Word activities for kindergarten

5 Hands-On Sight Word Activities for Kindergarten

Learning letter sounds, how to blend and segment words, and various phonics skills are foundational for early reading.  However, there are just some words that can’t be sounded out.  Sight words are commonly used words that young readers are taught to memorize.  Since these words are used in high frequency, students are encouraged to recognize them by sight.  Hands-on sight word activities merge students’ kinesthetic learning with visual learning.

For many kids, sight words are one of the first steps in learning to read. And what better way to learn sight words than with some fun sight word games that don’t require worksheets?

Learning to read is complicated and intricate, especially for kindergarten students.   While learning to read sight words is only one component of reading development, it is a necessary and important component.

What are sight words?

Words like the, of, you, was are all words that need to be memorized and recognized by sight.  They cannot be decoded using general phonics patterns.

Some words that we consider sight words are decodable words, but occur frequently.  Those are often called high frequency words, although I have found that “sight words” and “high frequency words” are terms that are used interchangeably.  Words like, and, that, as, on, in are all decodable words, but are also often taught as sight words.

Which words should you consider sight words?

Well, there’s a couple of different answers.  If your school district is assessing a list of words, consider that your list.  If your school or district is not providing a list words, you can find various lists online, including Dolch Lists and Fry’s Lists.  While Dolch and Fry’s are some of the more common lists, each reading program seems to develop its own list.  Most lists are very similar.

Since it takes students so long to learn sight words, you might consider limiting sight word instruction to words that are common and irregular or not decodable.  If you are teaching a phonics-based reading program alongside teaching students to memorize sight words, then they will learn how to decode and, had, last, then, with, not, much, etc. as they progress through the reading program.   Don’t waste valuable time on teaching students to memorize decodable words if you don’t have to.

How do Students Learn Sight Words

There are a variety of ways for students to learn sight words.  Frequent exposure is the key.  You can do a read-spell-read routine whole class and in small groups.  Parents can also easily learn to do this routine at home with flash cards.

All students will also benefit from using more hands-on sight word activities during your word work stations.

Here are 5 sight word activities for kindergarteners that help young learners remember high-frequency words while having fun!

1. Block Building Game

Turn a classic block building game, like Jenga, into a way for students to learn their sight words. Start by writing a high-frequency word on each block. Playing the normal Jenga rules, where a player removes a block from the tower and places it on top, have the student who removes the block successfully use the sight word in a sentence before the next player takes their turn.  Or for an easier version, have players read and spell the words while moving blocks.

Download the game rules from education.com.

2. Tic-Tac-Toe

Kids love to play Tic-Tac-Toe! Add a twist by having the student read a sight word and use it in a sentence or read and spell it before adding an X or O to the board. Use sight word flashcards.

Try a variation by having students write the words along with an X or O on the board. Check out the templates and rules from sightwords.com.

3. Shaving Cream Sight Words Activities

Sometimes learning is messy! Break out the shaving cream on desks and tables, and have your students write out their sight words with their fingers. Save money on supplies by checking out a local dollar store or buying in bulk at a warehouse club store.

Clean up is easy. Just wipe down the tables and spray clean. One additional benefit is that the shaving cream acts as a soap and cleans up your table top!

A sand or salt box is another great tool to use, but a little less messy than shaving cream.  Fill a small box with sand or salt.  Using flash cards, have students turn over a card and draw the letters for the word in the box.  The feel of the rough sand or salt helps kinesthetic learners memorize the words.

4. Use Manipulatives to Form Letters

For kinesthetic learners, using tangible items to physically form words can be an important way to show what they know! Try using Wikki Stix, playdough, or bendable straws to form words on mats or flat surfaces. Playdough is also a great medium for stamping letters to form sight words.

5. Journaling

Although open journaling or free writing may seem a little advanced for kindergarteners, you’ll be surprised with how much they can write even in the beginning stages.

Give students a list of sight words and have them generate a story with a drawing. Or give students a seasonal topic with words and a few sight words.

Save these in a digital or paper portfolio throughout the year to measure growth. Tools like Seesaw are incredible for keeping portfolios of student work via video and other mediums.

6. Word Ladder Game

This game is perfect for kids who are just starting to learn sight words. To play, choose a simple sight word like “at” or “had.” Then, see how many other words you can make by changing just one letter. For example, starting with “at,” you might get “bat,” “cat,” “hat,” and so on. The player with the most words at the end of the game wins! This is also a great way to focus on word family words, short vowel word families, and rhyming.

