LEARNING WORD GAME AND METHOD OF INSTRUCTION

Abstract

A system and method for providing an educational grade-level based word game that incorporates kinesthetic, tactile, and auditory learning styles for use in teaching children and other learners how to spell in an entertaining manner. The game correlates grade appropriate words to the common core language arts standards. The game may be portable and uses direct social interaction between real people. The game can incorporate a foreign language as well as sign language. The physical game set may include, but is not limited to, playing cards, one regular numbered game die, one six-sided graphical cube, and a kinesthetic implement, such as an elastic rope or a bouncy ball.

Description

STATEMENT REGARDING FEDERALLY SPONSORED RESEARCH

Not applicable.

BACKGROUND OF THE DISCLOSURE

The present disclosure relates to systems and methods for helping children learn to spell and pronounce words. More particularly, the disclosure relates to a word game that incorporates kinesthetic, tactile, visual and auditory learning methodologies for use in teaching children and other learners to spell and pronounce words.

There are many word or spelling techniques that are marketed as “games”. Many spelling “games” intentionally do not evoke winners or losers, but instead are essentially resource materials, which fail to instill the competitive, socialization and entertainment aspects commonly associated with playing a game. One example of a resource-type “game” commercially available from Scholastic Corporation of New York, N.Y. is, “25 Super-Fun Spelling Games: Easy, Reproducible Games That Help Kids Learn the Words on Their Spelling Lists,” which is essentially a paperback book that uses reproducible worksheets. Another example of a resource type game is the, “Spell It Out Game,” commercially available from the Ravensburger Group of Ravensburg, Germany. In this game, one to five players spell words by putting puzzle pieces together without one of the players ever winning the game. In the game, “Alpha Time Spelling,” commercially available from EducationWorld of San Diego, Calif., players write ten words on separate sheets of paper, randomly place these words face down, and then turn them over and put them into alphabetical order within a pre-determined time span, again without a winner necessarily being declared.

There are also many word or spelling games that rely on a single mode of learning, and thus can be ineffective for individuals whose learning preference differs from the methodology of the game. For instance, the “CVC Spelling Board Games,” commercially available from Didax Educational Resources of Rowley, Mass., uses a traditional method of spelling words, which are selected after advancing a game piece around the game board. This type of game lacks true kinesthetic and tactile learning methodology. As another example, in “Quiddler,” commercially available from Set Enterprises, Inc. of Fountain Hills, Ariz., players use cards to form words. While this game employs visual learning techniques, it lacks tactile, kinesthetic, and auditory learning methodology. In the game “Spell Checkers,” commercially available from Wiebe, Carlson & Associates of Fresno, Calif., players move checkers after they correctly spell the designated word out loud, thus relying mostly on auditory learning.

Many games also do not include true socialization with others, but rather have players use computer applications or Internet website pages to play the game. Some examples of non-socializtion games commercially available from Apple Inc.'s App Store of Cupertino, Calif. include: “Spell Tower,” “Spello,” “Spellosaur,” “Spelling City Spellorama,” and “Magic Spell.”

Other conventional word or spelling games on the market fail to incorporate spelling a word in English and providing the foreign language translation broken down phonetically. Breaking down words phonetically improves decoding skills. For example, in the game “Spello,” a picture is shown and a word is spelled. However, no phonetic instruction for spelling the words in the foreign language is provided.

Lastly, many word or spelling games are not grade level specific. Game words are often chosen without ensuring that the words are appropriate for a grade or class of students, being not too easy nor too hard for the learners. Examples of games that are not grade level based include “Spello,” “Magic Spell,” and “Spelling Beez.”

Therefore, there is a need for a learning word game that overcomes the above drawbacks to help children and other learners improve their spelling and word pronunciation skills in a competitive and social learning environment that incorporates multiple learning methodologies at a grade specific level.

