#gb-184 magnetalk match-up around the world ages 4 & up · #gb-184 magnetalk® match-up around...

Written by Jeanne Goodwin, M.S., CCC-SLPIllustrated by Chuck Hart

Language-Based Magnetic Barrier Games and Activities

#GB-184

MagneTalk® Match-up Around the World includes five duplicate sets of game boards (Cold Lands, Pond, Outback, Rainforest, and Desert ), duplicate magnets, and an Activity Book. The lessons will help your students strengthen their language skills. Around the World targets the following areas.

• Vocabulary (Receptive & Expressive) • Deductive Reasoning• Following Directions (Receptive) • Listening• Giving Directions (Expressive) • Auditory Memory• Basic Concepts • Storytelling• Rhyming • Categorization

You can use the Around the World with one child, two children, or in group activities. It includes…

• Magnetic-Receptive Barrier • Each side is a write on-wipe off board. • Each side also holds a game board. • Made of sturdy plastic with center plate for durability. • Folds in for easy storage. • Includes a Bonus dry erase marker.

• 34-Page Reproducible Activity Book that includes: • 20 Target Skill Pages • Black & White copies of the boards and magnets for extra practice. • Extension Activities • Parent Letter • Bonus Open-Ended Activity Pages

• 10 Colored and Laminated Game Boards • Five Themes: Cold Lands, Pond, Rainforest, Outback, and Desert • Two boards per theme • Bonus Activity Board/Category Web

• 108 Magnetic Pieces • 10 magnets for each game board

We guarantee your kids will have a mag-nificent time with the MagneTalk® Match-up Around the World!

MagneTalk® Match-up Around the World

©2006 Super Duper® Publications. All rights reserved. Printed in China G00109211128740 ISBN 978-1-58650-644-5 #GB-184

#GB-182

3

©2006 Super Duper® Publications

MagneTalk® Match-up Around the World

1-800-277-8737 • www.superduperinc.com

14#GB-182 MagneTalk® Match-up Around the World • ©2005 Super Duper® Publications • 1-800-277-8737 • www.superduperinc.com

Name

Homework PartnerDate

Rainforest – Pictures

Rainforest – Vocabulary

Directions: Have the student review the vocabulary words below by looking at the magnets and/or the pictures on the

game board. You may also have the student cut out the pictures above to use with the black and white scene on page 13.

Check the boxes beside each word to keep track of the student s ability to use language receptively (R – pointing to the

items) and expressively (E – saying the name of each item).

Magnets R E

R E� � toucan

� � spider

� � bat� � iguana

� � jaguar� � snake

� � tree frog� � hummingbird

� � monarch butterfly � � monkey

Game BoardR E

R E� � bamboo

� � vines� � mushrooms

� � trees� � ferns

� � waterfalls

� � mushrooms� � flowers

� � hats� � walking sticks

�Receptive Language: Teacher/Helper says, “Pick up/Point to the __________________________.”

Expressive Language: Teacher/Helper points to item and says, “What is this?” Child responds, “That’s a/an _______.”


NameHomework Partner Date

Rainforest – Category Word Web

Rainforest animals that flyPlants in a forest

Rainforest animals that crawl Rainforest animals with fur or feathers

toucan

hummingbird

bat

tree

mushroom

wild flower

bamboo

snake

jaguar

Rainforest

Directions: Using the Word Bank, write the name of each Rainforest object in the correct category.

Some words/pictures may be used more than once.

Word Bank

Grades PreK–5Ages 4 & Up

#GB-184

www.superduperinc.com1-800-277-8737

GB 184 wkbk Cover_Rev.indd 1 12/21/12 2:12 PM

iii#GB-184 MagneTalk® Match-up Around the World • ©2006 Super Duper® Publications • 1-800-277-8737 • www.superduperinc.com

IntroductionMagneTalk® Match-up Around the World includes five duplicate sets of game boards (Cold

Lands, Pond, Rainforest, Outback, and Desert), duplicate magnets, and an Activity Book. The activitylessons will help your students strengthen their language skills. Around the World targets the following areas.

