Anti-Illiteracy War Games - Sample

ANTI-ILLITERACY WAR GAMES ©

Basic Training Speech Exercises 101 Decrypting Exercises Writing Exercises 101 Verbal Preparedness Declamatory Exercises 421 Writing Readiness Expository Writing 442

Published by Celestial Bound Greenville, South Carolina

To Order: www.2BTotallyLiterate.com

Anti-Illiteracy War Cards. Copyright © 2008 and 2010. All rights reserved. No part of this book may be reproduced in any form or by any electronic 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.

I NTRODUCTION Students 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 games—Declamatory Exercises 421 and Expository Writing 442. Basic Training develops phonics skill. Decrypting Exercises further develops phonics skill further while developing incipient spelling skill. Verbal Preparedness develops the habit of speaking in thoughtful complete sentences. Writing Readiness makes what is normally considered hard easy, thereby painlessly developing the discipline to write. Speech Exercises 001 develops creativity in playing with the spoken word, while Writing Exercises 011 does the same playing with 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 played regularly for years on end until one becomes an eloquent orator or an accomplished writer or both—in other words, until one becomes truly TOTALLY LITERATE . Let’s 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 to independent or specialized study; and—of great importance—the tools of critical thinking have been forged, your children will become the movers and shakers of tomorrow, capable and ready to make great societal change for the betterment of mankind–in the US and the world over.

Anti-Illiteracy War Games ©

Basic Training

Skill Developed: Phonics

Objective: To identify word roots.

Grade Level: 1st Grade and Above Prerequisite: Phonics Charts Practice: Focusing only on the front of the “cards” students pronounce just the colored word roots, not the gray letters. Using Text-To-Speech as a check, this basic exercise should be performed repeatedly over the course of several weeks, covering all 360 “cards.” After some measure of confidence in using phonics has been gained, play can begin. How to Play: Students look at front side of “card” and take turns attempting to pronounce the root—only 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, select or highlight the chosen root/word—say cab —and then the student attempts to say the root/word. And then his pronunciation is checked by clicking the arrow on the miniboard. The arrow 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 Charts

Preparation: Without focusing on vocabulary, students randomly select words on the backside of the cards and try to pronounce them. Attempts should be checked against Natural Reader’s Text-To-Speech. After students gain understanding as to how words are formed and feel greater confidence in their newfound phonics ability, they should be ready to play this game competitively.

How to Play: First player picks any word on at random from the backside of a “card” and attempts to pronounce it. After doing so, the next player takes her turn, and then the play advances to the 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 full row 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 and moving horizontally to the last word. A column is picked by first depressing the alt button and then as a faint box appears run it vertically from the top to the bottom of the column. After the attempt has been made, check it for correctness by clicking on the arrow of the Natural Readers miniboard. Note: This game, as well as all the others, may be played for a point per word rather than for a point per attempt; however, adding and organizational skill is necessary to easily keep score. Verbal Preparedness

Skill Developed: Speaking In Complete Sentences Objective: To frame sentences with randomly picked vocabulary words. (Slight, if any, emphasis is placed on intelligibility or literary merit.) Grade Level: 2nd Grade and Above

Prerequisites: Phonics Charts, Families.

Preparation: Students should be sufficiently prepared for this game after they have first been drilled on the Phonics Charts and the Families, and have become proficient playing the above two games . 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 word—the more familiar, the better—from the backside of a card and put that word in a sentence. Each complete sentence, even if it is comprised of just one word—such as No!—is worth one point. (In this game there is no emphasis placed on the intelligibility or literary merit 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 the exact 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.)

Writing Readiness

Skill Developed: Printing Simple Sentences Grade Level: 2nd Grade and Above

Objective: To print whole sentences.

Prerequisites: Phonics Charts, Families, & Printing Ability.

Preparation: In addition to practicing the above three games, students should have gained some skill in printing upper and lower case letters. As with “Verbal Preparedness,” students should hear the words of the 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 print on 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 with the same caveat—i.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 an additional point awarded for neatness. Speech Exercises 001

Skill Developed: Speaking Intelligently Objective: To compose an intelligent spoken sentence containing one or two chosen words. Grade level: 3rd Grade and Above

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 the chosen card’s 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 intelligent sentence earns a point. Play rotates to the next player. (In this more advanced game only intelligent sentences earn a point. Such an attempt as My cat likes to play would be unworthy of a point, whereas a more revealing sentence such as My cat meowed would be worthy of a point. Alternative Play 1: Students pick two rhyming words from a card with which they declaim in a humorous utterance. (Example: He called her “Sweet Dove” and said he was in love.)