SUMMARY OF THE DISCLOSURE

The present disclosure overcomes the aforementioned drawbacks by providing an educational grade-level based word game, a family orientated version of the word game and method of instruction that incorporate kinesthetic, tactile, and auditory learning styles for use in teaching children and other learners how to spell in an entertaining manner. The game can correlate grade appropriate words, as well as age appropriate words for the family version of the game, to the common core language arts standards. The game can incorporate a foreign language, such as Spanish, French, or German, as well as American Sign language, finger spelling charts for which are publicly available online. The physical game set may include, but is not limited to, playing cards, one regular numbered game die, one six-sided graphical cube, and a kinesthetic implement, such as a kinesthetic elastic rope or a bouncy ball. The game may be portable and uses direct social interaction between real people.

In accordance with one aspect of the disclosure, a word game for learning to spell and say words is disclosed. The word game includes a game set including a numbered die having multiple sides in which each side bears number indicia representing a different number. The game set also includes a graphical die having multiple sides bearing indicia of different graphics and a plurality of cards having spelling words corresponding to the numbers of the numbered die. A kinesthetic implement for use by players of the game is also provided. The game set is used by players of the game to complete a first action in which the player performs an audible response of spelling a designated spelling word in whole or in part. The designated spelling word may be the spelling word on one of the plurality of cards corresponding to one of the different numbers on the numbered die. The game set is also used by the players of the game to complete a second action including an additional audible response, a kinesthetic response or a tactile response. The second action includes spelling the designated spelling word in whole or in part while using the kinesthetic implement, and the second action is correlated to one of the different graphics on the graphical die. One or both of the first and second actions are assigned a point tally and the player achieving the highest tally within a period of play wins the word game.

In accordance with another aspect of the disclosure a method for teaching learners to spell and say words using a word game is disclosed. The steps of the method include rolling a numbered die having multiple sides in which each side bears number indicia representing a different number and rolling a graphical die having multiple sides bearing indicia of different graphics. One of a plurality of cards having spelling words corresponding to the numbers of the numbered die is drawn. A first action is then performed in which a player performs an audible response of spelling a designated spelling word in whole or in part. The designated spelling word may be the spelling word on the drawn card corresponding to the rolled number on the numbered die. A kinesthetic implement for use by players of the word game is also provided. A second action is performed that includes an additional audible response, a kinesthetic response or a tactile response. The second action includes spelling the designated spelling word in whole or in part while using the kinesthetic implement, wherein the second action is correlated to the rolled graphic on the graphical die. A point tally may be assigned to one or both of the first and second actions, wherein the player achieving the highest tally within a period of play wins the word game.

The foregoing and other aspects and advantages of the disclosure will appear from the following description. In the description, reference is made to the accompanying drawings which form a part hereof, and in which there is shown by way of illustration an example embodiment of the disclosure.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a front view of an example game set contained in a drawstring pouch according to one embodiment of the present disclosure;

FIG. 2 is a perspective view of the game set of FIG. 1 showing the game pieces and the drawstring pouch individually of FIG. 1;

FIG. 3 shows a close up view of a second action card contained in the game set of FIG. 1;

FIG. 4 shows a plurality of first action cards contained in the game set of FIG. 1;

FIG. 5 shows a set of exemplary cards containing a set of first grade-specific spelling words;

FIG. 6 shows a set of exemplary cards containing a set of second grade-specific spelling words;

FIG. 7 shows a set of exemplary cards containing a set of commonly misspelled spelling words;

FIG. 8 shows a set of exemplary cards containing a set of spelling words having at least one holiday;

FIG. 9 is a perspective view of players of the game set of FIG. 1 incorporating a kinesthetic implement;

FIG. 10 is a perspective view of the players of FIG. 9 incorporating the kinesthetic implement into the game; and

FIG. 11 shows an exemplary American Sign language finger spelling chart that can be incorporated into the word game.

DETAILED DESCRIPTION

This disclosure provides an educational grade-level based word game and method of instruction that incorporate kinesthetic, tactile, and auditory learning styles for use in teaching children and other learners how to spell and speak words. The object and game play of one or more exemplary game sets and game formats are described below.

