

3rd petal game "Word on the contrary"

The host calls the words quickly. Children must rearrange the letters of this word in their mind and name this word (cat, rose, kindergarten, game)

Fly, fly, petal,
Through the west to the east,
Through the north, through the south,
Return, making a circle.

4th petal Fizminutka "Flowers"

Our scarlet flowers (connect the palms in front of you with a boat)
Disperse the petals, (in turn, starting with the thumb, spread your fingers apart)
The breeze breathes a little, (blow on your hands)
The petals sway. (move fingers back and forth)
Our scarlet flowers
Close the petals, (fold fingers in turn, joining palms in a boat)
Shake head, (shake palms left and right)
Quietly fall asleep. (put head on folded palms)

Fly, fly, petal,
Through the west to the east,
Through the north, through the south,
Return, making a circle.

5th petal game "Add a word"

Players need to guess the last word, and in rhyme.

  • It rides on two wheels and does not skid on slopes. And there is no gas in the tank. This is my ... (bicycle)
  • When sometimes it's lonely, suddenly a ringing will burst into silence, and the voice of a friend from afar will give you ... (phone)
  • Spinning on one leg, carefree, cheerful, in a colorful skirt dancer, musical… (yula)

Fly, fly, petal,
Through the west to the east,
Through the north, through the south,
Come back, making a circle.

6th petal dance game "Come, spring!"

Come spring! Children raise their hands up.
We are all waiting for you! They press their hands to their chest.
Sunshine, shine! Rotate hands ("flashlights")
Let the streams run! Make wave-like movements with the hands.

Learn more