To make this game kinesthetic, create hopscotch-like boxes on your classroom floor. Have students move up the ladder as they create new words.

7. Musical Sight Words

This sight word activity is similar to Musical Chairs, but with a sight word twist. To play, write several sight words on slips of paper and put them in a hat or bowl. Then, play some music while everyone walks around the room. When the music stops, everyone must grab a slip of paper.

Once everyone has a word, they must stand up and spell it out loud. The player who spells their word correctly first gets to stay in the game; the rest are out! The last player standing is the winner.

Instead of requiring spelling, you can just ask students to read the word. Remove one word each round to eliminate students as you would during a regular musical chairs game.

These 5 7 sight word activities for kindergarteners will help your students learn their first sight words in no time.  They are just a few ideas to get you started. With a little creativity, you can come up with all sorts of fun games to help your child learn their sight words.

Do you want some more ideas?

Here are five more additional resources to help teach sight words in your classroom!

• Dolch Sight Word Lists
• Dolch Sight Word Assessment
• Fry Sight Word Lists
• Online Sight Word Games
• Free Sight Word Apps

If you are looking for a tool for parents to use at home, these Sight Word Practice Cards provide small doses of daily practice and a routine for parents to easily implement.

I created these phonics readers to use with my own kindergartener at home.  Although they focus on specific word families and phonics patterns, the resource also introduces two new sight words per word family.  Sight words are learned and read along with the phonics patterns.

What activities do you use to teach sight words in your classroom? I’d love to hear about them in the comments below!

Are you interested in additional blog posts about teaching early reading?  Here are a few more!

25+ Fun Sight Word Activities For Kindergarten

Sight words. It’s a term that every Kindergarten teacher knows and most likely uses in his/her classroom. Sight words are very important to beginning readers, as sight words make up the majority (up to 75%) of beginning children’s print materials. And since many sight words cannot be sounded out or decoded, teaching students to identify and ‘read’ sight words, makes reading fluently more attainable, since students recognize words automatically. We’ve put together a list of our favorite sight word activities for the Kindergarten classroom!

The Best Sight Word Activities For Kindergarten

Sight words are a majority of the core to kindergarten literacy curriculum. Because of this, the activities need to be exciting and have variety. So I went on the hunt to fill my Sight Word Activity Idea Bank and decided to share my favorites with you.

Building Sight Words Activity

I created this fun sight word activity using lego-style building blocks. How fun is that? And my favorite part is that it was inexpensive! Download the FREE Response sheet below.

Prepping this activity is super easy. Grab some building blocks and a permanent marker. On the long blocks, write the whole word. For instance, S-E-E will be written on the long block. Then three small blocks will have individual letters, one for S, one for E and another for E. Create these for all of the sight words you would like to work on. Additionally, print the recording sheets. You may laminate for extended use.

Students will find the small blocks and attach the correct letters to the long blocks to create a word. Then they will write the word they created on the recording sheet.

Looking for building blocks?
Check out these small sized ones and these larger sized ones from Amazon.

Sight Word Kit for Little Learners

This Sight Word Kit for Little Learners is a lifesaver for teachers, families, and students!

Finding a simple system for sight words has always been a challenge for me. Every teacher seems to have their own way of giving and assessing sight words. I’ve tried several different ways, but it all seemed cumbersome…until I figured out THIS system.

Hidden Sight Words: Year Long Bundle

I use these YEAR LONG hidden sight word hunts in my ABC Word Work station and they are a favorite among the students! With 40 Different Sight Word Sheets, this is exactly what you need! Plus it’s EDITABLE, so you can add your own sight words to each page!

Sight Word Play Doh Mats

Check out these Sight Word Play Doh Mats. Each mat includes a place to make sight words with playdoh; a sight word sentence to read, as well as circle the sight word; and a writing block to practice writing the sight word or creating a new sight word sentence. These mats are perfect to use when learning and mastering sight words and can easily be differentiated by requiring the written sight word or a new sight word sentence. Research shows that students learn best when ‘doing’ , or when they are using multiple modalities to practice a skill.

There are 50 sight words included but also 8 editable mats to add your own words and sentences.

More Sight Word Activities For Kindergarten

If you’re just beginning to introduce sight words into your classroom, or need a little refresh, read this! These activities are all relatively simple to prep, engaging for students and will help them strengthen multiple skills, including those associated with sight words.

