20 Questions for Kids
Receptive Language
Students will identify familiar person, places, or items/objects when provided with an oral description. Students will make predictions and draw conclusions from context.
Expressive Language
Students will generate original questions to obtain information. Students will answer questions.
Fluency and Voice
Students will use continuous phonation and phrasing and pausing at the sentence level.*
*Note: This game may also be used to work on light contacts, easy onset of phonation, and controlled rate of speech with your students who stutter. For voice students, it is also appropriate to use when practicing forward tonal focus and easy onset of phonation.
20 Questions for Kids is the classic guessing game of people, places, and things. The traditional rules are that one person acts as the clue giver while the other players try to solve the secret identity.
Each clue read aloud reveals more about the secret identity and the trick is to solve it given the fewest number of clues. The remaining number of clues subtracted from 20 gives the number of squares to advance along the question path.
For example, players may ask for clues number 4, 13, and 19 and hear: “The category is thing…I am reddish in color, I don't have any rings, A candy bar shares my name. What am I?” The answer: “Mars”. The player who guessed correctly advances 17 squares on the board.
The game works well for children between the ages of 7-14 and in mixed ability groups. What I really like about this game is that the secret identities of the cards range from items related to geography and history to the names of famous people and cartoon characters.
Besides the regular way to play the game, I give all players a stack of secret identity cards and let them take turns answering questions developed by other players without using the clues. This reversal allows the game to be multi-purpose, encouraging children to formulate effective questions.
To help students learn how to ask better questions, I will often write out samples to help them get started on the process. For example, I may write out sample questions, such as: “Is it a place? Is he famous? Can you climb it?” or “Is it in the sky?” Each time a student guesses the secret identity, he or she gets a point. The student with the most points is the winner of the game.
To manage difficulty levels, cards can be pre-selected for content. To manage time, the cards can be used independently of the board or students can double their points to move along the path more quickly.
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