Pictionary (Pre-Reading)¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 7 studies (2 causal, 2 quant-synthesis, 2 review, 1 theoretical), q2–q4 · 2 of 7 report an effect size · 1 claim rests on one study

Description¶

Key words from an upcoming text are selected, and the class is divided into two or three teams. A learner from each team comes to the whiteboard and draws a word without using letters or numbers while teammates race to guess it. The activity primes vocabulary, activates prior knowledge, and builds visual-verbal associations before learners encounter the words in context.

Design Implications¶

Pre-reading vocabulary games work because they combine retrieval of word meanings with dual coding — pairing verbal labels with nonverbal imagery strengthens memory for word–concept links Media combinations affect recall and retention. [+M]. The competitive, game-like format also raises engagement and participation compared with passive vocabulary presentation Active learning improves exam performance. [+S]. Crucially, the guessing process forces learners to articulate what they already know about a concept, which serves as Activation of prior knowledge before reading.

Context¶

Requirements¶

• A whiteboard or shared drawing surface, markers, and a timer
• Pre-selected key words drawn from the target text — concrete, drawable concepts work best
• Team structures that give every learner a turn drawing and guessing (Collaboration)
• A brief debrief connecting each guessed word to the upcoming reading (Class Discussion)

Constraints¶

• Abstract or low-frequency words (e.g., "symbiosis," "inference") are hard to draw and can produce wrong guesses that entrench misconceptions [~M] — the debrief must correct these before reading
• Learners anxious about drawing in public may disengage; rotating roles and accepting stick figures lowers the stakes
• The game itself teaches word–image association, not deep word meaning; without follow-up reading and use, gains are shallow [~M]
• Time spent on the game competes with reading time; overlong rounds reduce instructional efficiency

Implementation Variability¶

• Charades variant: learners act out words instead of drawing, useful for verbs and processes (Act It Out)
• Learner-selected words: teams choose which words to draw, adding a selection/reasoning step
• Digital versions: tools like Kahoot! or a shared Jamboard whiteboard support remote classes
• Post-reading reversal: the same game after reading checks retention rather than activating knowledge

Target Learners¶

• Language learners and younger readers who benefit from visual scaffolds for new vocabulary Media combinations affect recall and retention. [+M]
• Mixed-proficiency groups: guessing is lower-stakes than drawing, so reluctant learners can participate
• Less suitable when the text's key vocabulary is overwhelmingly abstract or technical

Target Learning Goals¶

• Vocabulary pre-teaching and word recognition before reading
• Prior knowledge activation: surfacing what learners already know about text concepts
• Conceptual association: linking new terms to familiar images and experiences

Instructions¶

1. Select 6–10 key words from the text, favoring concrete, drawable concepts; keep the list short to avoid overload Chunking reduces working memory load. [+M]
2. Divide the class into two or three teams and explain the rules (no letters, numbers, or gestures)
3. A drawer from each team sketches a word while teammates guess; first correct guess scores a point
4. After each round, briefly connect the word to the reading: "Where do you think we'll see habitat in this text?" — this step enacts Activation and is where most of the learning value lies
5. Close with a quick review of all words before transitioning to the text (Practice follows during and after reading)

Related Strategies¶

• Activating Prior Knowledge — the broader family this game belongs to; Pictionary is a game-based instance
• Vocabulary Pre-Teaching — the direct-instruction alternative; combining explicit definitions with the game covers both form and meaning
• Structured discussions that anchor new vocabulary in students' personal experience

Related Elements¶

• Activation — the guessing and debrief steps surface prior knowledge before reading
• Collaboration — team structure creates peer support and shared accountability
• Class Discussion — the debrief that links words to the text
• Practice — the reading itself is where pre-taught words are applied
• Analogies — drawing an unfamiliar word requires mapping it to a familiar image, the same move as analogy-building

Patterns That Use This Strategy¶

• Direct Instruction — the pre-teaching phase can open a direct-instruction sequence
• Anchored Instruction — pre-activating vocabulary anchors learners to the text's context before reading

Examples¶

• Before reading about ecosystems, words like habitat, species, and biodiversity are drawn and guessed; the debrief asks teams to predict how each word will appear in the text.
• In an ESL class before a short story, teams draw emotion words (anxious, relieved) and then sort them by which characters might feel them.

Key Sources¶

• Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. doi:10.1017/CBO9780511811678
• Paivio, A. (1990). Mental representations: A dual coding approach. Oxford University Press. doi:10.1093/acprof:oso/9780195066661.001.0001
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410–8415. doi:10.1073/pnas.1319030111
• Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. doi:10.1177/1529100612453266