Writing Exercises 011

Skill Developed: Writing intelligently

Objective: To frame an intelligent written sentence containing one or chosen words.

Grade level: 3rd Grade and Above

Prerequisites: “Writing Readiness,” Play Onwards and Work On Words Workbooks, and Fluency of Printing or Cursive Ability

Preparation: Students should be able to print well enough so as to focus on the sentences they are asked to 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 written sentence. As with “Speech Exercises 001," only intelligent sentences earn a point. Players take their turn 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 a cat and a rat would be unworthy of a point, whereas The cat chased the rat into the sewer would certainly be worthy of a point. Declamatory Exercises 421

Skill Developed: Effective Speaking Objective: To put two or more vocabulary words in an intelligent, well-delivered spoken sentence. Grade level: 4th Grade and Above

Prerequisites: “Speech Exercises 001" and Sound Knowledge of Grammar (also helpful is Knowing How to Diagram 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 properly delivered 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 more sentences or a whole paragraph. Points are awarded for the same qualities.

Expository Writing 442

Skill Developed: Writing Proficiency

Objective: To put vocabulary words into intelligent, error-free written sentences.

Grade level: 4th Grade and Above

Prerequisites: “Writing Exercises 011,” Grammar Skill and Typing Ability, and Basic Understanding of Word Processing on the Computer.

Preparation: Students show be aware that what is said is no more important than how something is said. In other words one’s sentences, paragraphs, etc. having just one mistake reflect poorly on the author and discredit the entire work. Thus, no matter how good the content, it is better to say a little right, 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 two words. Students are awarded a point for each of the following: grammar, spelling, and punctuation; and two points are awarded for content. (The grammar/spelling check may be used as an aid to check for accuracy, and then the Read Out loud feature of Natural Readers will tell you how well it sounds when spoken.) Alternative play: Students use two or more rhyming words to compose two or more sentences or a paragraphs—a la The Red Well-Read Reader. Points are awarded in same manner

Color Codes: On front of cards word-roots

Back of cards: Dark Red: 1st spelling

Dark Gray: 6th spelling

Red: An Anomalous pronunciation Red : 2nd Anomalous Pronunciation

sharing a similar sound are grouped into one

Blue: 2nd spelling

Violet: 7th spelling

of twenty classifications: i.e., the “short a”

Green: 3rd spelling

Peach: 8th spelling

appears in dark red, the “long a” in midnight

Tan: 4th spelling

Dark Blue: 9th spelling

blue, and so on.

Orange: 5th spelling

Usage Notes: Although these games are in PDF format, the Read Out Loud feature does not work appropriately with these games. If you have Text-To-Speech program, like Natural Reader, you should activate it and put the miniboard on top of your screen. If you don’t yet have such a program, you can download a free one. Natural Reader offers a free one with mechanical audio fidelity. Their website is http://www.naturalreaders.com. After downloading the software put the miniboard on the top of your computer screen. To select a word double click on it; to select words horizontally, depress your mouse and move your cursor; to select words vertically, hold down the alt key and move your mouse down a column. The Score Sheet can printed out and duplicated and kept on file. Also, they can be used to keep track of students’ performance working on the three workbooks that will soon be out. And if you have Adobe Acrobat you can create a form and keep your records on your computer.

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:

------

Student: 1 Game:

2 Game:

Points:

Tot. Pts. 8

Game:

Workbook:

Points: /

Tot. Pts.

/

15 Game:

/

Tot. Pts. 22

Game: Points:

Points:

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29 Game:

Tot. Pts.

Tot. Pts.

31

Points: /

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/

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

Points: /

Tot. Pts.

/

Points: Workbook:

Points: Tot. Pts.

