SpotOn - Kinems new movement-based language learning game
Kinaesthetic playful word-building & sentence-creation activities.
Multiple research studies have shown that students do not transfer grammar concepts learned in isolation to their writing . Researchers agree that it is more effective to teach spelling, punctuation, sentence variety, and usage in the context of writing than to approach the topic by teaching isolated skills [2,3]. The use of “word unscramble games” in the classroom promote spelling, vocabulary and grammar. Teachers offer visually stimulating learning activities that allow students to play individually, in small groups, or in teams in one large group for building words or sentences.
Following the effective didactic practices, Kinems created the movement-based SpotOn game for offering personalized for build-a-word and build-a-sentence activities. At the same time, it can promote spatial awareness and visual motor perception skills. The students are asked to pick-up the letters or words, that appear on boxes which have been scrambled up and glue them on a game board, in the correct order to make a word or sentence.
The new Kinems SpotOn game can meet both ELA and OT/PT needs. Check the brief explanatory video.
As students engage in word building or sentence-creation activities, they improve vocabulary, practice spelling and learn how to vary sentence structure in order to change meaning and style.
The SpotOn game helps teachers to design activities meeting several ELA goals that offer great kinaesthetic language learning experiences to students.
Ready to unscramble?
- Chin, B. A.(2016). Teaching meaningful revision: developing and deepeningstudents’ writing. Professional Development Series Vol.15.
- DiStefano, P. & Killion, J. (1984). Assessing Writing Skills Through a Process Approach, English Education, 16 (4).
- Weaver, C. (1998). Lessons to Share on Teaching Grammar in Context. Portsmouth, NH: Heinemann.
- Cornillie, F., Thorne, S., and Desmet, P. (2012). ReCALL special issue: Digital games for language learning: challenges and opportunities. ReCALL, 24, pp 243-256