teaching resource

Personal Pronouns Roll and Cover Game

Updated: 16 Oct 2024

Use this pronouns game as a fun and collaborative way of learning about personal pronouns.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 2

Curriculum

VC2E1LA07

Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives), relationships in time and space (prepositions) and details such as when, where and how (adverbs) <ul> <li>understanding that words or groups of words can represent the participants (nouns; for example people, places or things) that are involved in various activities or processes (verbs of doing, saying, thinking and being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer ‘When?’, ‘Where?’ and ‘How?’)</li> <li>recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs</li> </ul>
VC2E2LA04

Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred <ul> <li>identifying language used to build information across a text, for example by connecting similar and dissimilar things</li> <li>mapping examples of word associations in texts, for example words that refer to the main character in a story, such as ‘Isy’, ‘she’, ‘I’, ‘sister’, ‘student’</li> <li>tracking how a person or thing is identified through a section of a text, for example ‘eggs’, ‘they’, ‘them’</li> <li>identifying words left out that can be inferred from the surrounding text; for example, in ‘Xanthe went to school. She had a lovely day’, ‘at school’ is inferred</li> <li>using personal and possessive pronouns to link entities previously mentioned in the text</li> </ul>
VC2E2LA07

Understand that in sentences, nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups <ul> <li>identifying nouns that refer to people, places, concrete objects and ideas in sentences, and identifying the articles and adjectives that extend those nouns</li> <li>building extended noun groups using articles and adjectives, for example ‘the longest side’</li> <li>building extended verb groups using verbs, for example ‘gently touched’</li> <li>investigating how noun groups can be built up by asking questions about the noun such as ‘How many?’, ‘What’s it like?’ and ‘What type?’, for example ‘two pairs of old walking shoes’</li> </ul>

teaching resource

Personal Pronouns Roll and Cover Game

Updated: 16 Oct 2024

Use this pronouns game as a fun and collaborative way of learning about personal pronouns.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 2

Use this pronouns game as a fun and collaborative way of learning about personal pronouns.

A Fun Pronouns Game for Your Grammar Lessons

It can sometimes be hard to make seemingly dry grammar concepts fun for our students to learn about. That’s when games of all kinds become the teacher’s best friend!

This dice game has been created by the Teach Starter team to help students practise using personal pronouns in a collaborative and engaging way. The resource includes four different game boards, each with sentences that contain underlined words. Players roll a dice, match the number rolled to a corresponding personal pronoun, then cover the sentence with the correct pronoun. It’s a great way to reinforce grammar skills while making learning interactive.

To play, follow these simple steps:

Students choose one of the four game boards.
Players take turns rolling a dice. They say the pronoun that matches the number rolled (these can be found along the top of the game board for easy reference).
Players find a sentence on their game board that contains an underlined word (or words) that matches their rolled pronoun. For example, the name ‘Kimberly’ would match the pronoun ‘she’.
Players cover the underlined word or words with a counter, then write them next to the corresponding pronoun on the recording sheet.
The game continues until all sentences on the board are covered. The first player to cover all their sentences wins!

The resource downloads as a full-colour PDF or editable Google Slides file. Inside, you will find:

Instruction page
4 x game boards
Recording sheet

Differentiate This Pronouns Game

Looking to support all learners as they engage with this pronouns game? Here are some support and extension ideas from our teacher team:

Supporting Students – Less confident students may benefit from playing the game at a slower pace. If possible, choose students to join a small group game that can be overseen by a supportive adult mentor.
Extending Students – More confident students may enjoy the challenge of adding a timed element to the game. Have them use a timer to see how long it takes them to correctly cover all of the sentences.

Download This Pronouns Game Today!

Use the Download button to select your preferred file option. (Note: You will be prompted to make a copy of the Google Slides template on your personal drive before accessing it.)

We recommend printing the game boards on cardboard for added durability. Keep the boards, instructions and a few recording sheets together in a large envelope or ziplock bag for safekeeping.

This resource was created by Lindsey Phillips, a Teach Starter collaborator.

More Pronoun Resources for Your Students

Teach Starter boasts a wide variety of games, worksheets and activities for you to use when teaching your students about pronouns. Click below to sample a selection of our offering.

[resource:5115985] [resource:5115982] [resource:3020642]

Curriculum

VC2E1LA07

Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives), relationships in time and space (prepositions) and details such as when, where and how (adverbs) <ul> <li>understanding that words or groups of words can represent the participants (nouns; for example people, places or things) that are involved in various activities or processes (verbs of doing, saying, thinking and being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer ‘When?’, ‘Where?’ and ‘How?’)</li> <li>recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs</li> </ul>
VC2E2LA04

Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred <ul> <li>identifying language used to build information across a text, for example by connecting similar and dissimilar things</li> <li>mapping examples of word associations in texts, for example words that refer to the main character in a story, such as ‘Isy’, ‘she’, ‘I’, ‘sister’, ‘student’</li> <li>tracking how a person or thing is identified through a section of a text, for example ‘eggs’, ‘they’, ‘them’</li> <li>identifying words left out that can be inferred from the surrounding text; for example, in ‘Xanthe went to school. She had a lovely day’, ‘at school’ is inferred</li> <li>using personal and possessive pronouns to link entities previously mentioned in the text</li> </ul>
VC2E2LA07

Understand that in sentences, nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups <ul> <li>identifying nouns that refer to people, places, concrete objects and ideas in sentences, and identifying the articles and adjectives that extend those nouns</li> <li>building extended noun groups using articles and adjectives, for example ‘the longest side’</li> <li>building extended verb groups using verbs, for example ‘gently touched’</li> <li>investigating how noun groups can be built up by asking questions about the noun such as ‘How many?’, ‘What’s it like?’ and ‘What type?’, for example ‘two pairs of old walking shoes’</li> </ul>

Teach Starter Publishing

We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!

0 Comments

Write a review to help other teachers and parents like yourself. If you'd like to request a change to this resource, or report an error, select the corresponding tab above.