• Vocabulary (Receptive & Expressive)

• Following Directions (Receptive)

• Giving Directions (Expressive)

• Basic Concepts

• Rhyming

Before you begin these activities, talk with the child about what a barrier is – something thatprevents you from doing or seeing something, in this case from seeing the other person’s game board.Discuss other types of barriers, like roadblocks, barricades, etc.

Before the children play each game, review the basic concepts, vocabulary, and directions.Have the children practice placing magnets/pictures (one at a time) on their scenes and verbalize whatthey are doing to reinforce the use of particular concepts and vocabulary words. The teacher/helper shoulddemonstrate to the children how to give adequate instructions to each other. Give examples ofinadequate or vague directions. Then brainstorm with the child/children how the instructions ordirections could have been clearer (by being more specific or by describing in more detail).

For extra practice, you can copy the scenes, pictures, and activities for the children to completein class or at home.

Games and Activities

You can use Around the World with one or more children.

For more activities and game ideas, see pages vi and 31 - 33.

• Deductive Reasoning

• Listening

• Auditory Memory

• Storytelling

• Categorization

One Child

1. Set up the Barrier. Slide a game board intothe slot. Give child magnets for the board.

2. Choose an Activity Sheet from the ActivityBook. Have the child follow the directions on the sheet.

3. You may track progress using the boxes.

Two Children

1. Set up the Barrier. Slide two matchinggame boards into the slots. Give childrenmagnets for the boards.

2. Choose an Activity Sheet from the ActivityBook. Have the children follow thedirections on the sheet.

3. You may track progress using the boxes.

GB 184 Ar World Wkbk 10/27/05 11:58 AM Page iii

iv #GB-184 MagneTalk® Match-up Around the World • ©2006 Super Duper® Publications • 1-800-277-8737 • www.superduperinc.com

Adventures in the Cold Lands.......................................................1-6Scene ................................................................................................................1Pictures and Vocabulary ...................................................................................2Basic Concepts (large/small, top/bottom) .........................................................3Rhyming ............................................................................................................4Deductive Reasoning ........................................................................................5Auditory Memory and Storytelling.....................................................................5Category Word Web..........................................................................................6

Adventures Around a Pond .........................................................7-12Scene ................................................................................................................7Pictures and Vocabulary ...................................................................................8Basic Concepts (many/few, same/different)......................................................9Rhyming ..........................................................................................................10Deductive Reasoning ......................................................................................11Auditory Memory and Storytelling...................................................................11Category Word Web........................................................................................12

Adventures Deep in the Rainforest...........................................13-18Scene ..............................................................................................................13Pictures and Vocabulary .................................................................................14Basic Concepts (tall/short, crooked/straight) ..................................................15Rhyming ..........................................................................................................16Deductive Reasoning ......................................................................................17Auditory Memory and Storytelling...................................................................17Category Word Web........................................................................................18

Adventures in the Outback........................................................19-24Scene ..............................................................................................................19Pictures and Vocabulary .................................................................................20Basic Concepts (wide/narrow, dark/light) ...........................................................21Rhyming ..........................................................................................................22Deductive Reasoning ......................................................................................23Auditory Memory and Storytelling...................................................................23Category Word Web........................................................................................24

Adventures in the Desert ...........................................................25-30Scene ..............................................................................................................25Pictures and Vocabulary .................................................................................26Basic Concepts (long/short, left/right).............................................................27Rhyming ..........................................................................................................28Deductive Reasoning ......................................................................................29Auditory Memory and Storytelling...................................................................29Category Word Web........................................................................................30

Extension Activities ...................................................................31-32

Category Word Web Master (Blank) ...............................................33

Awards ..............................................................................................34

Table of Contents

GB 184 Ar World Wkbk 10/27/05 11:58 AM Page iv

Ad

ven

ture

s in

th

e C

old

Lan

ds


GB 184 Ar World Wkbk 10/27/05 11:58 AM Page 1

2 #GB-184 MagneTalk® Match-up Around the World • ©2006 Super Duper® Publications • 1-800-277-8737 • www.superduperinc.com

Name Homework Partner Date

Cold Lands – Pictures

Cold Lands – VocabularyDirections: Have the student review the vocabulary words below by looking at the magnets and/or the pictures on thegame board. You may also have the student cut out the pictures above to use with the black and white scene on page 1.Check the boxes beside each word to keep track of the student’s ability to use language receptively (R – pointing to theitems) and expressively (E – saying the name of each item).