Referring now to FIGS. 1 and 2, a word game 10 for helping children and other learners learn to spell and pronounce words is shown. The word game 10 includes a game set 14 that is used by players of the word game 10 to compete. Other materials required to play the word game 10 may include a pencil and paper (not show) for keeping score, as will be described in further detail below. As shown in FIG. 1, the game set 14 is contained within a pouch 12, for example, a drawstring pouch, allowing the word game 10 to be portable and played at any desired location. As shown in FIG. 2, the game set 14 can include a numbered die 16, a graphical die 20, a plurality of cards 26, a plurality of first action cards 34, a second action card 36 and a kinesthetic implement 32. The numbered die 16 may have six sides 18, and each side 22 includes number indicia, such as dots representing numbers 19 one through six. The graphical die 20 may also have six sides 22, and each side includes indicia of a different graphic 24 and one of the sides 22 is blank. The graphic 24 may be any suitable shape, for example a star, as shown in FIG. 2. Each graphic 24 on the sides 22 of the graphical die 20 may be a different color (e.g., blue, purple, orange, red and green), for example, and each graphic 24 may correspond to a second action 38 listed on the second action card 36, as shown in FIG. 3. Each of the plurality of cards 26, as shown in FIG. 2, includes spelling words 28. The spelling words 28 are positioned next to numbers 30 one through six. Each of the plurality of cards 26 may include six spelling words 28 and six numbers 30 that correspond to the numbers 19 of the numbered die 16.

Prior to playing the word game 10, at least three players 40, as shown in FIGS. 9 and 10, should be present. A predetermined length of time (i.e., number of minutes or number of hours) in which the word game 10 is to be played should also be determined prior to beginning so that at the end of the predetermined length of time, the last player gets his or her final turn. To begin, each of the players 40 takes turns rolling the numbered die 16, and the player 40 who rolls the highest number 19 on the numbered die 16 goes first. Alternatively, the player 40 who is youngest in age may go first. In a preferred embodiment, the players 40 take turns following a clockwise or counter clockwise direction. In addition, each player 40 takes turns reading one of the plurality of cards 26. For example, the player to the left of the player spelling the spelling words 28 reads the spelling word 28 and then puts the drawn card 26 on the bottom of the deck after the player's turn. When it is the next players 40 turn, the person who just spelled the spelling word 28 reads the spelling word 28 from the next card 26 in the deck.

The first player simultaneously rolls the numbered die 16 and the graphical die 20. The number 19 (i.e., one through six) rolled on the numbered die 16 determines the player's first action. The first action includes an audible response where the player orally spells one of the spelling words 28 on the card 26. The number 19 rolled on the numbered die 16 corresponds to the number 30 on the card 26, thereby indicating a designated spelling word 29, as shown in FIG. 2, for the player to spell. For example, if the player rolls the number two on the numbered die 16, they would spell the designated spelling word 29 next to the number 30 two (i.e., “good”) on the card 26, as shown in FIG. 2. Each player spells the designated spelling word 29 orally in his or her native language at the beginning of each turn for a tally. If the player orally spells the designated spelling word 29 correctly, the player receives one tally. If the player does not orally spell the designated spelling word 29 correctly, another player holding the card 26 will spell the designated spelling word 29 correctly for the player, but the player will not receive a tally. However, the player who misspelled the designated spelling word 29 may still earn tallies for the second action 38, as will be described in further detail below.

The plurality of cards 26 described above may include spelling words 28 for players of various school grade levels, thereby providing a word game 10 that is appropriately challenging for the players 40. For example, as shown in FIG. 5, a set of exemplary cards 26 are shown that each contain the set of spelling words 28 that are first grade-specific. As shown in FIG. 6 a set of exemplary cards 26 are shown that each contain the set of spelling words 28 that are second grade-specific. The plurality of cards 26 may also contain spelling words 28 that include commonly misspelled words and homonyms 48, for example, as shown in FIG. 7. One example of commonly misspelled words and homonyms 48 include “their,” “there,” and “they're”. Additionally, the plurality of cards 26 may include spelling words 28 that are proper nouns 50, such as holidays (e.g., Valentine's Day or Fourth of July), as shown in FIG. 8.

