One player starts by saying a word. The next player says a word that is related to the first word. It can be related in any way. If another player cannot see how the words are related, he/she can challenge and the connection needs to be explained. Keep going until a word is repeated or a connection cannot be explained. Here’s an example: Egypt – Mummy – Dad – beard – Santa Claus – Christmas – trees – leaves.
One person thinks of an object. Others try and guess what it is by asking questions. The original player can only answer yes, no or maybe. Give a clue if they are on the wrong track. Can they guess it in 20 questions?
The traditional ‘I spy’ game:
“I spy with my little eye something beginning with … (letter)”
Word meaning clues are given rather than letters and the object does not need to be within sight. Say, “I put on my thinking hat and think of something that is (give a clue).” If incorrect say, “It’s not that. I put on my thinking hat and think of something that is (original clue and a second clue).” Continue until the word has been guessed. E.g.: ‘I put on my thinking hat and think of something that is spicy.’
In this game players give a clue containing the first sound of the word as well as a word meaning clue. Unlike ‘I spy’ players do not need to be able to see the item, but they need to think with their ‘big brains’. For example, “I think with my big brain, something that is part of a tree and begins with a ‘b’.”
This game is good for developing memory, so is good for adults too. One person starts by saying, “I went shopping and I bought a …” (names a food item). The second player says, “I went shopping and I bought …” and repeats the first player’s item before adding their own. The third player continues, saying the first two items before adding their own. And so on. See how many you can remember. A variation of this game is: “I went on holiday and I packed …”
Select a letter of the alphabet. Then ask each player to generate a name, profession and place that all begin with the same letter. For example, for the letter ‘a’: “Alison is an acrobat in Asia”, or for ‘e’: “Eddie is an engineer in Edinburgh.”
There are lots of rhyme stories available to buy. Sit with the child and read the story, emphasising the words that sound the same. You could go back through the book, saying the words that sound the same.
Cut up the rhyming cards. Put the rhyming cards face down on the table. Take it in turns to turn over two cards. The adult should then say the words out loud and ask they child whether they sound the same or different. If the child answers incorrectly, say the words again and tell the child whether they sound the same or different. If the child answers correctly, praise them and repeat the words again, reiterating whether they sound the same of different.
Put two items in a feely bag, e.g. a pear and a bear, a cat and a hat, a car and a pig. Ask the child to pick them out of the bag. You should then say the two words and ask the child if they sound the same or different. If the child answers incorrectly, say the words again and tell the child whether they sound the same or different. If the child answers correctly, praise them and repeat the words again, reiterating whether they sound the same of different.
