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Improving Vocabulary Acquisition and Application in a Third Grade Classroom – An Action Research Project Please view the project wiki on your device.

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Presentation on theme: "Improving Vocabulary Acquisition and Application in a Third Grade Classroom – An Action Research Project Please view the project wiki on your device."— Presentation transcript:

1 Improving Vocabulary Acquisition and Application in a Third Grade Classroom – An Action Research Project Please view the project wiki on your device. Jennifer LiBrizzi Collinswood Language Academy, CMS

2 Welcome  Introductions  Materials  Facilities  Reminders  Meet today’s partners

3 Essential Questions What is action research? What are problems of practice that I could consider researching within my locus of control and how do I get started? How do the instructional tools and project outcomes within “Improving Vocabulary Acquisition” impact my teaching or my school?

4 What is Action Research? Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools. Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

5 What is Action Research? Main Goals Include: Positively impact student outcomes Identify and promote effective instructional practices Create opportunities for teachers to become reflective practitioners Share research results with other educators Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

6 What is Action Research? Embrace Action Research. (n.d.). Retrieved March 14, 2015, from

7 Identifying the problem The problem or issue must:  Involve teaching and learning  Be within the researcher’s locus of control  Be an issue the researcher is passionate about  Be something the researcher wants to improve

8 Problem of Practice Observations  Students were not acquiring and applying vocabulary words taught when writing or speaking.  Subset of students (EC, ESL, < Level O Readers) were not successful on vocabulary assessments.  Vocabulary program in place does not support school’s focus on developing L1 and L2 languages across content areas Research Question  How can we improve students acquisition and application of vocabulary when writing and speaking?

9 Problems of Practice What problems of practice have you noticed in your school or classroom setting? What question can you pose to improve it? https://todaysmeet.com/ARProblems

10 Improving Vocabulary Acquisition and Application What Develop an approach to vocabulary instruction that:  Increases relevancy  Supports acquisition of meaning  Supports productive use of words Why  Increase mastery of CCSS/NC Science standards  Support development of bi-literacy Who  Representative selection of 9 third grade students across four tiers of achievement, including TD and ESL students  No EC students  1 third grade teacher How Layered coaching and support model Imbedded vocabulary instruction in two science units.

11 What the Research Says A comprehensive plan for vocabulary instruction... Graves, M. F. (2006). The vocabulary book: learning & instruction. New York: Teacher's College Press.

12 What the Research Says Vocabulary Acquisition is defined as acquiring word knowledge including: Duppenthaler, P. (n.d.). Vocabulary Acquisition: The Research and its Pedagogical Implications. Retrieved August 11, 2014, from gu.ac.jp/kiyo/rTEZUKAYAMAGAKUIN-UNI/r42PDF/r42Duppenthaler.pdfhttp://www.lib.tezuka- gu.ac.jp/kiyo/rTEZUKAYAMAGAKUIN-UNI/r42PDF/r42Duppenthaler.pdf  Polysemy  Denotation:  Connotation:  Spelling  Pronunciation  Part of speech  Frequency usage: Using the word to emphasize intended meaning  Selective usage (word choice)  Collocation:  Boundaries between conceptual meanings  Homonyms  Homophones  Synonyms  Dialect  Translation (cognates and false cognates)

13 What the Research Says  Children encounter 15 to 55 new words in a 1,000 word representative text.  Students acquire approximately 3,000 words per year through incidental reading. L2 students acquire less vocabulary because they read at a slower rate.  Students leave high school with average vocabularies totaling 50,000 words. Nagy, W., Herman, P., & Anderson, R. (1985). Learning Words From Context.Reading Research Quarterly, 20(2), Retrieved July 17, 2014, from Graves, M. F. (2006). The vocabulary book: learning & instruction. New York: Teacher's College Press.

14 What the Research Says Select words and phrases to teach based on:  Relevancy to content  Students conceptual knowledge  Word frequency  Importance to reading and listening comprehension  Importance to oral and written mastery of content  Relation and usage in other content areas Long, N. A. (n.d.). ERIC - Promoting Vocabulary Development in Your Classroom., 2000-Jun. ERIC - Promoting Vocabulary Development in Your Classroom., 2000-Jun. Retrieved August 1, 2014, from Calderón, M. (2011). Teaching reading and comprehension to English learners, K-5. Bloomington, IN: Solution Tree Press.

15 What the Research Says “When students’ L1 is invoked as a cognitive and linguistic resource through bilingual instructional strategies, it can function as a stepping stone to scaffold more accomplished performance in the L2.” Cummins, J. (n.d.). ERIC - Rethinking Monolingual Instructional Strategies in Multilingual Classrooms, Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, ERIC - Rethinking Monolingual Instructional Strategies in Multilingual Classrooms, Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, Retrieved July 31, 2014, from

16 What the Research Says Based on research in second language development, explicit vocabulary instruction involves a three part approach: 1.Preteaching vocabuary before a reading or instructional event. 2.Teaching vocabulary during reading and discussions. 3.Teaching vocabulary after reading and anchoring knowledge. Calderón, M. (2011). Teaching reading and comprehension to English learners, K-5. Bloomington, IN: Solution Tree Press.