In an alternative form of the word game 10, a family version is provided where the spelling words 28 may be appropriately challenging for players 40 ranging from a first grade level to an adult. The family version of the word game 10 includes spelling words 28 on the plurality of cards 26 that are both grade-specific and age-specific, thereby providing a word game 10 that is appropriately challenging for the players 40. The plurality of cards 26 for the family version of the word game 10 may also contain spelling words 28 that include commonly misspelled words and homonyms 48, for example, as shown in FIG. 7. One example of commonly misspelled words and homonyms 48 include “your” and “you're.” The family version of the word game 10 may also contain spelling words 28 that include commonly used words, such as adverbs, pronouns, prepositions and adjectives of a foreign language (e.g., Spanish, French, German, etc.). One example of commonly used words of a foreign language may include “yes” and “no”.

Turning now to FIG. 3, the graphic 24 rolled on the graphical die 20 determines the second action 38 that will be used to spell the designated spelling word 29. The second action 38 requires the player to perform an audible response, a kinesthetic response or a tactile response, and the player will receive one to three tallies, depending on the second action 38, if performed correctly. For example, if the player rolls the number 19 five on the numbered die 16 and a green star 24 on the graphical die 20, the player will perform the first action of orally spelling the designated spelling word, which in this case would be the word “teacher” shown in the list of spelling words 28 corresponding to the number 30 five on the card 26, as shown in FIG. 2. Next, referring to FIG. 3, the player would perform the second action 38 as shown on the second action card 36, which in this case would be spelling the designated spelling word while using a kinesthetic elastic rope 32 (e.g., Chinese jump rope), for example, at the player's ankle, knee or waist. The kinesthetic elastic rope is one non-limiting example of the kinesthetic implement 32, shown in FIG. 1, that may be used to incorporate a kinesthetic response and physical exercise into the word game 10. Other kinesthetic implements 32 may include, but are not limited to, a jump rope or a bouncy ball.

Referring now to FIGS. 9 and 10, the players 40 are shown incorporating the kinesthetic implement 32 (i.e., the Chinese jump rope) into the word game 10. Using the same example above (e.g., the player rolls the number 19 five on the numbered die 16 and a green star 24 on the graphical die 20), after the player completes the first action, he or she performs the second action 38 using the kinesthetic implement 32. For example, the player may spell each letter of the designated spelling word (e.g., “teacher”) while making an “in/out” pattern with the kinesthetic implement 32 (i.e., the Chinese jump rope). Specifically, the player begins with both feet outside the kinesthetic implement 32, as shown in FIG. 9, and orally spells the first letter of the designated spelling word (i.e., “t”), followed by jumping with both feet inside the kinesthetic implement 32, as shown in FIG. 10, and orally spelling the second letter (i.e., “e”), followed by jumping with both feet outside the kinesthetic implement 32, as shown in FIG. 9, and orally spelling the third letter of the designated spelling word (i.e., “a”), and so on. The player continues the second action 38 until the designated spelling word is completely spelled. Upon correct spelling of the designated spelling word while performing the second action 38 in the correct sequence (i.e., in/out), the player receives one tally if the kinesthetic implement 32 (i.e., the Chinese jump rope) is at the ankle level, as shown in FIGS. 9 and 10. Alternatively, if the kinesthetic implement 32 is at the knee level and the player correctly spells the designated spelling word while performing the second action 38 in the correct sequence, the player receives two tallies. If the kinesthetic implement 32 is at the waist level and the player correctly spells the designated spelling word while performing the second action 38 in the correct sequence, the player receives three tallies.

The sequence of jumping (e.g., in, out, left side, right side, both feet on, left twist, right twist, etc.) using the Chinese jump rope as the kinesthetic implement 32 should be determined prior to starting the word game 10. In addition, the sequence of jumping may be more complicated for different players' grade levels. For example, the “in/out” sequence of jumping described above may be a first grade specific pattern. A second grade specific pattern may include, for example, an in, out, left side and right side sequence of jumping.

