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LanguageBURST A Language and Vocabulary Game
Ages: 8-Adult   Grades: 3-Adult

Accomplish a lot of language-learning in a short amount of time with this fast-paced game.  Build vocabulary, verbal expression, and reasoning.      

Outcomes

  • Communicate with more expression and preciseness
  • Develop higher-level language and reasoning
Game
#37426
$43.00
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The 100 game cards included in LanguageBURST are divided into four skill areas: 

Fill-in-the-Blank

  • Quickly fill-in-the-blanks to make words or phrases that make sense. 
  • Students build vocabulary and thinking skills.
  • Example: ____________ party (Birthday party, block party, bowling party, costume party, going-away party, holiday party [Halloween, Valentine's Day, etc.], political party, pool party, slumber party, surprise party)

Categories

  • List items in a category, matching as many of the words on the stimulus card as possible. 
  • There are 25 categories including Crunchy Things, Forms of Punctuation, Dinosaurs, Large Mammals, and more. 
  • Example—Indoor Sports: basketball, bowling, gymnastics, ice hockey, ice-skating, martial arts, soccer, swimming, volleyball, wrestling

Attributes

  • Describe an item, listing as many things as possible about the item. 
  • A hint card listing types of attributes (e.g., category, parts, size, and smell) may be displayed to help players. 
  • Example—Eagle: bird of prey; flies; has a beak, wings, and feathers; large; lives in North America; mates for life; national symbol of the United States; once endangered; pictured on U.S. money; white head and brown body

Comparing and Contrasting

  • List five ways two items are alike and five ways they are different. 
  • Example—Water/Milk: Alike—come in gallon jugs, cook with both, drink both, help you grow, liquids; Different—milk comes from cows, milk is thicker, milk is white/brown (chocolate), need water to live, wash with

The stimulus items are taken from the curriculum and every day life.  Higher-level items are included to challenge the older players.  Each double-sided card has 20 target words/stimuli.  Players are divided into two teams: the delivering team and the receiving team.  A game card is inserted into a shielded decoder, making the correct answers (target words) visible only to the delivering team.  The delivering team announces the language area and the stimulus topic and sets the timer.  The receiving team then gives answers as the delivering team keeps track of the responses by marking them off on the game card with a grease pencil.  Players name as many of the words on the shielded card as they can within the time limit. 

Copyright © 2000

Components
100 double-sided game cards, 4 category divider cards, attributes hint card, instructions, two-minute timer, shielded decoder, grease pencil, sturdy box
  • A systematic approach to teaching vocabulary, including direct and indirect instruction, teaches students that vocabulary is important for learning language and for reading (Beck, McKeown, & Kucan, 2002).
  • Effective vocabulary instruction strategies actively engage the student and require higher-level cognitive processing.  These strategies include using new words in novel sentences based on connections to prior knowledge, identifying synonyms and antonyms, and analyzing word features (Kester-Phillips, Foote, & Harper, 2008).
  • Vocabulary instruction is a cornerstone of reading comprehension (Stahl & Fairbanks, 1986).
  • Special educators, including speech-language pathologists, need to engage children with language arts activities that are nonthreatening and appealing in order to facilitate student motivation (Sanacore, 2005).

LanguageBURST incorporates these principles and is also based on expert professional practice.

References

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.

Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.

Sanacore, J. (2005). Increasing student participation in the language arts. Intervention in School and Clinic, 41(2), 99-104.

Stahl, S.A., & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 71-110.

Author(s)

Lauri Whiskeyman

Biography

Lauri Whiskeyman, M.A., Ed.S., CCC-SLP, is a speech-language pathologist who worked with school-age children before joining the product development team at LinguiSystems.  While at LinguiSystems, Lauri wrote and edited products, fielded questions from customers, and staffed booths at conventions.  She is currently a speech-language pathologist working with students in preschool through middle school.

Lauri is also co-author of No-Glamour Articulation; No-Glamour Articulation Cards; 10 Quick-Play Folder Games Associations; 10 Quick-Play Folder Games Associations (Spanish/English); 10 Quick-Play Folder Games Concepts; 10 Quick-Play Folder Games Concepts (Spanish/English); 50 Quick-Play Articulation Games; Scissors, Glue, and Vocabulary, Too!; and Spotlight on Articulation.

 

Introduction

The ultimate goal of language expansion therapy is to improve and broaden language skills.  LanguageBurst offers guided practice in four key language areas which will expand language and build vocabulary.

 

Fill-in-the-Blank (cards 1-25)
Fill-in-the-blank to make words or phrases that make sense.  For example, for "check _____," you might say "checkers, check it out, checkmark," or "checkup."  For "_____ way," you might say, "driveway, Milky Way, on our way" or "wrong way."

 

Categories (cards 26-50)
List items in a category.  For example, you might list Specific Bodies of Water (e.g., Atlantic Ocean, Great Salt Lake, Mississippi River) or Crunchy Things (e.g., apples, dry leaves, ice).

 

Attributes (cards 51-75)
Describe an item, listing as many things as possible about the item.  Think about category, color, function, parts, shape, size, smell, sound, texture, what goes with it, what it's made of, when it might be used, and where it might be found.  For example, to describe a butterfly, you might respond with the following answers: "insect, flies, has wings and antennae, started out as a caterpillar, goes through metamorphosis, makes no sound, ranges in size, comes in many colors, many different types," and "short life span."  A Hint Card listing attributes (e.g., category, shape, what it's made of, etc.) is included in this game.  You can display it to help players who are having difficulty describing an item.

 

Comparing and Contrasting (cards 76-100)
List five ways two items are alike and five ways they are different.  For example, you might compare a hurricane and a tornado.  They are alike because they are both natural disasters, have high winds, and cause lots of destruction.  They are different because a hurricane happens over water and a tornado happens over land, hurricanes last longer, and hurricanes are easier to predict.

Note: The stimulus items are taken from the curriculum and everyday life.  Higher-level items have been included in each language area to challenge older players.  There are a variety of answers on each game card, providing a wide range of possible responses.