Magnets R E R E❏ ❏ penguin ❏ ❏ seal❏ ❏ penguin chick ❏ ❏ polar bears❏ ❏ Eskimo boy (Inuit) ❏ ❏ walrus❏ ❏ Eskimo girl (Inuit) ❏ ❏ fish

in kayak

Game BoardR E R E❏ ❏ cliff ❏ ❏ rocks❏ ❏ sea ❏ ❏ dogs❏ ❏ sled ❏ ❏ igloo❏ ❏ ice/snow

Receptive Language: Teacher/Helper says, “Pick up/Point to the __________________________.”

Expressive Language: Teacher/Helper points to item and says, “What is this?” Child responds, “That’s a/an _______.”or “Those are ____________ .”

✃




Cold Lands – Basic ConceptsDirections: Receptive: Student follows the directions given by the teacher/helper.

LargeR E❏ ❏ Put the large penguin on the cliff.

❏ ❏ Put the large fish on the water.

❏ ❏ Put the large polar bear on the ice/snow.

❏ ❏ Put the walrus on the large rock.

❏ ❏ Put the Eskimo girl on the large dog.

SmallR E❏ ❏ Put the small penguin chick on the igloo.

❏ ❏ Put the small fish on a rock.

❏ ❏ Put the small polar bear on the mountain.

❏ ❏ Put the seal on the small rock.

❏ ❏ Put the Eskimo boy on the small dog.

TopR E❏ ❏ Put the Eskimo girl with kayak on top of the water.

❏ ❏ Put a polar bear on top of the igloo.

❏ ❏ Put the walrus on top of the mountain.

❏ ❏ Put a fish on top of the cliff.

❏ ❏ Put a penguin on top of the rock.

BottomR E❏ ❏ Put the Eskimo boy at the bottom of the cliff.

❏ ❏ Put a polar bear at the bottom of the igloo.

❏ ❏ Put the seal at the bottom of the mountain.

❏ ❏ Put a fish at the bottom of the cliff.

❏ ❏ Put a penguin at the bottom of the rock.

Additional Concepts: Here are some additional concepts you can use with the scene and magnets. (Put a penguinbeside a rock.)

beside / next to shallow / deep in / out

Challenge Directions: Substitute big/little for large/small. Also, if you like, use more difficult directions to challengethe students. (Put the large/big penguin near the small/little dog.)

Challenge Directions: If you like, use more difficult directions to challenge students. (Put the seal on top of the cliff,and put the walrus at the bottom of the cliff.)

Expressive: Teacher/Helper places an object on the board to represent opposite or relatedconcepts. (Example: Teacher places the large penguin on the cliff and says,“The large penguin ison the cliff.” Then, the teacher takes the large penguin off and places the small penguin chick onthe cliff and says, “Now, which penguin is on the cliff?” The child says, “the small penguin chick.”)Continue with other objects. (Alternate answers are acceptable if appropriate.)

Directions: Follow the same receptive and expressive directions above.




Cold Lands – Rhyming

Directions: This is a listening activity. It does not involve the magnets or game board. Teacher/Helper says,“I amgoing to say two words, and I want you to tell me if they rhyme/sound the same. _____ and ______. Do they sound thesame?” (The child may need an example in order to understand how to respond. For example, “Sea and me sound thesame, but sea and dog do not sound the same.”) You may use the boxes to record and total the correct responses.

Directions: Teacher/Helper says,“I am going to say three words. Tell me the one that does NOT rhyme with theothers.” (For example, “snow, bow, bear.” )

Directions: Teacher/Helper says,“Tell me a word that rhymes with __________________.” Nonsense words are acceptable.

❏ 1. sea and me (Yes)

❏ 2. seal and wheel (Yes)

❏ 3. ice and cold (No)

❏ 4. sled and bed (Yes)

❏ 5. fish and wish (Yes)

❏ 6. big and pig (Yes)

❏ 7. bear and book (No)

❏ 8. snow and go (Yes)

❏ 9. whale and jail (Yes)

❏ 10. rock and sock (Yes)

❏ 1. big, dig, sea

❏ 2. small, sled, wall

❏ 3. chick, sick, whale

❏ 4. squid, fish, dish

❏ 5. bear, hair, rock

❏ 6. sea, chick, me

❏ 7. rock, lock, snow

❏ 8. bill, little, will

❏ 9. ice, mice, cold

❏ 10. water, swim, him

❏ 1. sled (bed, red, head, etc.)

