Extending Support for Key Stage 2 and 3 Dyslexic Pupils, their Teachers and Support Staff

The Dragonfly Games

Sally Raymond

• Publisher: Routledge
• Year: 2014
• Print ISBN: 9781138774599
• eBook ISBN: 9781317622291
• Edition: 2
• Topic: Didattica
• Subtopic: Didattica generale

"This isn't learning: this is fun!" - dyslexic pupil

"Fantastic ideas that engage learners in their learning: thank you!" - Teaching Assistant

"I like finding tactics which help me win!" dyslexic pupil

"My son is now asking to play spelling games!" - parent

"I like playing homework games with my dad." - dyslexic pupil

"Its easy to adapt a game to suit different topics." Teacher

"Things aren't so difficult now I know how to make hard things fun." dyslexic pupil

Dragonfly Games is designed for use with small groups of dyslexic pupils. These practical and varied resources can be used inside and outside of the classroom to encourage over-learning and revision of curriculum topics. Stimulating and fun to do, the games help pupils:

• Overcome specific barriers to learning through the use of experience, over-learning and discovery
• Master skills beyond those of literacy and numeracy development, including thinking skills, tactical strategies, sequential application and gamesmanship.
• Devise their own games, developing their ability to use varied methods of application, useful for overcoming learning weaknesses within their own specific profile. .

Fully updated in its second edition, this book builds on the success of the author's Dragonfly Worksheets, as featured in her previous book Supporting Dyslexia Pupils Across the Curriculum and can be used independently or in conjunction this resource. Dragonfly Games further extends the practitioner's portfolio of materials designed to successfully and effectively support the dyslexic learner.

Also available from this author

Supporting Dyslexic Pupils Across the Curriculum, 2nd edition, 978-1-138-77462-9

Spelling Rules, Riddles and Remedies 978-0-415-71000-8

Game C
Cryptic Clues

A game developing thinking and spelling skills

There are some individuals who find cryptic crossword clues impossible to comprehend. However, it is worth investigating your pupils’ interest in this game, as I have found that some are absolutely fascinated by the twiddles and riddles that can be created with the English language. This nature of focus also registers spellings in a way that develops memory prompts and long-term memory recall.

Lateral thinking skills are also utilised. As many dyslexics possess good lateral thinking skills, they enjoy this element of play, which allows them the opportunity to develop (and excel) in this type of approach when solving other problems.

There are (variable) conventions of language used in cryptic clues (e.g. I have used capital letters to denote anagrams); this language provides another example of how a communication style can convey meaning.

Preparation

Copy clues for each player. Provide players with an empty crossword grid. Ensure dictionaries, pens and paper are to hand. In some cases, discuss clues together, or provide answers and let players match them to clues.

New crosswords can be created by teachers or pupils, and others found in puzzle books. These can be displayed by hand or through IT.

Introduce the use of anagram-solving books, along with a thesaurus. ‘Quick’ crosswords and general knowledge ones also help to develop literacy skills.

Incorporate key terminology from the pupils’ curriculum, and play about with clues that share a theme (e.g. birds or parts of the body).

Game C
Cryptic Clues

How to play

Working individually, as pairs, or in groups, players attempt to complete the crossword before their opponent(s). Support the players as necessary.

Conventions of play are illustrated in the crossword overleaf. These include:

When last bit of slab is added to road it becomes very wide. (5)

The word(s) underlined indicate a synonym. The solution (broad) is created by the last letter of ‘slab’ being added to ‘road’.

Car in south east will frighten me. (5)

South east = se. The solution (scare) is created by the letters ‘se’ going around the word ‘car’.

Shake A TONIC to create some movement. (6)

Capitalisation indicates an anagram. The solution (action) is created by rearranging the letters of ‘a tonic’.

Jan, you and headless Mary join together for a month. (7)

Letters can be denoted by words, you = u; bee = b; etc. The solution (January) is created by adding Jan + u + ary.

Henry arrives before 8. He is 1.5 metres tall. (6)

Use words that are often misspelled. The solution (height) is created by putting ‘h’ before ‘eight’.

Game C
Cryptic Clues

Game C
Cryptic Clues

Game C
Cryptic Clues

Letters that are un...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• Introduction
• Meeting the needs of dyslexic pupils
• Support throughout the curriculum
• Processing weaknesses found within the dyslexic profile
• A: Quiz the words
• B: Sounds of a picture
• C: Cryptic clues
• D: Quiz the numbers
• E: Syllable spellings
• F: Opposite choices
• G: Root word bingo
• H: Heads and tails
• I: Name the faces
• J: The -ing game
• K: Dicey spellings
• L: Name that tune
• M: SPATS
• N: 13: unlucky for some
• O: Similar meanings
• P: Adding an adjective
• Q: Scoring suffixes
• R: Word pairs
• S: Racing plurals
• T: Bingo: opposites
• U: Higher and lower
• V: Treasure hunt
• W: Card games
• X: Dice games
• Y: Anagram arrangement
• Z: Quiz culture
• Blank game templates