In an alternative form of the word game 10, the kinesthetic implement 32 may be a bouncy ball, for example. Using the same example above (e.g., the player rolls the number 19 five on the numbered die 16 and a green star 24 on the graphical die 20), after the player completes the first action, he or she performs the second action 38 using the kinesthetic implement 32. For example, the player may spell each letter of the designated spelling word (e.g., “teacher”) while bouncing the bouncy ball to the other players 40, thereby incorporating a tactile and kinesthetic response into the word game 10. The player begins by orally spelling the first letter of the designated spelling word (i.e., “t”), followed by bouncing the bouncy ball to another one of the players 40. The player who receives the bouncy ball then orally spells the second letter (i.e., “e”), followed by bouncing the bouncy ball to another one of the players 40. The next player then orally spells the third letter of the designated spelling word (i.e., “a”), and so on. The players 40 continue to bounce the bouncy ball while orally spelling the designated spelling word, until the designated spelling word is completely spelled. Each player remaining after correctly spelling the designated spelling word receives one tally. However, if one player misspells the designated spelling word, that player is eliminated and does not receive a tally. The player holding the card 26 orally says the designated spelling word again, and the remaining players 40 continue the second action 38 of spelling each letter of the designated spelling word (e.g., “teacher”) while bouncing the bouncy ball to the other players 40. This process repeats until only one person is remaining. If no errors are made, however, while spelling the designated spelling word, each player receives one tally.

Returning now to FIG. 3, the second action card 36 includes several other second actions 38 that correspond to the graphics 24 on the graphical die 20 that a player might roll. For example, if the player rolls a blue star graphic 24 on the graphical die 20, the second action 38 requires the player to perform an audible response of translating the designated spelling word on the card 26 to a foreign language (e.g., Spanish, French, German, etc.) for two tallies. However, whenever a player rolls the blue star graphic 24 on the graphical die 20, he or she will automatically spell the spelling word 28 corresponding to the number 30 six on the card 26, regardless of the number 19 rolled on the numbered die 16, because a phonetic spelling 44 in the foreign language is provided, as shown in FIG. 2. For example, if the player rolls the blue star graphic 24 on the graphical die 20 and the number 19 two on the numbered die 16, the player performs the first action of orally spelling the word “dance” from the list of spelling words 28 on the card 26, as shown in FIG. 2, for one tally. The word “dance” becomes the designated spelling word because it corresponds to the number 30 six on the card 26, even though the number 19 two was rolled on the numbered die 16. The player then performs the second action 38, which in this case is an audible response, that includes translating the designated spelling word (i.e., dance) to Spanish, for example, for two tallies. The player orally says the word “bailar” while the player holding the card 26 may verify that the player is saying the designated spelling word in the foreign language correctly by referencing the phonetic spelling 44. In an alternative embodiment, the phonetic spelling 44 may be displayed next to any one of the spelling words 28 corresponding to the numbers 30 one through six on the card 26.

If a purple star graphic 24 is rolled, for example, the second action 38 may require the player to perform a tactile response, for example, writing the designated spelling word, as shown in FIG. 3, for one tally. For example, if the player rolls the purple star graphic 24 on the graphical die 20 and the number 19 four on the numbered die 16, the player performs the first action of orally spelling the word “children” from the list of spelling words 28 on the card 26, as shown in FIG. 2, for one tally. The word “children” becomes the designated spelling word because it corresponds to the number 30 four on the card 26. The player then performs the second action 38, which in this case is a tactile response, that includes writing the designated spelling word (i.e., “children”). If the designated spelling word is written correctly, the player receives an additional tally. If the designated spelling word is written incorrectly, the player does not receive an additional tally. Rather, the player holding the card 26 orally spells the designated spelling word for the player who misspelled the designated spelling word.

