| This hands-on learning game is great for improving | | | | such as the parts of a flower, the names of |
| your child's vocabulary. A game that is easy to | | | | common trees, or unusual parts of the body. |
| make and fun to play, both gifted children and | | | | If your child can already read, she can use the |
| children who have speech delays will benefit from | | | | game alone as an introduction to material she will |
| playing. | | | | read later on. |
| Parents whose children suffer from language | | | | Materials: |
| delays can use this game to help build up their | | | | Index cards with box |
| child's everyday vocabulary, or to teach new | | | | How to Make the Game: |
| concepts. | | | | If you'd like to teach common household objects, |
| Often children who have language delays have | | | | make a card for each object you'd like to teach. |
| trouble learning and recalling the names of | | | | All words should be items that you actually have |
| common objects. This results from a weak | | | | in the house. You can use also use this game to |
| auditory memory. They may also speak in very | | | | teach transportation, wild animals, parts of the |
| simple sentences, and struggle in general to | | | | body, names of different types of trees, or |
| express themselves. | | | | practically anything else. For less common items, |
| On the other hand, many children with language | | | | you can use miniatures, or pictures of the actual |
| delays are great spatially, and have good visual | | | | object pasted onto an index card. |
| memories. They are often able to find their way | | | | 1) Choose your items. Make a list of about ten |
| around easily, are good at finding lost items. They | | | | items. Write clearly in print the name of the |
| may also be talented in fields like dance, sports, or | | | | object; the word should be at least 1 1/2 inches |
| building things. | | | | long. It's probably easier and quicker to type it, |
| Because this game uses your child's strong visual | | | | and print it out on cardstock. |
| memory to help bolster his weak auditory skills, | | | | 2)Read a card out loud. Choose one card, and |
| your child will actually acquire and retain what he | | | | read it aloud to your child. Then ask your child to |
| learns. Seeing the actual object is a strong | | | | find the object. If the child has difficulty, show |
| reinforcer for him, especially if it is something | | | | them where the object is, and have them place |
| found in his house. | | | | the card next to or on top of the item. |
| Parents of gifted children will also find this game | | | | 3)Play with no more than 10-15 cards at a time. |
| useful. You can use this game as a springboard | | | | No more than 20% of the cards you use should |
| for new concepts. If your gifted child is still too | | | | be new to your child. If these are all new |
| young to read, you can use the cards and | | | | vocabulary, then start with 5 cards, adding more |
| pictures to teach her the names of various things, | | | | only when your child knows nearly all of them. |