| § | Distribute cards randomly among the students. Everyone gets at least one card, but many students will have more than one. | ||
| § | Select a student at random to go first. She selects a card, ignores the “I have” at the top and carefully reads the “Who has” definition. Students must focus and listen carefully to decide whether the definition matches one of their words. | ||
| § | The person who has the word being defined calls out “I have” followed by the word. That person then reads the “Who has” definition on her card. | ||
| § | The game continues until all the definitions have been read. The cards are designed so that the student who began the game will have the final word at the top of the beginning card. | ||
| § | Encourage the students to reduce the amount of time it takes to complete a round. The result is that students coach each other by practicing reading their definitions so they can be heard clearly, by practicing the pronunciation of the terms, and be helping those who are insecure with word meanings. | ||
| § | For new units of study, brainstorm lists of vocabulary and have students select a word from the list. Students then write a definition that distinguishes their term from all the other selected terms. Definitions must be written so that classmates understand them; dictionaries verify the accuracy of the definition; and definitions should be concise. Peers critique the definitions and the teacher may fine-tune them before they are recorded on the “Who has” portion of the card. The teacher randomly assigns words to the “I have” portion of the card. The cards are distributed, tested, and adjusted as needed. | ||