Fishing Game Directions
Materials:
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Fishing pole with magnet on the end of the string
Fish cards with core words
Container to keep the fish in
Large container to use as a fishing pond (optional)
Modify the Game: When you begin, you might want to use only a
few of the fish. Begin with words that you child knows and uses.
Gradually add other words as you child learns the game.
Objectives:
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To learn and use core vocabulary
To learn game playing skills, including turn taking
To have fun
Note: Setting up and putting away the game are important opportunities for
communication. As you are talking, point to the key words on the communication board.
The words in bold are ones that you might want to model or point to. In the beginning,
you will be using the board to model the key words. At first, you child won’t know what
to do, but as you play, your child should begin to point to words on the board. Pause,
and give you child time to say (by pointing) something. When you child points to a word
on the core board, say the word that your child pointed to.
Getting Ready to Play the Game:
Get out the container with the fish and fishing pole. Ask your child if he/she is
ready to play the fishing game [point to READY and PLAY] on their
communication board as talk:
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You say, “Are you ready to play the fishing game?”
After playing the game a few times, you child should be able to respond‘’Ready”.
Before opening the container, tell your child that you need to “open” the box.
[Point to OPEN when you say open].
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You say, “What do we need to do?”
After playing a few times, your child should be able to tell you “Open”
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Everything you need is in the box. Tell your child that we can’t play with the fish
in the box, we need to take the fish out of the box. [Point to IN and TAKE OUT
as you say those words]
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You say, “The fish are in the box. What do we need to do?
After playing a few time, your child should be able to say, “out” or ‘Take
out.”
If you are using a container for a pond, tell you child that you need to put the fish
in the pond. [Point to PUT and IN as you say those words.]
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You say, “What do we need to do with the fish?
After playing a few times, your child should be able to say, “in” or “Put in.”
Decide who will go first.
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You say, “Whose turn is it?” [point to WHO and TURN]
After playing a few times, your child should be able to say, “mine” or “My
turn.”
The person who is going first, gets the fishing pole.
Playing the Game:
When you get a fish:
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You say, “Look, I got (word).” [Point to LOOK and the WORD you got.”
When your child gets a fish:
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You say, “What did you get?”
Your child should point to the WORD on the core board that matches the
fish. As your child points to the WORD, you say the word.
If you child doesn’t point to the WORD:
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You say, “Look, you got WORD)
If your child points to the wrong word
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You say, “Look they are different. Let’s find the one that’s the same.
You might want to have a can or box for each person to put their fish in after they
catch the fish. If so
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You say, “What do you need to do with you fish? or “What do I need to do
with my fish.”
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Your child should say, “in” or “put in”
When your child’s turn is finished, he/she needs to give the fishing pole to the
person whose turn is next.
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You say, “Whose turn is it?
Your child should point to the person who is next.
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You say, “_______ needs the fishing pole. Give the fishing pole to
_____.” or “What do you need to do with the pole.”
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Your child should say, “Give” or give the pole to the next person.
If your child is having difficult catching a fish, before you offer to help, ask if
he/she needs help. It’s
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You say, “What do you need?
Your child says, “help”.
Finishing the Game
When all of the fish are out of the pond, the game is finished. If you child likes to
count things, you might count the fish to see how many each person has. This
can be a good time to talk about who has more.
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You say, “Let’s count the fish.”
Your child should count the fish as you point to them.
You say, “Who has more?”
Your child should say, “I do.” or “You do.”
When all of the fish are out of the pond, ask your child if he/she wants to play
again or stop. [Point to PLAY AGAIN or STOP]. You could also give the choice
of do MORE or STOP.
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You say, “Do you want to play again or stop?” or “Do you want to do
more or stop.”
Your child should say, “again” “play again” “more” “do more” “stop” or
“all done”.
Putting the game away
Putting away the game is another opportunity for communication. When you
have finished playing, tell you child that you need to put away the game.
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You say, “What do we need to do with the game.”
Your child should say, “Put” or “Away” or “Put away.”
Ask your child what you need to do with the fish and fishing pole.
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You say, “What do we need to do with the fish.”
Your child should say, “in” or “Put in”
When the fish and the pole are in the box, ask your child what you need to do
with the box.
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You say, “What do we need to do with the lid?”
Your child should say, “on” or “Put on.”
Depending on where you keep the box, your child can tell you to put it up or on
a shelf or in a cupboard.
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You say, “Where should we put the box?”
Your child should say, “up”, “on”, or “in”. (the shelf or cupboard) or “on
that” or “in that” (your child can point to the place where you should put
the box.
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