Middle+School-High+School+Vocabulary+and+Spelling


 * Standards**

Oregon Common Core State Standard 6.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Oregon Common Core State Standard 6.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 6 reading and content//, choosing flexibly from a range of strategies.

Oregon Common Core State Standard 7.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Oregon Common Core State Standard 7.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 7 reading and content//, choosing flexibly from a range of strategies.

Oregon Common Core State Standard 8.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Oregon Common Core State Standard 8.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 8 reading and content//, choosing flexibly from a range of strategies.

Oregon Common Core State Standard 9-10.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Oregon Common Core State Standard 9-10.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grades 9–10 reading and content//, choosing flexibly from a range of strategies.

Oregon Common Core State Standard 11-12.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Oregon Common Core State Standard 11-12.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grades 11–12 reading and content//, choosing flexibly from a range of strategies.


 * Learning Objectives**

After establishing an expression potential and playing //My Word Coach//, students will be able to increase their expression potentials by at least 1% per week.

After playing //My Word Coach//, students will be able to select, spell, and define at least ten words from their play per week.

After playing //My Word Coach//, students will be able to define selected words per week with at least 70% accuracy.

After playing //My Word Coach//, students will be able to spell selected words per week with at least 70% accuracy.


 * Learning Principles**

Psychosocial Moratorium Principle The game in its entirety is a practice ground for vocabulary due to the very slight penalties for failure. If one misidentifies or misspells a word, points are deducted from the session score, the word does not count toward the daily quota, and the error is calculated into the modification of Expression Potential upon quota fulfillment. However, the only markers of progress are the daily quota and the Expression Potential, both of which are only minimally influenced by errors. The scores factor into the Expression Potential, but the ability to review and retry mitigates an error’s impact upon even the score. This is the primary mode of learning in the game.

Amplification of Input Principle Because the game itself is a series of mini-games, a couple minutes’ effort results in definite progress toward meeting the daily quota and modifying the Expression Potential, the progress of which is represented by an empty progress bar filling with each game. Additionally, more games, game modes, and difficulty levels are unlocked as quotas are met, essentially expanding the game’s content as a reward for little more than perseverance.

Achievement Principle Regardless of ability, the game is always modifying itself to challenge the player with new words and higher quotas, and to meet the higher quotas, higher difficulty levels must be used to supply more words in less time. These act as markers for achievement, every new word and higher quota. Also, the constant goal of increasing the Expression Potential marks and drives continued achievement.

Practice Principle The entire game is a series of practice drills dressed in mini-games. However, if one finds certain games fun, the vocabulary and spelling practice is unrecognizable and encourages continued practice.

Multiple Routes Principle With six mini-games at the player’s disposal, the player has six options for advancing towards meeting the daily quota. The player is not penalized for choosing one game over another, though some games are more time efficient, so the player may choose to play to strengths or improve weaknesses.

Regime of Competence Principle Once the Expression Potential is accurately calibrated to the player, unfamiliar words enter play and must be addressed alongside familiar words. Even as the player progresses, the game adapts the word lists to include words yet seen and words unmastered.

Explicit Information On-Demand and Just-in-Time Principle As the game adds new difficulty levels, mini-games, and game modes, instructions specific to these additions are supplied just in time for use. Also, the full corpus is accessible between mini-games for study.


 * Materials**

1 Nintendo DS per student

1 copy of //My Word Coach// per student

1 copy of the Expression Potential Tracking Sheet per student:

1 copy of the Weekly Word Collection per student per week:


 * Procedures**

For an overview of //My Word Coach//, visit this wiki.

Acting as warm-up lessons for larger, overall lessons in an English Language Arts class, students will play //My Word Coach// at the beginning of each participating class period and as homework if they so choose. Students will establish their Expression Potential through the game’s calibration assessment then track their progress each week on an Expression Potential Tracking Sheet. Also, students will record at least ten new words and their definitions per week for assessment the following week.

First Mini-Lesson ~20 minutes --Students are instructed in the procedures and expectations of the mini-lessons

--Students each receive a Nintendo DS, a copy of //My Word Coach//, and an Expression Potential Tracking Sheet

--Students begin playing //My Word Coach//, participating in the tutorials and taking the Expression Potential calibration test

--Students record their initial Expression Potentials on their Expression Potential Tracking Sheets

Beginning of Week Mini-Lessons ~15 minutes --Students pair up, or Teacher pairs students

--Students administer ten word quizzes to their partners in which students spell and define the words from their Weekly Word Collection sheets

--As students finish their quizzes, they turn in their quizzes and continue playing //My Word Coach//

--As students finish their quizzes, Teacher returns their Expression Potential Tracking Sheets and new Weekly Word Collection sheets

Normal Mini-Lessons ~15 minutes --Students play //My Word Coach//

--As students encounter new words, they record correct spelling and definitions on their Weekly Word Collection sheets

End of Week Mini-Lessons ~15 minutes --Students play //My Word Coach//

--Students record their latest Expression Potential updates on their Expression Potential Tracking Sheet

--Students turn in their Weekly Word Collection sheets and Expression Potential Tracking Sheets for assessment