Common Core Standards for learning should be implemented as early as kindergarten. The purpose of Common Core State Standards (CCSS) is to prepare students for college and a career as well as increase academic consistency (Baker, Santoro, Ware, Cuellar, Oldham et al, 2015). These standards provide the backbone of the CCSS where specific literacy skills that students must have to succeed outside of primary and secondary school are taught and emphasized. Repetition is a significant part of learning and “vocabulary acquisition is related to the effect of repetition on learning (Tuan, 2012). “English is determined to be a basic language to be taught” (Kunnu, Uiphanit, & Sukwises, 2016) as words are the heart of language.
The vocabulary game that I would like to use for vocabulary development is called the “Vocab Shot” game. This game addresses spelling, pronunciation, definition, and using the word in its appropriate context. There will be three levels of difficulty. The more questions are answered correctly and the more points scored the higher the difficulty of the next question. A group of students will be divided into two teams. Each team will have the opportunity to answer vocabulary questions related to definition, spelling, pronunciation, and using the word in the appropriate context by giving a sentence example. If a student answers the question correctly and scores a basket their team will get a point. The student will move up to the next level of difficulty in the 2nd question that they are asked. This repeats for three rounds or until the student gets the answer incorrect. Once everyone has had a chance to answer a question the team that accumulated the most points will ‘win.’
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"Vocabulary Development Game".
Materials needed for this game include a foam basketball and hoop or balls of paper and a garbage can as well as a list of words that the teacher will write on the blackboard with chalk. Modifications for special needs and ELL students can be applied to this game. The level of difficulty of the questions can be altered to meet the needs and abilities of the student. For students struggling with vocabulary, the teacher could give them a spelling question; for those students that are more advanced, the teacher could give questions related to giving a definition or an example sentence using the word.
- Baker, D. L., Santoro, L., Ware, S., Cuellar, D., Oldham, A., & Cuticelli, M., Coyne, M. D., Loftus-Rattan, S., & McCoach, B. (2015). Understanding and implementing the Common Core vocabulary standards in kindergarten. Teaching Exceptional Children, 47(5). 264-272.
- Kunnu, W., Uiphanit, T., & Sukwises, A., (2016). The development of vocabulary memorization by using games. International Journal of Social Science and Humanity, 6(6). 419-424.
- Tuan, L. T. (2012). Vocabulary recollection through games. Theory and Practice in Language Studies, 2(2). 257-264.