If an orange star graphic 24 is rolled, for example, the second action 38 may require an audible response where the players 40, excluding the player holding the card 26, take turns orally saying the letters of the designated spelling word in succession to spell the designated spelling word. For example, if a player rolls the number 19 one on the numbered die 16 and an orange star 24 on the graphical die 20, the designated spelling word becomes “five” as shown on the card 26 in FIG. 2. The player who rolled the numbered die 16 and the graphical die 20 begins by orally spelling the first letter of the designated spelling word (i.e., “f”). Moving in a clockwise direction, for example, the next player spells the second letter (i.e., “i”) of the designated spelling word. The next player in the clockwise rotation then orally spells the third letter of the designated spelling word (i.e., “v”), and so on. The players 40 continue to orally spell each letter of the designated spelling word in succession until the designated spelling word is completely spelled. Each player remaining after correctly spelling the designated spelling word receives one tally. However, if one player misspells the designated spelling word, that player is eliminated and does not receive a tally. The player holding the card 26 orally says the designated spelling word again and instructs the remaining players to start the second action 38 from the beginning. The remaining players 40 start the second action 38 of spelling each letter of the designated spelling word (i.e., “five”) in succession. This process repeats until only one person is remaining. However, if no errors are made while spelling the designated spelling word, each player receives two tallies.

If a red star graphic 24 is rolled, for example, the second action 38 may require the player to perform a tactile response, for example, spelling the designated spelling word using the American Sign Language (ASL) Alphabet, for two tallies. For example, if the player rolls the red star graphic 24 on the graphical die 20 and the number 19 three on the numbered die 16, the player performs the first action of orally spelling the word “hopped” from the list of spelling words 28 on the card 26, as shown in FIG. 2, for one tally. The word “hopped” becomes the designated spelling word because it corresponds to the number 30 three on the card 26. The player then performs the second action 38, which requires the player to spell each letter of the designated spelling word (i.e., “hopped”) using the ASL Alphabet. An ASL finger spelling chart 46, as shown in FIG. 11, may optionally be used by the player holding the card 26 to verify the player who rolled the graphical die 20 is using the correct signs of the ASL Alphabet to spell the designated spelling word. Alternatively, rather than signing each letter of the designated spelling word using the ASL Alphabet, the player may be required to simply use ASL to sign the designated spelling word as a whole. If the designated spelling word is spelled correctly using the ASL Alphabet, the player receives two tallies. If the designated spelling word is spelled incorrectly using the American Sign Language Alphabet, the player does not receive any additional tallies.

Alternatively, if a red star graphic 24 is rolled, the second action 38 may require the player to perform a tactile response, for example, clapping his or her hands. Using the above example (i.e., the player rolls the red star graphic 24 on the graphical die 20 and the number 19 three on the numbered die 16) the player performs the first action of orally spelling the word “hopped” from the list of spelling words 28 on the card 26, as shown in FIG. 2, for one tally. The word “hopped” becomes the designated spelling word because it corresponds to the number 30 three on the card 26. The player then performs the second action 38, which requires the player to spell each letter of the designated spelling word (i.e., “hopped”) while performing a sequence of hand clapping gestures with oneself and/or the other players 40. As one non-limiting example, the player who rolled the graphical die 20 and the numbered die 16 may take his or her right hand and clap another player's hand while spelling out loud the first letter (i.e., “h”) of the designated spelling word and then clap their own hands together. Then the player could take his or her left hand and clap another player's hand while spelling out loud the second letter (i.e., “o”) of the designated spelling word. This process could be repeated until the designated spelling word is completely spelled. If the designated spelling word is spelled correctly using the hand clapping sequence, the player receives one tally. If the designated spelling word is spelled incorrectly using the hand clapping sequence, the player does not receive any additional tallies.

Lastly, if the blank side of the graphical die 20 is rolled, for example, the second action 38 may be chosen by the player who rolled the graphical die 20. The player may choose any of the above described second actions 38 corresponding to the graphics 24 (e.g., blue star, purple star, orange star, red star, green star, etc.) as shown on the second action card 36 in FIG. 3 and receive the corresponding tallies. The first action is still performed by the player, where he or she orally spells the designated spelling word corresponding to the number 19 rolled on the numbered die 16.

A summary of the game play for the above-described example word game 10 is provided in Table 1 below.