Click on above pictures to go to posts.

Our Favorite Sight Word Books

Bob Books: Sight Words

Come See My Bugs 

The Dog

Non-Fiction Sight Reader Pack

We Are The Monsters 

Tagged engaging activitiesfreebiesgamesliteracy centerssight 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 and exercises for the formation of word formation skills" | Speech development card file (senior group):

Municipal budgetary preschool educational institution

Pushkinsky municipal district

kindergarten No. 15 “Storkon”

“Word formation skills”

prepared by the teacher 5

Pushkino, 2018

A selection of didactic verbal games and exercises for the formation of word-formation skills in different age groups.

Junior preschool age.

Purpose: to learn to form words with diminutive and endearing suffixes.

Game exercise "Affectionate Names"

Children are encouraged to call each other affectionately: Tanechka, Olechka, Vovochka.

A similar exercise is carried out by naming animal cubs:

- The cat has a kitten.

- A she-bear has a cub, a duck has a duckling, a mouse has a mouse.

The game “I have a nose, and yours?”

The teacher names the parts of his body, and the child repeats them using the diminutive suffix.

- I have a nose, says the teacher.

- And I have a nose.

- I have ears (and I have ears), etc.

Game - dramatization "Who came?"

A kitten comes and greets the children.

- Who came to us? (Kitty).

- What shall we affectionately call him? (Kitten). Etc.

Games: “Call it right”, “Suggest a word”

- This is a large mushroom, and next to it is a mushroom, a book - a booklet, a jar - a jar, etc.

Purpose: to learn to correlate the name of an animal and its cub.

Game exercise “Lost”

There is a toy house on the carpet and baby animals in it.

Educator:

- Let's see who lives in the little house? "Quack-quack-quack" - who is this? Duck? Correctly. (takes a duck out of the tower). Big or small? Small? It's the boys, duckling. Little duck. And the duck is his mother. Help the duckling find his mother duck.

The child walks around the group looking for.

- Whose voice is this? "Pee-pee-pee?" - who is it? - carried out in a similar way.

Purpose: to teach to distinguish between animals and cubs by onomatopoeia

Game exercise "Whose voice?"

Animals come to visit children and want to play. You have to guess whose voice it is.

- Moo-oo-who is mooing like that? (Cow). And who is humming softly? (Calf)

-Kwa-kva-kva - whose voice? Rough voice? And who croaks thinly? (Frog).

The rest of the toys are played in the same way.

Purpose: to teach the use of the names of animals and their babies in the nominative singular and plural.

Game “Who has whom?”

Children are shown pictures of animals and asked what their cubs are called if there are many of them:

- A cat has kittens.

- A hedgehog has hedgehogs, a cow has calves.

Purpose: to teach in the formation of the forms of the genitive plural of nouns

Game "Where are our pens?"

The children are sitting on chairs, the teacher addresses them:

- Where are our pens? Don't have our pens? (Hides his hands behind his back. Children repeat). Here are our pens! (Show hands, play with fingers).

- Where are our legs? Are our legs missing? Etc. “-3 times.

Game "Lotto"

The teacher gives the children pictures of toys, leaving pairs for them. Showing the children their picture, the child who has the same toy in the picture should quickly say about it. (I have a wheel, and Vera has wheels. Vera should quickly say: “I have wheels” or “I have many wheels”)

Purpose: to teach in the formation of verb forms.

Game "Bear, go!"

The teacher brings a truck into the group on which a bear and a mouse are sitting.

- Would you like the animals to ride in the truck? You need to ask them about it and say: "Bear, go." Or ask to jump: “Jump the bear”, etc.

Purpose: to teach in the formation of verbs in a prefixed way.

Molchanka mobile game

Children pronounce the words:0003

The bells rang,

Through the fresh dew

In a strange lane.

There cups, nuts,

Honey, sugar, silence!

Children should be quiet and not move. Whoever speaks or moves - gets a phantom. At the end of the game, children redeem forfeits by performing actions on command: get under the table and get back out, jump twice in place, move the chair back and forth, toss the ball, etc.

Purpose: to exercise in the formation of verbs on behalf of a noun.

Silent game

Children pronounce the text: One, two, three, four, five.

We start to play:

Chok-chok, mouth on the hook

And silence!

Children should be silent. Who broke the rules - a phantom is given, which is then played out. Children are given tasks: drumming on a drum, blowing a pipe, ringing a bell, etc.

