657 Module 5: Early Literacy Game
Instruction:
Create a game where children learn a concept based on a theme or book. (No ABC, colors or 123 as concepts allowed.) Submit a picture, or outline of your game explain how to play and what the children will learn and how they will learn it. Explain
(a) how it is played, (b) why you chose that topic, and (c) discuss variations or differentiation that is possible in the playing of the game. all games should have a “rules of play” discussed.
The following directions may help you in creating a game.
Using arts & crafts materials, pictures, lettering, oaktag, manipulatives, spinners, dice or any other materials, candidates will create a game for preschool children that supports a skill, concept, competency or learning outcome. The game may be theme based to support a current classroom activity, bundle or area of student interest (i.e. transportation, our community, being a good friend, etc.) or may support a curriculum area (math, science, health). The concept addressed in the game should be an outgrowth of course material we have focused upon and/or need generated in your classroom (if you currently work in a school). Your game should be both visually appealing and engaging for preschool children. Originality and creativity are expected outcomes. Try to avoid ABC, 123 or red, blue, green; there is so much of this already commercially produced. Be Original! Be Creative! Have FUN!
The game should be accompanied by a rational, analysis, and reflection. by The total length of the assignment is at minimum four double-spaced pages in Times New Roman of 12 font following the required submission format: the write-up of the game at minimum a page ,the game with pictures or outline another page, and the rational, analysis, and reflection should be two pages. More will be accepted.
Resources:
Module 5 Video:
Games for Cognitive Development During Early Childhood : Preschool Education & Beyond
Select a book, appropriate for preschool, that you believe lends should be read with dramatic flair. Be prepared to use it when working on the homework assignment.
Watch the video that will help you to complete the homework assignment.
Games for Cognitive Development During Early Childhood : Preschool Education & Beyond
Games for Cognitive Development During Early Childhood : Preschool Education & Beyond
Links to an external site.
https://touro.instructure.com/courses/91697/files/6854421/download?download_frd=1
Read chapter 5 in Beaty & Pratt
Select a book, appropriate for preschool, that you believe lends should be read with dramatic flair. Be prepared to use it when working on the homework assignment.
Early Literacy Findings Unveiled
Download Early Literacy Findings Unveiled
Download and read “Early Literacy Findings Unveiled” by Manzo
Select a book, appropriate for preschool, that you believe lends should be read with dramatic flair. Be prepared to use it when working on the homework assignment.
https://touro.instructure.com/courses/91697/files/6854436/download?download_frd=1
https://touro.instructure.com/courses/91697/files/6854434/download?download_frd=1
https://touro.instructure.com/courses/91697/files/6854386/download?download_frd=1
Game Rubric
| Game Rubric | |||||||
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Criteria |
Ratings |
Pts |
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This criterion is linked to a Learning OutcomeRelevancy Ability to focus on a skill, topic or competency relevant to the Early Childhood curriculum and/or the preschool CCLS |
0.5 pts |
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This criterion is linked to a Learning OutcomeVocabulary & Language Ability to foster new vocabulary and stimulate conversation among students and between student and adults. |
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This criterion is linked to a Learning OutcomeStudent Engagement The ability to attract, engage and maintain student interest as a player in this game. Rules and guidelines are simple to learn & follow, pieces are easy to manipulate; game has the ability to hold children’s interest; children are able to be successful |
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This criterion is linked to a Learning OutcomeVisual Appeal Visually attractive to children, neat & clearly written letters, numbers, symbols, words, etc.; the visual aspect supports the concept. The game has a professional “look” (Eye Appeal is Buy Appeal). |
EXAMPLE:
The game “Shapes in the Classroom”
This game’s main idea is to teach the students four shapes: square, circle, rectangle, and triangle. The students will have a board of four shapes in different colors. The shapes have the name of it. The words and colors are going to help the students to differentiate the shapes. The students will be asked to find an object in the classroom that looks like one of the shapes. For example, the student will bring the ball and say that it belongs to the “circle” shape. The student will use the finger paint to categorize the found object into the correct shape group. Each student will take a turn, and then we will repeat the process a few more times.
Get the students interest:
Before I begin the game, I will interest the students by asking a question: “Have you ever noticed that many objects that are surrounding us belong to a certain shape?” “Look at this book, does this book have a shape?” I will demonstrate the board with four objects, and I will name each one in turn. Then, I will ask, “What shape is this book?” After a discussion, I will ask the students if they could help me find the objects all over the classroom with the same shapes as we have on the board.
The rules of play:
· The student should follow the turns (each student should be given a chance to play.)
· A few students can go at one time to find an object.
· One student is allowed at the board per time.
· The student should name the object and the shape that it belongs to.
The game “Shapes in the Classroom” can be played in another version. The students can be split into four groups. Each group is looking for the items of one shape. Instead of categorizing the objects into shape groups using finger painting, the students can collect the objects and put them in the basket (the baskets will be prepared in advance). In the end, the group will demonstrate what they have collected, why this object belongs to this shape group, what they could do with these items.
In conclusion, the game “Shapes in the Classroom” is an active play that fosters children’s creativity and imagination. It helps them improve their social skills, increases vocabulary, and learn four types of shapes. In a different variation, this game is also encouraging teamwork. When I begin creating my game, I wanted to make something engaging that will make the students learn a new concept using background knowledge. Moreover, for children to grow healthy, it’s important to be physically active. Therefore, my game involves moving.
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