TABLE 1
Word Game Scoring
	First Action	Second Action
Graphical Die	Response	Tally	Response	Tally	Total
Blue Star	Spell word out loud	1	Translate word to different language	2	3
Purple Star	Spell word out loud	1	Write word	1	2
Orange Star	Say first letter out loud	—	Players take turns saying letters in	2	2
			succession to spell word
Red Star	Spell word out loud	1	Spell word using ASL or hand	1	2
			clapping
Green Star	Spell word out loud	1	Spell word using Chinese jump rope	1-3	2-4
			at ankle, knee or waist
No Star	Player's choice of the above
The number rolled on numbered die determines the word on card to spell

Once the predetermined length of time that was determined at the beginning of the word game 10 expires, the last player receives his or her final turn. The tallies are added up for each of the players 40, and the player with the highest number of tallies is the winner.

In yet another alternative form of the word game 10, one of the players 40 can choose one of the plurality of first action cards 34, as shown in FIGS. 1 and 4, after rolling the numbered die 16 and the graphical die 20 to determine a physical exercise 52 to be performed while orally spelling the designated spelling word 29. The physical exercise 52 may be any suitable kinesthetic or tactile action. For example, if a player drew one of the plurality of first action cards 34 that had jumping jacks as the physical exercise 52 written on it, as shown in FIG. 1, and the numbered die 16 displayed the number 19 two, he or she would spell the designated spelling word 29 (i.e., “good”) on the card 26 while doing jumping jacks as follows. The player would say “g” out loud while doing a jumping jack followed by “o” and another jumping jack, then “o” and another jumping jack, and “d” with the last jumping jack. If the player spells the designated spelling word 29 correctly, he or she earns one tally. If the player spells the designated spelling word 29 incorrectly, another player holding the card 26 will spell it once correctly for the player, but the player does not earn a tally for the oral spelling. However, he or she can still earn tallies for the remaining part of the action. Then the player would follow up with the second action 38, as previously described, which is determined by the graphic 24 on the graphical die 20.

The word game 10 could be played with other variations of kinesthetic actions shown on either the plurality of first action cards 34, as shown in FIG. 4, or the second action card 36, shown in FIG. 3. Example alternative kinesthetic actions include: spelling the word out loud while doing various forms of exercise, such as sits ups, push ups, toe touches, squats, mountain climbers, skipping, arm circles, running in place or various balance or agility techniques such as standing or hopping on one foot, jumping in place with one foot, jumping high in place, hula hooping, doing high kicks, holding a hand stand, karate, somersaults, cart wheels or jumping rope. For example, if the player chooses one of the first action cards 34 having karate written thereon, he or she may perform the first action of orally spelling the designated spelling word 29 while simultaneously doing a karate block, for example, when saying consonants of the designated spelling word 29 and doing a karate high kick, for example, when saying vowels of the designated spelling word 29.

The word game 10 could be played with other variations of tactile actions shown on the plurality of first action cards 34, as shown in FIG. 4, or the second action card 36, shown in FIG. 3. Example alternative tactile actions include: spelling the word out loud such that each letter is spelled while snapping fingers, clapping, drumming with pencils, bouncing a ball, alternating patting legs and snapping fingers, alternating clapping and snapping, or writing the with different implements such magnets, fingers, wiki sticks, or brushes, or different media such as paints, markers, chalk, crayons or in shaving cream or sand. Furthermore, in addition to cards 26/34 and dice 16/20, the word game's 10 game set 14 could include chips that contain game play directions, such as designated actions or spelling words, that players could draw out of the pouch 12 to add an element of surprise, for example, to the game.

In addition to providing a game set and rules of play, the present disclosure also presents a method of instruction for teaching children and others to spell words in an entertaining manner. And by incorporating movement and touch the game and method of instruction improves and enhances cognitive learning, memory and information retrieval while motivating the individual to learn. Phonetic and other forms of instruction methodologies can be provided directly on the game cards, chips or game-play instructions, for any of the forms of language employed in the game, for example, English, non-English (foreign) and sign languages.

Further, in addition to the example spelling words on the cards, the above description gives examples using example colors and graphics to represent certain types of responses. However, it should be noted that any color or graphic could be used to represent any of the above described (or other) types of responses. Additionally, the above described tally allocation could be modified as defined. Further, the kinesthetic and tactile responses could vary from that described above. Various other alternatives and embodiments are contemplated as being within the scope of the following claims particularly pointing out and distinctly claiming the subject matter regarded as the disclosure.

