Sketch and Guess Game: Build Content Vocabulary
Using Games to Enhance Language Development
More and more research is showing how games can enhance content-area knowledge. This is key for all learners, but it’s especially important for Multilingual Learners. Unfortunately, many of the developed games are on the computer with one student—this can isolate them from the group. Research tells us that MLs need to interact with dominant speakers of English and be in highly visual or contextual settings. In addition, this research from Fernandez et al. shows how powerful it is to draw on memory when learning new concepts.
For these reasons, I share this simple and impactful game.
What is “Sketch and Guess”?
It’s a game where one student draws a representation of a word or phrase you are learning in your class, and others try to guess it.
Here’s an idea for incorporating "Sketch and Guess" into your classroom.
How to Play:
Materials: Each student needs a whiteboard, paper, or a digital drawing tool, and something to write with.
Preparation:
The teacher shares with the class that the words they will be guessing are from the content they are studying. For example: “branches of government”
The teacher creates a list of words or phrases that fit within the shared content. They can write these down on pieces of paper and put them into a hat or use a random word generator.
Divide the class into groups of about six students. Make sure to integrate MLs of different language learning abilities. If they are at Level 1 or introductory, assigning them to a group with a buddy who speaks their language or at least is comfortable with lots of body language is helpful.
Playing the game:
Turn-taking: One student selects a word from the list without showing it to the other players.
Sketching: The student has a limited amount of time (e.g., 60 seconds) to draw the word on the whiteboard or paper without using letters, numbers, or verbal clues.
Guessing: The other players try to guess the word or phrase based on the drawing.
Scoring: If a student guesses the word correctly, both the person who guessed and the person who drew get a point. If no one guesses it, no points are awarded. Students can keep track of the points in their own group. If the competition takes away from the fun of the game, you can decide not to have the group tally points.
Rotation: Students take turns drawing and guessing until everyone has had a chance to draw at least once.
There are lots of ways to vary the game to meet the needs of your content or class.
Why I love this game for MLs?
Active Learning: The game requires students to think of words that match the drawings, reinforcing their vocabulary. Drawing a word helps solidify its meaning and usage.
Contextual Learning: By associating words with images, all students can understand and remember vocabulary better in context.
Abstract Thinking: Students need to think creatively to draw abstract concepts or less tangible words, encouraging them to engage with language in innovative ways. This is higher-order thinking for all students in a less language-heavy way, which can exclude MLs.
Social Interaction: The game encourages interaction, making language learning a social activity that lowers the affective filter often associated with speaking in a new language.
Multi-Sensory Learning: Engaging multiple senses—visual (drawing/seeing), auditory (hearing guesses), and kinesthetic (drawing)—enhances memory retention.
Repetition: Repeated exposure to words in a fun, low-pressure environment helps reinforce language concepts.
Engaging: The game format is enjoyable and often leads to laughter, making the learning experience more engaging and less intimidating.
Have you played this before with your students?
What worked?
What didn’t?
How did you adapt it?
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