Ring the Finger Toss and Reply

Ring the Finger Toss

Liven up the drudgery of a phonics lessons with a carnival game. Any question and response lesson may be played on this adaptable ring toss game.

  • 1.

    Diphthongs, vowel and consonant blends, the rules of phonics are important to learn and to take time to understand completely. Using sticky notes to label different fingers of the freestanding ring toss, various review lessons are possible.

  • 2.

    Trace an adult’s hand and wrist on a piece of foam core using Crayola® Color Sticks™. With the help of an adult, cut out the hand and a long rectangle shape for the base as well.

  • 3.

    Decorate the hand with Color Sticks. You may find it easier to color, if you remove the thick paper skin from one side of the form core and color on the soft inner core. Blend colors using the side of the Color Sticks. For distinct lines, use the sticks’ edges.

  • 4.

    Fold the base rectangle into thirds (to make a U shape). Next, fold the wrist of the hand at a right angle. Glue it to the flat part of the base with Crayola® No-Run School Glue. Use a rock or other weight to hold in place while the glue dries. Glue the two sides of the U to the up-standing hand. Glue on a decorated piece of form core (decorated as a shirt cuff or bracelet bangles) if you want to hide the base.

  • 5.

    Cut a recycled paper towel roll into rings. Draw designs on the rings with Crayola® Metallic Colored Pencils.

  • 6.

    Write the symbols for long and short vowel sounds on sticky notes and attach them to different fingers of the hand. When you ring a finger, you need to give examples of that vowel sound.

Standards

  • LA: Distinguish long and short vowels when reading regularly spelled one-syllable words.
  • LA: Know spelling-sound correspondences for additional common vowel teams.
  • LA: Decode regularly spelled two-syllable words with long vowels.
  • LA: Decode words with common prefixes and suffixes.
  • VA: Use visual structures of art to communicate ideas.
  • VA: Select and use subject matter, symbols, and ideas to communicate meaning.

Adaptations

  • Students work in small groups, with the assistance of an adult if needed, to brainstorm as many words as possible for a given vowel, diphthong, prefix, suffix, etc. Post lists of students generated words in the classroom as "Words I Know."
  • Supply student teams with two groups of word cards focused on words with contractions and what they stand for (e.g. it's = it is). Have students match the appropriate pair. Cards may focus on any grammatical issue the class is focusing on (diphthongs, long and short vowels, consonants silent letters, etc.)