❏ 2. small (wall, tall, call, etc.)

❏ 3. dog (fog, log, hog, etc.)

❏ 4. fish (dish, wish, etc.)

❏ 5. snow (go, bow, low, etc.)

❏ 6. chick (kick, lick, pick, etc.)

❏ 7. rock (sock, dock, lock, etc.)

❏ 8. bear (hair, there, where, etc.)

❏ 9. whale (hail, jail, mail, etc.)

❏ 10. sea (me, we, bee, etc.)

10

10

10

30

Total




MagnetsR E❏ ❏ Point to/Name the black and white animal

with flipper-like wings that swims in the sea.(penguin)

❏ ❏ Point to/Name the small animal that swims inthe sea and is eaten by other animals. (fish)

❏ ❏ Point to/Name the large animal with four legsand thick, white fur. (polar bear)

❏ ❏ Point to/Name the animal with large tusksthat can swim in the water. (walrus)

❏ ❏ Point to/Name the little animal that claps itsfins together and has slippery skin. (seal)

SceneR E❏ ❏ Point to/Name the animal that says, “ruff-ruff”

and pulls the Eskimo’s sled. (dog)

❏ ❏ Point to/Name the place where the Eskimolives. (igloo)

❏ ❏ Point to/Name the thing the Eskimo drivesand the dogs pull. (sled)

❏ ❏ Point to/Name the frozen place where theEskimo goes fishing. (sea/water)

❏ ❏ Point to/Name the item in the scene that is inthe background and has a peak. (mountain)

Cold Lands – Deductive ReasoningDirections: Teacher/Helper reads the clues. The student follows the instructions by pointing to (receptive) or naming(expressive) the appropriate object. You may use the magnets with or without the game board.

Jim’s FishJim was an Eskimo who loved to fish. He went out on the ice, cut a large hole, and put in his fishing

pole. He waited and waited, and caught nothing all day. Hungry Jim went home. He was very happywhen he saw his mother smiling, holding a huge plate of fish for him to eat.

1. Who went out fishing? (Jim)2. What was his problem? (He didn’t catch any fish.)3. What did his mother give him when he went home? (a big plate of fish)

A Trip to Grandma’s HouseMolly the Eskimo girl wanted to take her pet polar bear to see her grandmother. She climbed into

her kayak, and paddled out to sea. She was almost there, when she realized she had forgotten her petpolar bear. She was upset, but when she looked back she saw her pet polar bear swimming behind thekayak. Molly smiled. She was happy to have such a smart pet.

1. What did Molly want to take to her grandmother’s house? (her pet polar bear)2. How did Molly feel when she realized that she forgot her pet polar bear? (upset, sad)3. Where did Molly see the polar bear swimming? (behind her kayak)

Penguins in the SeaTwo penguins named Taylor and Devon were swimming in the sea. They were eating little fish, and

playing together. They saw a huge whale, and they knew they better get out of the way. They swam toshore and jumped out of the water. They slid with their bellies on the ice and were safe!

1. What were the penguins doing? (They were eating fish and playing)2. Why did the penguins move? (They were in the whale’s way)3. How did they get away? (They swam to shore and jumped out of the water.)

Story Time – Auditory Memory and StorytellingDirections: Teacher/Helper reads a story and asks the questions. The student listens carefully and answers them.(As a follow-up, the teacher may have student(s) place magnets on the game board, while telling a story.)




Cold Lands – Category Word Web

Things you ride in Animals with flippers

Animals that live on theshore near water Animals that swim in water

Word Bank

ColdLands

Directions: Using the Word Bank, write the name of each Cold Lands object in the correct category.

Some words/pictures may be used more than once.

sled

kayak

seal

penguin

walrus

polar bear

fish

dog

chick


#gb-184 magnetalk match-up around the world ages 4 & up · #gb-184 magnetalk® match-up around...

Documents