In the present thesis, the way in which the classification of words was worked through traditional games is described in the educational institution Rafael Núñez of Ciudad Latina in Soacha. This research was carried out with 26 3A grade students, 13 boys and 13 girls. Within this educational context, the strategy sought to strengthen the learning of the classification of words according to their accent and their number of syllables, starting from the identification of the problem, to later design and implement a strategy, this in order to overcome the difficulty presented. The work was based on a qualitative approach with an action-research method using the interview and non-participant observation through the field diary as data collection instruments. As a final result, the students strengthened their metacognitive process of classifying, according to the accent and the number of syllables, solidifying relevant linguistic patterns at the age of third grade. On the other hand, as students became familiar with the rules of the language, they developed a more effective understanding; allowing the development of cognitive, analytical, observation and auditory discrimination skills, these abilities are essential for the academic and communicative development of language. Finally, through the instruments, it was possible to demonstrate learning in a dynamic way, developing skills external to the subject such as the ability to listen, coordinate, lead and work together.