Haunted House
Skills: Vocabulary, Oral Language, Phonological Awareness, Reading, Writing
Students work together to design and build a haunted house inspired by their interests. Using recycled and classroom materials, they create features for the haunted house and through drawings, letters, words, and/or invented spelling add signs, labels, maps, tickets, and other print materials to support their play. Children use reading and writing throughout the project as they create, share, and read their messages to classmates who visit the haunted house.
- Notice and build on students’ interests by supporting the development of the haunted house project
- Encourage students to plan and discuss what features, materials, and signs are needed for the haunted house
- Record students’ ideas and plans so they can refer to them during construction and play
- Model how to create signs, labels, tickets, and other purposeful writing connected to the project
- Introduce and reinforce vocabulary related to building, design, directions, and themed storytelling
- Join the play as a visitor to model oral language and extend conversations
- Support early writing by encouraging students to listen for and record the sounds they hear in words
- Ask questions to deepen thinking (e.g., “What sign does your haunted house need so visitors know where to go?” or “What sounds do you hear in spooky?”)
- Extend learning by encouraging students to create maps, advertisements, visitor guides, or additional themed rooms for the haunted house
- Recycled construction materials (e.g., boxes, cardboard tubes, containers, fabric scraps)
- Building materials (e.g., blocks, tape, glue, scissors)
- Writing materials (e.g., paper, markers, pencils, clipboards)
- Materials for creating signs, labels, maps, tickets, and advertisements
- Themed props and decorations as available
- Environmental print materials for inspiration (e.g., signs, tickets, maps, posters)