Purpose: to learn to form verbs with the opposite meaning using prefixes

The game "Everything is the opposite"

The educator invites the children to play stubborn and obedient. It tells about two sisters: clever and stubborn. The novice did everything as her mother asked, but the Stubborn did the opposite. If the Novice closes the door, then the Stubborn will open it.

Pairs of words are played in the same way: bring - take away, sew - tear off, clean - dirty, hang - take off, shut up - speak, etc.

The game "Who will say more about the profession"

The teacher clarifies the children's understanding of the words "profession", "action".

-Each adult has his own profession and performs some activities.

-What does a cook do? (boils, bakes, roasts, peels vegetables, etc.)

- What does a tailor do? (children's answers).

The teacher also names the professions of a teacher, builder, shoemaker, shepherd, and the children name the actions of people in these professions.

Purpose: to learn to form verbs from onomatopoeic words.

The game “Who gives the voice?”

Toys came to visit the children. The teacher shows, and the children name the toy.

- Here…. (Cat, here .... (dog). And whose voice is this, who sings “Crow?” (Cockerel). How does the cockerel crow? (Ku-ka-re-ku).

- Where-where, where-where! Who is this? (Chicken). How does the chicken cackle? (Where-where, where-where)

similarly played: dog, cat, dogs, cats, chickens.

Purpose: to learn to form verbs from the names of musical instruments

Game "Orchestra"

The teacher reads a poem about a bunny, accompanying the speech with actions with toys.

Zaika brought many musical instruments to the children and asks them to guess their names. The drum is drumming, the pipe is blowing, the bells are ringing, etc.

Purpose: to learn to correlate the character and the verb formed from onomatopoeia

“Evening of riddles”

It's running away somewhere,

Runs away.

And when he comes back,

He purrs from the saucer

Drinks raw milk. (Cat)

Have you seen him more than once -

He jumps two steps away

From us, he chirps:

“Chirik - chirp!”

Who is not used to this song (Sparrow)

Other riddles are also guessed: a beetle buzzes, a wolf howls, a duckling quacks, a goose cackles, a dog barks.

Purpose: to learn to form nouns in the genitive plural

Game "Geese"

Pictures are considered:

- This is .... (goose, gander). He is winged, loud-mouthed, he has red flippers. Legs like flippers.

- And this is my mother…. (goose). The goose and the goose have children ... (goslings). It is correct to say goslings. One is a gosling, and when there are many of them, these are goslings. The goose has many goslings.

- Goslings walk in single file. Goose after mom - goose and dad - gander.

Middle preschool age

Purpose: to teach ways of forming aspective pairs of verbs

Game situation "What is missing for Misha for a walk?"

The booth displays pictures depicting winter clothes: felt boots, mittens, socks, scarf, coat, fur coat, hat, and it is proposed to list them. As you name the pictures are removed. Then the children help to dress the boy Misha for a walk, naming the names of the clothes in the pictures from memory. Children are mistaken, the teacher unobtrusively corrects: there are not enough socks, boots, etc.

Purpose: to teach the formation of words in a suffixal way

Game exercise "Two brothers"

The teacher tells the children a story about two brothers - cubs: Shustrik and Miamlik.

- Early in the morning Shustrik woke up and quickly got up, Myamlik was still only ....

- He gets up, - the children add.

- Shustrik got dressed, and Myamlik ...

then the children answer: dressed - dressed, refueled - refueled, washed - washed, had breakfast - had breakfast, cleaned - cleaned, etc. You can use different plots: “In the forest”, “ On a walk", "On the river", etc.

Purpose: to learn to form forms of present tense verbs

Dramatization game “Visiting a Doll”

The teacher says:

- Guests will come to Masha, but she does not know what to put bread, sweets, sugar in. Let's think and help her. For this there is a special dish. What is it called?

- Is there anything for bread? (Breadbasket).

-So Masha will put the bread in what? (To the breadbasket). (Chorus).

- What is the name of the container for sweets? Etc.

Game exercise “The postman brought postcards”

The postman brought postcards, which depict animals performing various actions.

Each child has his own postcard. The child remembers his postcard. Then the teacher calls the actions of the animals “The snowmen are dancing”, “The bear is drumming, “The cat is meowing (lacking), etc. (draws, dances, runs, strokes, barks, waters), and the child must say whose card it is.

