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I Think, I Like, I Believe

For lower elementary students

This circle-based game is designed to introduce young students to the concept of an opinion. It can be played three ways: (1) students practice responding to opinions, (2) students practice expressing opinions, or (3) students practice distinguishing between facts and opinions.

Setup

Arrange the place markers (see materials list) in a large circle. In addition to the facts and opinions from appendix A (page 209), teachers can come up with their own list of facts and/or opinions in advance, or make them up on the fly during the game. Teachers should be prepared to explain and provide examples of different facts and opinions.

Opinions should be simple and relatable to students so that they may decide whether or not they agree. To illustrate, a personal statement such as “I love my dog Lucky” is not a great option because students have probably never met your dog Lucky. The following list includes examples of the types of opinions teachers might generate:

I love playing freeze tag.

I like eating cereal for breakfast.

I think dancing is fun.

I love to read books.

I believe kittens are the cutest animal.

Notice that each statement begins with a phrase that clearly signifies an opinion, such as I like, I love, I think, or I believe. Even if you do not use the game to teach distinguishing fact and opinion, these sentence starters can help frame the basic difference between the two for students to draw on later.

Argumentation Skills

Distinguishing fact from opinion

Presenting and supporting claims (stating an opinion or preference)

Perspective taking (listening to others’ opinions)

Materials

Place marker for each student to stand on (such as rubber bases, rug sections, or chalk markings if playing outside; avoid using paper or other items on which students might slip)

List of facts and opinions (see appendix A on page 209)

Fact statements must be simple enough for young students to know they are true, based on either their background knowledge or an immediately observable source of proof. The following list includes examples of the types of facts teachers might use:

Today is Monday.

The four seasons are spring, summer, winter, and fall.

Tomás is wearing a green shirt.

The sun is shining.

Avoid fact statements that all students cannot easily observe (such as “Dillon’s eyes are blue”). Furthermore, do not use factually ambiguous or incorrect statements, as students may confuse them with opinions. For instance, remarking that Erin’s hair is brown—when it could also be considered dark blond or a shade of red or black—is too subjective. Right now, you simply want to help students get used to the concepts of fact and opinion, both of which are complex enough on their own. Trying to make a distinction between an opinion and a “wrong fact” at this point is likely to frustrate your students.

Play

Students form a circle by standing on their place markers. The teacher stands in the middle and reminds students that an opinion is the way someone feels about something, pointing out that opinions often begin with I think, I like, or I believe. Provide several examples of opinions to support this explanation (such as “I think chocolate is the best ice cream flavor,” “I like cookies more than cake,” or “I believe that kids should be paid for doing chores”).

With very young students, it is best to start by giving them practice with responding to opinions. To do this, call out an opinion statement (for example, “I like going camping”). Any student who shares that opinion moves out of his or her spot. All others remain standing in their original positions. Students who have moved trade spots with other agreeing students in the circle. When students have traded, the teacher calls out a second opinion. Students who agree with the new opinion trade places. Play continues in this fashion for as long as desired. Pause the game occasionally when students are still and ask for volunteers to share reasons why they hold the opinion they do. Be sure to provide plenty of modeling yourself before asking students to share their reasons. When first introducing the game to students, teachers may also want to begin each opinion with “Move to a different spot if you . . .” so students get the hang of the rules.

Everyone wins during this game, so there is no need for students to run from spot to spot in the circle. Explain and reiterate this rule throughout the game to avoid accidents, injuries, or hurt feelings.

When students are comfortable responding to opinions, provide practice expressing opinions. To do this, remove one of the place markers. When students move to a different spot in the circle, one student will be left without a place. This student becomes the new caller. He or she moves to the center, calls out a new opinion, and tries to find a spot. A new student becomes the caller, and so on. If you choose to play this way, be sure to stress that the person in the center has not lost the game—everyone still wins.

To give older students practice distinguishing between facts and opinions (rather than just agreeing or disagreeing with opinion statements), randomly call out opinion statements and fact statements. When an opinion is called, all students trade spots—whether they agree or disagree does not matter in this variation of the game. When a fact is called, all students remain standing in their spots. This is a great way to give students some low-stakes practice with facts and opinions. If they aren’t sure of the answer, they can look around the circle and see what other students are doing. When a student mistakenly starts to leave his or her spot on a fact, offer a gentle, “Oops! Wait just a minute—are you sure that’s an opinion? Remember—a fact is true for everyone. Can we all see that Erika is taller than Vijay?” When students are confused about a particular statement, make sure you discuss the confusion with them before moving on to the next statement.