LANGUAGE DEVELOPMENT ACTIVITIES FOR SIMILARITIES AND DIFFERENCES
Activity
Guess My Rule
Attribute Game
Sentence
Pattern Chart
(click to see samples)
Description
Sample Prompts and key
vocabulary
Use picture cards or actual items which fit
clear attributes or categories. One
student chooses one or more attributes
and shows2 example pictures or objects
to the other students. The others take
turns selecting another picture or object
and asking “Is this in the group?” They
receive a “yes” or “no” answer and then
have the opportunity to guess the target
attribute(s) or category(ies). Use at least
10 objects and play with 2-6 students.
Is this one in the group? Yes/No
Use a sentence pattern chart to work on
compare and contrast sentence patterns.
Color code the headings on the chart .
Use the chart to practice using but/and,
however, whereas, comparatives,
superlatives and for expanding vocabulary
( attribute words, descriptors,
prepositions, etc…)
This (noun)is (attribute) and that (noun) is
also (attribute).
I think this one belongs in the group
because……
This one is not in the group because it
does/doesn’t have (attribute).
This one is not in the group because it is/isn’t
a/an (category).
This (noun) is (attribute) but
that (noun) is (contrasting attribute).
This is a/an ( attribute/noun) because it
is/has____________.
Vocabulary:
Attribute adjectives such as:
Color words, size words, etc…
Comparatives such as:
Lighter, brighter, smaller, fewer, larger
Superlatives such as:
Brightest, smallest, fewest
Compare/contrast terms such as:
Whereas, however, in contrast, like, unlike
Synonyms and antonyms such as:
Dark/light, small/large, faded/pale
Ranking words such as:
More/most
Least/fewest/less
Worse/worst
Adaptations for
levels
Use simpler pictures or
actual objects for beginners
and more complex pictures
for more advanced
students. Require simple
phrases to play for
beginners and more
advanced prompts for more
advanced students.
Use simplified patterns for
beginner and focus on the
use of and/but and simple
attribute vocabulary.
Expand the complexity of
the patterns for
intermediate level students
by adding because and
however, synonyms and
antonyms and
comparatives.
For more advanced
students add ranking terms
such as more/most,
best/worst/least and
superlatives as well as more
sophisticated compare and
contrast terms.
Categorizing
Games
Students work together in small groups
to categorize the same set of objects.
Then they compare their categorizations
with those of other groups. To
accomplish this, one student is chosen to
stay and explain the rationale ( after
practicing his/her speech with his/her
whole group). The other students move
as a team to visit all the groups’ work.
Then the whole class comes back
together to discuss the similarities and
differences in the categorization of each
group. This is a great way to work on
explanation skills and to expand
categorizing strategies and vocabulary.
You can repeat the activity with the same
materials and ask students to categorize
them using different criteria.
We placed the ____________ together
because they all …
We separated the ________from the _______
because …
Ours is similar/different because….
Attribute adjectives such as:
Color words, size words, etc…
Comparatives such as:
Lighter, brighter, smaller, fewer, larger
Superlatives such as:
Brightest, smallest, fewest
Compare/contrast terms such as:
Whereas, however, in contrast, like, unlike
Synonyms and antonyms such as:
Dark/light, small/large, faded/pale
Ranking words such as:
More/most
Least/fewest/less
Worse/worst
A variation is for each group to have a
distinct set of pictures/objects/words
rotate them through each group.
Another variation is for each person in the
small group to have a turn categorizing
and explaining and then pass it on to the
next person who must categorize in a new
way.
Master
Designer
Barrier Game
Use ATTRIBUTE BLOCKS which are
trapezoids, triangles, circles, squares,
rectangles and diamonds and come in
specific colors. Distribute an equal
number of each shape/size to each
student. One student is the Master
Designer and creates a simple design with
the blocks behind a barrier (usually a file
folder). The student then directs the
others to build the same design. However,
they get only verbal cues and they do not
get to see the original design until the
game is over. The goal is to have them
build the same design. Be sure to explain
that the designs will be made flat on the
desktop and not in three dimensions!
Compiled by Markowski 8/09
First place the (shape) in the center of your
table or desk.
Then (next, after that ….) place the
( shape) prepositional phrase the (shape).
Vocabulary:
Sequence words such as:
First, then, next, after that
prepositions such a :
beside, above, below
Prepositional phrases- such as:
To the right of, to the left of, placed on the
diagonal
Shape words
Trapezoid, rectangle, square, diamond/
rhombus, triangle
Color words
Blue, green, light green, white, red, etc…
For beginning students keep
the pictures/object groups
small and the number of
key attributes limited to
three or fewer.
For intermediate and
advanced students you can
increase the number of
objects and the complexity
of the attributes.
You can add a writing layer
and give a script or frame
with blanks for the groups
to complete. The group can
fill in the script and practice
reading or speaking it. This
gives them all accountability
for explaining. Then the
specific student who sharing
with other groups can use
the script as a guide. Of
course, you can vary the
complexity of the script to
suit the language levels of
your students.
This game is difficult
because it involves giving
precise directions. For
beginning speakers chose
only 3-4 shapes and limit
the vocabulary-the
prepositions- which can be
used by the master
designer.