Claims

1. A word game for learning to spell and say words, the word game comprising: a game set, including: a numbered die having multiple sides in which each side bears number indicia representing a different number;a graphical die having multiple sides bearing indicia of different graphics;a plurality of cards having spelling words corresponding to the numbers of the numbered die; anda kinesthetic implement for use by players of the game; andwherein the game set is used by players of the game to complete: a first action in which the player performs an audible response of spelling a designated spelling word in whole or in part, the designated spelling word being the spelling word on one of the plurality of cards corresponding to one of the different numbers on the numbered die; anda second action including at least one of an additional audible response, a kinesthetic response and a tactile response in which the second action includes spelling the designated spelling word in whole or in part while using the kinesthetic implement, wherein the second action is correlated to one of the different graphics on the graphical die;wherein one or both of the first and second actions are assigned a point tally and the player achieving the highest tally within a period of play wins the word game.

2. The word game of claim 1, wherein the designated spelling word is determined by one of the players rolling the number die and another of the players selecting the word on one of the plurality of cards that corresponds numerically to the number rolled.

3. The word game of claim 2, wherein at least one of the first and second actions is determined by one of the players rolling the graphical die and associating one or more actions with the graphic rolled.

4. The word game of claim 3, wherein each graphic on the graphical die corresponds to both first and second actions.

5. The word game of claim 3, wherein one of the multiple sides of the graphical die is blank, and wherein if the blank side of the graphical die is rolled, the player chooses the second action.

6. The word game of claim 1, wherein the audible response of the first action is spelling the designated spelling word out loud in a native language.

7. The word game of claim 1, wherein the game set further includes a plurality of action cards having one or more physical exercises thereon and wherein the player simultaneously performs one of the physical exercises and the first action.

8. The word game of claim 7, wherein the physical exercises includes at least one of jumping jacks, mountain climbers, skipping, arm circles, squats, push ups, high kicks, sit ups, somersaults, cart wheels, hopping on one foot, running in place, jumping high in place, toe touches, hula hooping, holding a hand stand, karate, standing on right foot and standing on left foot.

9. The word game of claim 1, wherein the second action includes a response in which the designated spelling word is spelled or stated in a foreign language.

10. The word game of claim 1, wherein the second action includes a response in which the designated spelling word is spelled using sign language.

11. The word game of claim 1, wherein the second action includes a response in which the designated spelling word is signed using sign language.

12. The word game of claim 1, wherein the second action includes a kinesthetic response in which one of the players uses the kinesthetic implement while spelling the designated spelling word.

13. The word game of claim 12, wherein the kinesthetic implement is an elastic rope or a bouncy ball.

14. The word game of claim 1, wherein the second action includes a tactile response performed by one of the players while spelling the designated spelling word.

15. The word game of claim 14, wherein the tactile response is either writing the designated spelling word or clapping hands.

16. The word game of claim 1, wherein the spelling words are at least one of a selected group of grade-specific spelling words and age-specific spelling words.

17. The word game of claim 1, wherein the spelling words include proper nouns and holidays.

18. The word game of claim 1, wherein at least one of the spelling words is phonetically spelled on one of the plurality of cards.

19. The word game of claim 1, further including a pouch configured to hold the game set.

20. A method for teaching learners to spell and say words using a word game, the method comprising: a) rolling a numbered die having multiple sides in which each side bears number indicia representing a different number;b) rolling a graphical die having multiple sides bearing indicia of different graphics;c) drawing one of a plurality of cards having spelling words corresponding to the numbers of the numbered die;d) performing a first action in which a player performs an audible response of spelling a designated spelling word in whole or in part, the designated spelling word being the spelling word on the drawn card corresponding to the rolled number on the numbered die;e) providing a kinesthetic implement for use by players of the word game;f) performing a second action including at least one of an additional audible response, a kinesthetic response and a tactile response in which the second action includes spelling the designated spelling word in whole or in part while using the kinesthetic implement, wherein the second action is correlated to the rolled graphic on the graphical die; andg) assigning a point tally to one or both of the first and second actions, wherein the player achieving the highest tally within a period of play wins the word game.