Directions for Braidy BoardGame

ActivBoard Version for Whole Class

Ellen Weber, SLP, 2010

This was made for 2nd grade +. You can adapt the questions to be easier /harder by choosing different ? cards or making your own. Make sure to print out your game di and ? cards beforehand.

To use on ActivBoard, copy and paste separately the game board and the two game markers into a new flipchart. In upper right corner of menu bar, select “fit to width” to see the game on the entire screen. You should be able to drag the markers onto the gameboard spaces with the pen (don’t forget to calibrate it!) or do it with your mouse/ touchpad on your computer.

You will need:

Braidy gameboard set up on an ActivBoard flipchart in the classroom.

game di and question cards

timer/stop watch

1. Have class elect an “expert” (student) they can call on for a life line.

2. Break class into two teams (whatever method you choose). “Expert” will not be on a team, as he/she serves all players. You will need to instruct the students not to shout out answers to their teammates or their team loses a turn.

3. Use stop watch/timer/one min. egg timer to limit amount of time students have to respond or ask for a life line (this is for those students who have IEP goals to request assistance). Best to use classroom teacher/para pro for the time keeper.

4. Questions can be repeated or rephrased, and visuals can be used if appropriate for the level of your group, but do not give huge “hints” that basically tell the student the answer! (Students with word-retrieval issues might need a visual reminder to use their retrieval strategies – do not use verbal clues like beginning sounds, antonyms, etc.).

5. Teams line up, facing the board. First team rolls the colored di.

6. Move appropriate colored marker to that color space along path (like Candyland).

7. Student has one minute (or whatever length you choose) to give answer to that question on his space, starting from the time the SLP finishes asking the question. He can ask for a life line, but has to do so before his minute is up. A lifeline can be “ask a friend” (anyone else on his team), or “ask the expert”. The lifeline person has 30 seconds to answer the question.

8. If the answer is correct, the marker remains on that space. If the answer is incorrect, the marker is returned to its previous location. The turn then moves on to the other team.

9. Note that the game di has “move ahead/back 2 spaces” sides. When moving back, the student does not need to answer that question. (Because if he is wrong, he would go ahead 2 to his previous location and defeat the whole purpose of a “move back”).

10. When a marker lands on a ? space, choose a challenge question card. There are a set of interpretive questions, a set of cards to make a sentence using a conjunction/ cohesive tie word correctly, and a set of FREE TURN cards. You can choose which set to use, or mix them up. With a FREE TURN card. With the FREE TURN card, the student rolls the di again and attempts to answer the question on that space.

11. When a student finishes his turn, he goes to the back of the line and the next person in line takes the next turn to roll the di for their team.

12. To win, the team that gets to the book first (any color roll) must answer a challenge question card correctly.

Have you ever had an experience like the kick-off?
Explain / Why do you think the
author chose this
character? / Make a sentence about
this story using the word
“because”. / Make a sentence about
this story using the word
“but”. / FREE TURN
ROLL AGAIN
Were there any idioms/
expressions in this story?
What did they mean? / Tell something the character
could have done differently
about the problem/kick-off. / Make a sentence about
this story using the word
“before”. / Make a sentence about
this story using the word
“when” in the middle. / FREE TURN
ROLL AGAIN
Did the character learn
something important
in this story? What? / Does the main character feel
the same at the end of the story as he/she did at the
start of the story? / Make a sentence about
this story using the word
“after”. / Make a sentence about
this story using the word
“who” in the middle. / FREE TURN
ROLL AGAIN
Why do you think the character felt the way he/she did about the kick-off? / Name and describe a new character you would like to
add to this story. / Make a sentence about
this story using the word
“so”. / Make a sentence about
this story using the word
“then”. / FREE TURN
ROLL AGAIN
What words in this story
indicate the main
character’s plan? / What words in the story
might indicate the kick-off?
(Example: “Suddenly ….”) / Make a sentence about
this story using the word
“if”. / Make a sentence about
this story using the word
“finally”. / FREE TURN
ROLL AGAIN
What is the purpose of
this story: inform,
persuade, entertain? / How can you describe the main character, using
the word “who”? / Make a sentence about
this story using the word
“or”. / Make a sentence about
this story using the word
“while”. / FREE TURN
ROLL AGAIN