17 Evaluate Strengths and Weaknesses Using the chart in your packet,  Evaluate your current vocabulary instruction  Jot your SWOT analysis

18 Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Focus Statement Purpose: analyze the impact of coaching and support in the area of vocabulary selection, assessment and instruction on a third grade teachers’ delivery of direct vocabulary instruction and on her students’ language acquisition and application when reading, writing and speaking.

19 Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Variables Vocabulary/Word  Single words  Set phrases (in other words)  Variable phrases (it has come to my attention)  Phrasal verbs (put on, called off)  Idioms Duppenthaler, P. (n.d.). Vocabulary Acquisition: The Research and its Pedagogical Implications. Retrieved August 11, 2014, from gu.ac.jp/kiyo/rTEZUKAYAMAGAKUIN- UNI/r42PDF/r42Duppenthaler.pdfhttp://www.lib.tezuka- gu.ac.jp/kiyo/rTEZUKAYAMAGAKUIN- UNI/r42PDF/r42Duppenthaler.pdf

20 Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Research Questions 1.What is the impact of coaching and support on comfort level when planning and delivering instruction? 2.Which instructional techniques had the most impact on student comprehension and usage when writing and speaking?? 3.Does the written application of vocabulary words increase over time? 4.Does the spoken application of vocabulary words increase over time?

21 Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Innovation/Intervention Four online PD sessions with one face to face session followed by planning and coaching Imbedded direct vocabulary instruction using Calderon’s seven step method or modifications of it Additional mini-lessons on word learning strategies Follow-up activities to allow at least 10 interactions with the word. Increased time and focus on independent reading

22 Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Professional Development  Session 1: Building Background and Defining VocabularyBuilding Background and Defining Vocabulary  Session 2: Selecting Vocabulary o Part 1 Part 1 o Part 2 Part 2  Session 3: F2F on Selecting Vocabulary  Session 4: Vocabulary InstructionVocabulary Instruction

23 Implementation in the Classroom Coaching and Support – Selecting Words and Phrases to Teach  CCSS Standards  Continuum of Literacy Learning Phonics and Word Study Continuum  Unit Goals and Essential Questions  End of unit, End of Grade assessment (Reading, Writing, Speaking, and Listening)  Interactive Read Aloud  Shared Reading Texts  Reading/Writing Conference Notes  Student Writing Samples/Pre-Assessment

24 Implementation in the Classroom Coaching– Selecting Words and Phrases to Teach PurposefulRelevantGenerative

25 Implementation in the Classroom Coaching– Selecting Words and Phrases to Teach  Tier 3 words – Easiest to determine o Academic words needed for topic mastery o 40% are cognates  Tier 2 words – Most often neglected oPhrasal Clusters (run your hand over) oIdioms and other social word clusters (in your dreams) oPolysemous (multi-meaning) words (trunk, up) oTransitional phrases and words (however) oInformation Processing Words (affect, crucial) oSophisticated words, and words that provide specificity or gradient (scrutiny, sprinted) Tier 1 words - Used in Oral Language oSpelling, Homonyms, Background knowledge, False cognates

26 Implementation in the Classroom Step 1Teacher says the word.acquisition adquisición Step 2 Teacher asks students to repeat the word three times (whisper, high, low, clap syllables) Ac-qui-si-tion; ac-qui-si-tion; ac-qui-si-tion Step 3Say the word in context from the text. The purpose of this action research project was to improve students’ vocabulary acquisition. Step 4 Teacher provides the definition of the word (dictionary) Acquisition is the learning or developing of a skill, habit, or quality. Step 5 Provide the meaning in student-friendly terms. Acquisition is the process of learning a new skill, or ability so that it can be used over and over again. Step 6 Student actively engages with the word to develop word/concept knowledge. Turn to your partner and discuss how acquisition of new vocabulary words can make you a better reader, listener, writer and speaker. Step 7Highlight grammar, spelling, polysemy Acquisition comes from the root word acquire which means to learn or to develop. It can mean the process of obtaining something for oneself.

27 Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom

28 Innovation/Intervention Action Research Plan Data Collected Research QuestionsData Source #1Data Source #2Data Source #3 Impact of PD, coaching and support Teacher pre/post surveyprepost survey Planning and coaching feedback forms Impact of instructional techniques Student pre/post test on perception of word meaningpre/post test Student surveyStudent survey & interview post instructional activity. Teacher and Researcher journal reflections Written application Student assessments – writing samples Spoken applicationStudent InterviewStudent conference notes Analysis of improvements in word usage

29 Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Themes: Impact of Coaching and Support  Increase productive use of vocabulary unit words  Pacing, Planning Time and a Systematic Instruction  Developing a school-wide vocabulary model

