I’ve been so anxious to use the game “I have… Who has?” in therapy for months, but I didn’t know how to do it since I usually have no more than 4 students in a group. I couldn’t bombard the students with 5 cards each; that just didn’t seem productive. Besides the obvious target of the game (whatever each student “has”) it’s also great for sentence structure, have/has, question formulation, expanding utterance, and social interaction.
I developed this version of the game for my small groups. It works on features of objects (things that have feathers, wheels, zippers, etc.). It comes with 16 “I have” cards and includes both words and pictures. The letters (A-D) in the bottom left corner of the cards will help in keeping the cards in order. This is important when you are only giving each student one (or two) cards at a time and the order of the cards needs to be maintained so the game works.
I also included some supplemental cards to expand on these vocabulary skills.
Since I played with Kindergarteners, I only gave them one card at a time. As they “used” one, I took it and gave them another. (This method of play can obviously be used with any “I have… Who has?” game.)
I really loved the results of playing this game, even with those as young as Kindergarten. It took some modeling of the way to read the sentences and how to respond if your item was called, but the overall goal of the game was met.
Check out this product here! What other types of “I have… Who has?” would you like to see???
