Vocabulary Strategies that Promote Engagement and Motivation for Students
Vocabulary Game
| Story Excerpt Title | Tuck Everlasting | ||||
| Vocabulary Words and Grade Level Appropriate Definitions | 1. Ragged
Uneven outline |
2. Trembled
Unstable, shaking |
3. Hollow
Deep sound |
4. Bullfrog
Large frogs found in swampy areas |
5. Silty
Deposited with silt |
| 6. Glided
Moved smoothly |
7. Vanished
Disappeared |
8. Birches
Type of tree |
9. Skittering
Moving quickly and lightly above the water surface |
10. Tiny
Small in size |
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| Rules
Include the roles of the teacher and students |
Teachers
· Should guide the students to pronounce the words · Give each a chance to read the words aloud · Correct students when the words are wrongly read · Explain the words’ meanings using simpler words in the excerpt’s context · Give examples of sentences with the words · Motivate students through recognition or treats Students · Attempt to pronounce each word individually · Explain the words’ meanings after the teacher is done · Choose a word and create a sentence |
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| How to Expand Game to Higher-Level Thinking | · Have placards with synonyms of the chosen words
· Encourage students to create the antonyms in groups · Have students create sentences using five words for each group |
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| Accommodation or Modification for ELL Students | · Include media that is multilingual to explain the word’s meanings
· Use culturally familiar illustrations and examples · Allow more time for the students to process the information (Kaplan, 2019). |
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| Accommodation or Modification for Special Needs Students
Specify the needs |
Hearing impairments
· Have these students sit closer to the teacher · Use visuals/pictures that show different parts of the session ADHD · Avoid seating such students near distractions such as windows · Use positive language while giving instructions · Set rules that encourage students to help each other learn (Delaney, 2020). |
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Rationale
Learning vocabulary using the game encourages the development of English among native and non-native speakers. The vocabulary game is structured to allow learners to study independent words. The words are accompanied by meanings, which are explained using simple words that the learners can understand. The game also creates special allowances for the participants as the teacher is allowed or encouraged to use visuals, synonyms, and other cultural images that may explain the words better (Antonacci & O’Callaghan, 2011). The meanings are based on the excerpt, which should promote understanding the story the students read. The process of engagement through the creation of sentences, reading aloud, and learning pronunciations allows the students sufficient time to learn the words. Media, images, and visuals are ideal for allowing sufficient exposure to the words. Encouraging students to pick words and work in groups to form sentences creates a dialogue around the new vocabulary. Need help with your assignment ? Reach out to us. We offer excellent services.
The engagement process begins with the process of learning affixes. The pronunciation of words is taught first by identifying the different parts that form each word. The identification of each part allows the students to interact with the words. Once the pronunciation is taught, students are expected to read the words aloud individually. This encourages all students to learn the words through active participation. The learners are also expected to use placards to identify antonyms of the various words where they are applicable. To motivate students, the teacher will use healthy treats that are desired or recognized by fellow learners.
The game helps Jacob achieve his goal in various ways. First, learning the pronunciation of new words in a text is critical for understanding. This is accompanied by the words’ meanings, which are explained in simple words. The explanations are based on the story’s context. Thirdly, the use of sentences to use these words differently will broaden Jacob’s comprehension. Finally, identifying antonyms and synonyms also plays a critical role in the process.
References
Antonacci, P. A., & O’Callaghan, C. M. (2011). Promoting Literacy Development: 50 Research-Based Strategies for K-8 Learners. New York: SAGE Publications. Retrieved from https://www.sagepub.com/sites/default/files/upm-binaries/40627_4.pdf
Delaney, M. (2020). Teaching English to learners with Special Educational Needs (SENs) – Myths and realities. Retrieved from Brtish Council: https://www.teachingenglish.org.uk/article/teaching-english-learners-special-educational-needs-sens-%E2%80%93-myths-realities
Kaplan, E. (2019). 6 Essential Strategies for Teaching English Language Learners. Retrieved from George Lucas Educational Foundation: https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners
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Question 
Vocabulary Strategies that Promote Engagement and Motivation for Students
Vocabulary games are one way to promote engagement and motivation for students while they practice their standards-based literacy skills. Vocabulary games require purpose and thoughtful planning to be effective.
Vocabulary Strategies that Promote Engagement and Motivation for Students
Using the “Tuck Everlasting” “excerpt, read and review “Case Scenario: Jacob” to complete this assignment.
Part 1: Vocabulary Game
Create a small group vocabulary game aligned to one or more research-based strategies that meets Jacob’s needs. Incorporate a minimum of 10 vocabulary words from a story excerpt of your choice within your game.
Use the “Vocabulary Strategies” template to address the aspects of the game.
- The story excerpt chosen and vocabulary words with grade level appropriate definitions.
- Rules of the game, to include the roles of both teacher and students.
- How to expand the game to include higher-level thinking.
- Two accommodations/modifications, one for English Language Learners (ELLs) and one for a student with special needs, specifying their needs.
Part 2: Rationale
In 250-500 words, write a rationale to address the following:
Vocabulary Strategies that Promote Engagement and Motivation for Students
- How does the vocabulary game implement one or more research-based strategy to support students’ vocabulary development?
- How does the game help to engage and motivate the students?
- How does the game help Jacob achieve his learning goal?
Support your findings with 2-3 scholarly sources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.