Purpose: to learn to form possessive pronouns

Game exercise “Whose, whose? – My”

The teacher shows the children a bag with children's things and toys and says.

- This is a magpie - a thief has collected different things in our group, which are not lying well. Laughs at you: “Whose, whose everything? My! Let's take a look at what? What's this? (Shoe). Whose shoe? Etc. (whose, whose, whose, whose). The owner takes the item and puts it away.

Purpose: to learn to form the names of dishes

Game exercise "Tea drinking"

The teacher puts the samovar on the table and says: “We will drink tea from the samovar.” You need to make tea.

“What is tea brewed in? (Kettle). We're setting the table. What will we drink tea from? Where do we put the sugar? (Sugar bowl). Candies? Napkins? For tea - a kettle, for coffee - a coffee pot, for milk - a milk jug.

Similar exercise “Tanya sets the table” (bread box, napkin bowl, sugar bowl, milk jug, candy bowl, salad bowl, teapot)0003

Purpose: to activate derivative verbs

Russian folk game "Hare"

Children stand in a circle (round dance, bunny in the center of the circle. Round dance walks around and hums:

Zainka, dance,

Serenky, jump,

3 Circle , turn sideways,

Circle, turn sideways!0003

Purpose: to learn to form degrees of comparison of adverbs

The game "Cold - warm"

Children hide a toy in the room, then the driver looks for it, and the children comment on the search: warm, warmer, very warm, hot, cool, cold, even colder , quite cold.

Purpose: to learn to form the names of baby animals

The game "Wake up the cat"

A child - a cat is sitting on a chair (sleeping). The rest of the children, taking on the roles of animal cubs, dress up, form a circle. The teacher points to the child and he responds corresponding to the character: crow, chik-chirr, qua-qua, quack-quack, etc. The cat calls who woke him up (cockerel, duckling, frog, chicken, etc.). Then another child is chosen as the driver.

Older age

Purpose: to learn to form accusative plural forms of animate nouns

Game exercise "Where have I been?"

Educator:

- Guys guess where I was. I saw jellyfish, seahorses, sharks. (On the sea)

- And now you ask me riddles. Tell who you saw. Just say who you saw a lot: a lot of wolves, a lot of butterflies, etc. The main thing in this game is not guessing, but guessing.

Purpose: to learn to form the genitive plural of nouns

Game exercise “Pif counts”

A dog (bibabo) Pif comes to visit the children.

- I am Pif and I can count. Ask me how many tails I have and I will answer.

- Pif, how many tails do you have?

- I have one tail. Now ask about the nose. (referring to the child).

- Pif, how many noses do you have?

- I have one nose. Now ask about the ears (about the eyebrows, eyes, mouth, cheeks, paws, etc.)

Pif does not answer the question until the child forms the correct form.

Purpose: to learn to form the names of musical specialties from the names of musical instruments

Game exercise "Musician Bear"

A teddy bear came to visit the children and brought musical instruments. And invites children to play.

- This is…. (piano, this is (balalaika, but this (drum).

- And what is the name of the musician who plays the piano (pianist, on the drum. Etc.

- A drummer needs a drum, a pianist needs a piano. And for whom is the balalaika? Who plays the balalaika? (Balalaika player). How about harmonica? On an accordion? On the button accordion (horn - bugler, guitar - guitarist, viola - cellist)

Purpose: to learn to correlate the names of actions and the names of sports specialties

The game "Kiosk of Postcards" is played in the same way

The postcards depict the actions of athletes. Children name who is depicted on it and what he does. Football players play football, runners run, swimmers swim, wrestlers fight, etc.)

Purpose: to learn to form diminutive - affectionate names, correlate actions and a derivative verb

Folk game "Kuzovok"

Children sit. One of them puts a basket on the table and says to his neighbor: Here's a box for you, Put something in it - ok, If you say anything - you will return the deposit.

Children take turns calling words that rhyme with -ok.

- I will put a ball (lock, scarf, boot, slipper, stocking, collar, sugar, bag, cap, bun, scallop, box, etc.) in the box. At the end of the game, pledges are played.

- Whose pledge will be taken out (from the basket, what to do? Children appoint a ransom: run, jump, laugh, dance, sing, etc. A machine that cleans potatoes is a potato peeler, a machine that plants potatoes is a potato planter (coffee maker, coffee grinder, meat grinder, vegetable peeler, juicer, clay mixer, polisher, vacuum cleaner).

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