Anti-Illiteracy War Games - Sample

8/3/2019 Anti-Illiteracy War Games - Sample

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ANT I -I LLI T ERACY WAR GAMES

Basic Training

Speech Exercises 101

Decrypting Exercises

Writing Exercises 101

Verbal Preparedness

Declamatory Exercises 421

Writing Readiness

Expository Writing 442


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Published by To Order: www.2BTotallyLiterate.comCelestial BoundGreenville, South Carolina

Anti-Illiteracy War Cards. Copyright 2008 and 2010. All rights reserved. No part of this book may be reproduced in any form or by anyelectronic or mechanical means including information storage and retrieval systems, except the score sheet without permission

in writing from the publisher. This edition is a modification of same title in card form 1993 by same publisher d.b.a. as Word Play Ink.
http://www.totallyliterate.com/http://www.totallyliterate.com/


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I NTRODUCTIONStudents should begin playing the easiest two games Basic Training and Decrypting Exercises . After a few months,when they have gained a little skill and confidence, they will be ready for Verbal Preparedness and Writing Readiness .Within a half year, give or take a few months, they should be ready for Speech Exercises 001 and Writing Exercises 011 .And in another half year, they should be ready for the most demanding gamesDeclamatory Exercises 421 andExpository Writing 442 .

Basic Training develops phonics skill. Decrypting Exercises further develops phonics skill further while developingincipient spelling skill. Verbal Preparedness develops the habit of speaking in thoughtful complete sentences. WritingReadiness makes what is normally considered hard easy, thereby painlessly developing the discipline to write. SpeechExercises 001 develops creativity in playing with the spoken word, while Writing Exercises 011 does the same playingwith the written word. Both Declamatory Exercises 421 and Expository Writing 442 turn rudimentary communicative

skills into a more polished degree of literary proficiency. The last four of these games may be played may be playedregularly for years on end until one becomes an eloquent orator or an accomplished writer or bothin other words, untilone becomes truly T OTALLYLITERATE .

Lets assay the benefits: vocabulary burgeons; self expression becomes easy and more fluid; self confidence radiates;intellectual success is ensured; college attendance is no longer a requisite deemed essential for success, giving away toindependent or specialized study; andof great importancethe tools of critical thinking have been forged, your childrenwill become the movers and shakers of tomorrow, capable and ready to make great societal change for the betterment ofmankindin the US and the world over.


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Anti-Illiteracy War Games

Basic Training Skill Developed: Phonics Objective : To identify word roots .Grade Level: 1 Grade and Abovest Prerequisite : Phonics ChartsPractice : Focusing only on the front of the cards students pronounce just the colored word roots, notthe gray letters. Using Text-To-Speech as a check, this basic exercise should be performed repeatedlyover the course of several weeks, covering all 360 cards. After some measure of confidence in usingphonics has been gained, play can begin.How to Play: Students look at front side of card and take turns attempting to pronounce therootonly the root. Each correct answer earns a point while each wrong answer loses a point.Alternate Play : Four cards are played per turn.Technique : With the miniboard of Natural Readers installed and placed atop your screen, selector highlight the chosen root/wordsay cab and then the student attempts to say theroot/word. And then his pronunciation is checked by clicking the arrow on the miniboard. Thearrow can be repeated clicked to hear the word as many times as you would like.Note : This game, as well as the others, may be played alone, pitting a student against himself.

Decrypting Exercises Skill Developed: Phonics & Spelling Objective : To identify and say whole words.Grade Level: First Grade & Above Prerequisites : Familiarity with Phonics ChartsPreparation : Without focusing on vocabulary, students randomly select words on the backside ofthe cards and try to pronounce them. Attempts should be checked against Natural ReadersText-To-Speech. After students gain understanding as to how words are formed and feelgreater confidence in their newfound phonics ability, they should be ready to play this gamecompetitively.


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How to Play: First player picks any word on at random from the backside of a card and attemptsto pronounce it. After doing so, the next player takes her turn, and then the play advances tothe next card . Each correct attempt gets a point.Alternative Play : Instead of picking just one word at a time, students pick either a partial or fullrow or a column of words. Students win a point for each correct attempt.

Technique : A row is selected or highlighted by depressing the mouse on the first word andmoving horizontally to the last word. A column is picked by first depressing the alt button andthen as a faint box appears run it vertically from the top to the bottom of the column. After theattempt has been made, check it for correctness by clicking on the arrow of the Natural Readersminiboard.Note : This game, as well as all the others, may be played for a point per word rather than for apoint per attempt; however, adding and organizational skill is necessary to easily keep score.