28 Game:

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/

Tot. Pts. 27

Workbook:

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Workbook:

Game:

Workbook:

Game:

Points:

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Tot. Pts. 30

Game:

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26 Game:

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21 Game:

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/

20

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25 Game:

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19 Points:

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23 Game:

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14 Game:

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10 Game:

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Performance Sheet

Month:

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/

1

2

jack, pak

cab

3

act

4

mad

2a

1a

back

jack

rack

snack

whack

blab

Fab

nab

black

knack

sack

stack

wrack

cab

gab

scab

clack

lack

shack

tack

flak

crab

grab

slab

crack

pack

slack

thwack

pak

dab

jab

stab

flack

quack

smack

track

yak

drab

lab

tab

plaque 1

2

3

4

5

Arab 1

2

3

4a

ad

dad

lad

bad

fad

brad

plaid

3a

act

react

inexact

mad

fact

exact

extract

gad

sad

pact

impact

cad

glad

shad

add

tract

retract

clad

had

tad

1

2

3

4

1

2

3

5

badge

6

chaff, calf, laugh

7

raft

8

bag

6a

gaff

calf

chaff

half

graph

laugh

5a

gaffe

badge

giraffe

cadge

staff

Madge

1

2

3

4

5

1

8a

7a

bag

flag

nag

snag

aft

haft

brag

gag

rag

stag

craft

raft

crag

hag

sag

swag

daft

shaft

drag

jag

shag

tag

fag

lag

slag

wag

1

2

draft or draught

waft

zag 1

2

3

4

3

4

9

ram

tramp

11

van

10

12

dance

10a

amp

damp

stamp

camp

lamp

tamp

champ

ramp

cramp

scamp

1

2

ram

spam

jamb

Graham

bam gram

scam

swam

lamb

damn

tramp

clam ham

scram

tram

vamp

cram jam

sham

wham

dam lam

slam

5

6

3

revamp

9a

am

4

1

dram

2

3

4

12a

11a

chance

prance

enhance

ants

an

fan

scan

Ann

dance

trance

advance

pants

ban

man

span

Anne

bran

pan

tan

can

plan

than

clan

ran

van

1

2

3

France

romance

glance

1

2

3

4

woman

4

13

ranch

14

brand

15

fang

16

spank

14a

13a

and

gland

sand

HOLLAND

blanch

band

grand

stand

MARYLAND

branch

bland

hand

strand

brand

land

wand

1

2

3

4

ranch

Blanche avalanche

1

2

3

16a

bank

drank

rank

stank

blank

flank

sank

clank

lank

crank dank

1

bang

pang

sprang

swank

clang

rang

tang

shank

tank

fang

sang

whang

plank

shrank

thank

gang

slang

yang

prank

spank

yank

hang

spang

1

2

2

3

4

franc

15a

5

3

meringue

harangue

4

17

18

cap

ant 19

lapse

20

apt

18a

17a

cap

gap

pap

snap

wrap

ant

pant

elephant

chap

knap

rap

strap

yap

cant

plant

Protestant

clap

lap

sap

sap

zap

chant

rant

elegant

dap

map

scrap

tap

grant

scant

flap

nap

slap

trap

1

2

3

4

1

2

5

3

20a

apt

adapt

rapt

19a

capped

apse

relapse

gapped

lapse

elapse

3

1

caps

wrapt

1

2

2

3

21

ass

trash 23

ask

22

24

chasm

22a

ash

crash

hash

sash

bash

dash

lash

brash

flash

cash clash

1

ass

crass

mass

gas

slash

brass

glass

Mass

amass

mash

smash

class

grass

pass

gash

plash

stash

lass

sass

gnash

rash

2

3

cache

21a

4

5

1

2

3

4

24a

23a

chasm

sarcasm

ask

flask

spasm

enthusiasm

bask

mask

cask

task

1

2

1

2

25

26

asp blast

27

at

28

catch

26a

blast

last

cast

mast

caste

25a

asked

asp

grasp

masked

clasp

hasp

gasp

rasp

1

2

fast

1

2

3

4

wasp

3

28a

27a

latch

match

scratch

snatch

watch

bat

flat

plat

spat

catch

patch

slatch

thatch

swatch

brat

gnat

rat

tat

hatch

ratch

smatch

cat

hat

sat

that

chat

mat

scat

vat

fat

pat

slat

1

2

3

1

2

3

4

5

4

swat

WHAT

5

29

30

have bath 32

31

sax

jazz, has

30a

calve

have

valve

halve

29a

bath

path

lath

wrath

math

1

2

3

1

2

32a

31a

jazz

as

ax

max

razz

has

flax

tax

lax

wax

1

2

1

2

relax

3