Verbal Preparedness Skill Developed: Speaking In Complete SentencesObjective : To frame sentences with randomly picked vocabulary words. (Slight, if any, emphasisis placed on intelligibility or literary merit.)Grade Level: 2 Grade and Abovend Prerequisites : Phonics Charts, Families.Preparation : Students should be sufficiently prepared for this game after they have first beendrilled on the Phonics Charts and the Families, and have become proficient playing the above twogames . To enhance word recognition, prior to playing any card all of the words of any given card

should be heard several times.How to Play: Students choose any wordthe more familiar, the betterfrom the backside of a card and put that word in a sentence. Each complete sentence, even if it is comprised of just one wordsuchas No!is worth one point. (In this game there is no emphasis placed on the intelligibility or literarymerit of the attempt. The sole purpose is to get children speaking freely and easily.)Alternative Play : Play is conducted the same way except that students are not allowed to repeat theexact same syntax twice in succession. (To illustrate: The dog is mine should not be followed by The boy

is eight , but rather by Johnnie is eight .)


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Writing Readiness Skill Developed: Printing Simple Sentences Objective : To print whole sentences.Grade Level: 2 Grade and Abovend Prerequisites : Phonics Charts, Families, & Printing Ability.Preparation : In addition to practicing the above three games, students should have gained some skill inprinting upper and lower case letters. As with Verbal Preparedness, students should hear the words ofthe chosen family repeatedly before starting to play.

How to Play: From backside of any card players choose any word and use it in a sentence they will printon a piece of double lined writing paper. One point is awarded for every correct attempt.Alternative Play 1 : As with Verbal Preparedness, this game can be played in same alternative way withthe same caveati.e. that the exact same syntactical construct can not be used twice in succession.Alternative Play 2 : In addition to regular play and alternative Play 1, this game can be played with anadditional point awarded for neatness.

Speech Exercises 001 Skill Developed: Speaking IntelligentlyObjective : To compose an intelligent spoken sentence containing one or two chosen words.Grade level : 3 Grade and Aboverd Prerequisites : Verbal Preparedness & Play

Onwards and Work On Words three Workbooks.Preparation : Students should complete the corresponding exercise in each workbook. Also,before playing any card students should be drilled on the meanings of the several words on thechosen cards backside.How to Play: Players pick any word from the backside of a card to use to compose an

intelligent spoken sentence that shows understanding of the particular word. Each intelligentsentence earns a point. Play rotates to the next player. (In this more advanced game onlyintelligent sentences earn a point. Such an attempt as My cat likes to play would be unworthyof a point, whereas a more revealing sentence such as My cat meowed would be worthy of apoint.Alternative Play 1 : Students pick two rhyming words from a card with which they declaim in ahumorous utterance. (Example: He called her Sweet Dove and said he was in love .)


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Writing Exercises 011 Skill Developed: Writing intelligently Objective : To frame an intelligent written sentencecontaining one or chosen words.

Grade level : 3 Grade and Aboverd Prerequisites : Writing Readiness, Play Onwards andWork On Words Workbooks, and Fluency of Printing orCursive Ability

Preparation : Students should be able to print well enough so as to focus on the sentences they are askedto compose, and they must have gained confidence in their rapidly increasing vocabulary ability.How to Play: From the backside of a card players pick a word to compose an intelligent writtensentence. As with Speech Exercises 001," only intelligent sentences earn a point. Players take theirturn concurrently. Each intelligent written sentence earns a point.Alternative play : Students pick two words from a card and put them into a humorous sentences. ( I saw acat and a rat would be unworthy of a point, whereas The cat chased the rat into the sewer wouldcertainly be worthy of a point.

Declamatory Exercises Skill Developed: Effective Speaking421 Objective : To put two or more vocabulary words in an intelligent, well-delivered spoken sentence.

Grade level : 4 Grade and Aboveth Prerequisites : Speech Exercises 001" and SoundKnowledge of Grammar (also helpful is Knowing How toDiagram Sentences).

Preparation : Students must be prepared to make plenty of mistakes and be willing to put forth

much effort to acquiring basic rhetorical skills.How to Play: Students pick any two rhyming words on backside of a card and put them into a properlydelivered spoken sentence. One point is given for each of the following: audibleness, clarity, apt tone,and apt inflection. And two points are awarded for literary merit, i.e. thoughtfulness of expression.Alternative play : Students pick as many words as they would like to use to frame one or moresentences or a whole paragraph. Points are awarded for the same qualities.


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Expository Writing 442 Skill Developed: Writing Proficiency Objective : To put vocabulary words into intelligent,error-free written sentences.

Grade level : 4 Grade and Aboveth Prerequisites : Writing Exercises 011, Grammar Skilland Typing Ability, and Basic Understanding of WordProcessing on the Computer.

Preparation : Students show be aware that what is said is no more important than how something issaid. In other words ones sentences, paragraphs, etc. having just one mistake reflect poorly on theauthor and discredit the entire work. Thus, no matter how good the content, it is better to say a littleright, than a lot wrong.How to Play: Students pick any two words on backside of a card , copy them onto a blank document of

your word processing program. Next, compose a well-written intelligent sentence containing these twowords. Students are awarded a point for each of the following: grammar, spelling, and punctuation; andtwo points are awarded for content. (The grammar/spelling check may be used as an aid to check foraccuracy, and then the Read Out loud feature of Natural Readers will tell you how well it sounds whenspoken.)Alternative play : Students use two or more rhyming words to compose two or more sentences or aparagraphsa la The Red Well-Read Reader . Points are awarded in same manner


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Score Sheet

Date: Game Played: Game Played: Game Played: Game Played: Game Played: Game Played: Total Points------

Card Played ------

Player 1:

Player 2:

Player 3:

Player 4:

Remarks:


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Student: Month: Performance Sheet1

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See: www.creationcalendar.com for New Moon Days, Sabbaths, and Feast Days.
http://www.creationcalendar.com/http://www.creationcalendar.com/


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1

cab

2

jack, pak

3

act

4

mad


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2a

back jack rack snack whack

black knack sack stack wrack

clack lack shack tack flak

crack pack slack thwack pak

flack quack smack track yak

plaque

1 2 3 4 5

1a

blab Fab nab

cab gab scab

crab grab slab

dab jab stab

drab lab tab

Arab

1 2 3

4a

ad dad lad plaid

bad fad mad

brad gad sad

cad glad shad add

clad had tad

1 2 3 4

3a

act react inexact

fact exact extract

pact impact

tract retract

1 2 3


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5

badge

6

chaff, calf, laugh

7

r aft

8

bag


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6a

gaff calf graph laugh gaffe

chaff half giraffe

staff

1 2 3 4 5

5a

badge

cadge

Madge

1

8a

bag flag nag snag

brag gag rag stag

crag hag sag swag

drag jag shag tag

fag lag slag wag

zag

1 2 3 4

7a

aft haft draft or draught waft

craft raft

daft shaft

1 2 3 4


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9

r am

10

tr amp

11

van

12

dance


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10a

amp damp stamp revamp

camp lamp tamp

champ ramp tramp

cramp scamp vamp

1 2 3 4

9a

am dram ram spam jamb Graham

bam gram scam swam lamb damn

clam ham scram tram

cram jam sham wham

dam lam slam

1 2 3 4 5 6

12a

chance prance enhance ants

dance trance advance pants

France romance

glance

1 2 3 4

11a

an fan scan Ann

ban man span Anne

bran pan tan woman

can plan than

clan ran van

1 2 3 4


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13

r anch

14

br and

15

f ang

16

spank


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14a

and gland sand HOLLAND

band grand stand MARYLAND

bland hand strand

brand land wand

1 2 3 4

13a

blanch ranch Blanche

branch avalanche

1 2 3

16a

bank drank rank stank franc

blank flank sank swank

clank lank shank tank

crank plank shrank thank

dank prank spank yank

1 2 3 4 5

15a

bang pang sprang meringue

clang rang tang

fang sang whang harangue

gang slang yang

hang spang

1 2 3 4


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17

ant

18

cap

19

lapse

20

apt


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18a

cap gap pap snap wrap

chap knap rap strap yap

clap lap sap sap zap

dap map scrap tap

flap nap slap trap

1 2 3 4 5

17a

ant pant elephant

cant plant Protestant

chant rant elegant

grant scant

1 2 3

20a

apt adapt capped

rapt gapped

wrapt

1 2 3

19a

apse relapse caps

lapse elapse

1 2 3


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21

ass

22

tr ash

23

ask

24

chasm


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22a

ash crash hash sash cache

bash dash lash slash

brash flash mash smash

cash gash plash stash

clash gnash rash

1 2 3 4 5

21a

ass crass mass gas

brass glass Mass amass

class grass pass

lass sass

1 2 3 4

24a

chasm sarcasm

spasm enthusiasm

1 2

23a

ask flask

bask mask

cask task

1 2


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25

asp

26

bl ast

27

at

28

catch


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26a

blast last caste asked

cast mast masked

fast

1 2 3 4

25a

asp grasp wasp

clasp hasp

gasp rasp

1 2 3

28a

latch match scratch snatch watch

catch patch slatch thatch swatch

hatch ratch smatch

1 2 3 4 5

27a

bat flat plat spat swat

brat gnat rat tat

cat hat sat that WHAT

chat mat scat vat

fat pat slat

1 2 3 4 5


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29

bath

30

have

31

sax

32

jazz, has


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30a

calve have valve

halve

1 2 3

29a

bath path

lath wrath

math

1 2

32a

jazz as

razz has

1 2

31a

ax max relax

flax tax

lax wax

1 2 3

Documents

Anti-Illiteracy War Games - Sample