30 Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Data: Impact of Instructional Tools – Pre-Post Assessment of Word Definitions NameAcademic Reading Performance Pre/Post Definition Change +/same/- Daisy (ELL)Below Grade Level4/7/3 Cory (ESL)Below Grade Level7/1/6 Ally (TD)Above Grade Level9/1/4 Scott (TD)Above Grade Level5/1/8 RobertAbove Grade Level13/0/1 Ellie (TD)Above Grade Level13/0/1 JoeOn Grade Level12/2/0 DavidOn Grade LevelAbsent Albert (ELL)On Grade Level10/0/4

31 Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Themes: Impact of Instructional Tools - Survey  Differentiate instruction for above grade level students  L2 students perceived increase knowledge of word meaning while L1 students perceived increase usage of words when writing and speaking  7 Step Pre-Teaching Process is effective for all subgroups for teaching word meaning

32 Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Perception of Impact of Instructional Tools – Interview  7 step process allowed for multiple points of access to word knowledge  Pre-assess conceptual knowledge so that instructional techniques can be differentiated by word or by student sub-group  Morphemic analysis aids in word generation and increases student perception of word knowledge.  Instructional strategies that involve groups writing and speaking are the most effective.

33 Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Increase in Written Application NameAcademic Reading Performance Pre/Post Definition Change +/same/- Daisy (ELL)Below Grade Level4/7/3 Cory (ESL)Below Grade Level7/1/6 Ally (TD)Above Grade Level9/1/4 Scott (TD)Above Grade Level5/1/8 RobertAbove Grade Level13/0/1 Ellie (TD)Above Grade Level13/0/1 JoeOn Grade Level12/2/0 DavidOn Grade LevelAbsent Albert (ELL)On Grade Level10/0/4

34 Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom

35 Analyze/Interpret Data Innovation/Intervention Action Resarch Plan Collect Data Findings Increase in Spoken Application StudentAbove/ At/ Below 11/13/201411/20/201412/17/2014% Change 11/20-12/17 EllieAbove % ScottAbove261250% RobertAbove56825% AllieAbove371553% JoeAt15856% AlbertAt05Absent DaisyBelow251567% CoryBelow131377%

36 Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Themes: Written and Spoken Application  Provide vocabulary supports – study guides, word banks  Provide multiple exposures through many opportunities to read, write, listen and speak the words (average of 49.5 % increase in spoken application)  L2 and below average performers benefit from content-based vocabulary instruction (67-77% increase)

37 Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Recommendations Develop a comprehensive professional development platform:  Define a word and the knowledge needed to “know a word”.  Strengthen knowledge of integration among content, ELA and Language standards  Strengthen knowledge of phonics and language needs (Continuum of Literacy Learning)  Provide support to help teachers select vocabulary and integrate instruction  Support the implementation of Graves’ Four Part Vocabulary Program

38 Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Recommendations Collaboratively Plan with Teachers:  Plan with the end in mind.  Develop a summative common assessment and identify vocabulary needed to show mastery on that assessment.  Develop a pre-assessment that evaluates degree of conceptual knowledge  Embed systematic instruction in morphemic and contextual analysis.  Design learning experiences that lead from receptive language (reading and listening) to productive language applications

39 Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Recommendations Increase Writing and Speaking Application Opportunities:  Embed dual purpose assessments: content mastery and vocabulary application through reading, writing, speaking and listening.  Provide word banks on formative and summative assessments; post word banks in room.  Provide students with study cards, sentence starters, photographs and live models when studying and practicing.  Design project based learning opportunities that include application of L1 and L2.

40 References Cummins, J. (n.d.). ERIC - Rethinking Monolingual Instructional Strategies in Multilingual Classrooms, Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, ERIC - Rethinking Monolingual Instructional Strategies in Multilingual Classrooms, Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, Retrieved July 31, 2014, from Cunningham, A., & Stanovich, K. (2001). What Reading Does For the Mind. Journal of Direct Instruction, 1(2), Retrieved July 30, 2014, from ding/Useful%20Articles/Cunningham- What%20Reading%20Does%20for%20the%20Mind.pdf ding/Useful%20Articles/Cunningham- What%20Reading%20Does%20for%20the%20Mind.pdf D'Alesio, R., Scalia, M., & Zabel, R. (2007, May 1). Improving Vocabulary Acquisition with Multisensory Instruction.. Retrieved August 1, 2014, from nsory+intstruction&id=ED nsory+intstruction&id=ED Edwards, E. C. “Bumping Into Spicy, Tasty Words That Catch Your Tongue”: A Formative Experiment On Vocabulary Instruction. The Reading Teacher, 61, Retrieved August 1, 2014, from Fortune, T. (n.d.). Student Language Use Tells an Interesting Story. The Center for Advanced Research on Language Acquisition (CARLA):Articulation of Language Instruction. Retrieved August 2, 2014, from g.html g.html Horst, M., Cobb, T., & Meara, P. (1998). Beyond a Clockwork Orange: Acquiring Second Language Vocabulary through Reading. Reading in a Foreign Language,11(2), Retrieved July 21, 2014, from Greenwood, S. C. Effective Content Vocabulary Instruction In The Middle: Matching Students, Purposes, Words, And Strategies. Journal of Adolescent & Adult Literacy, 51, Retrieved August 1, 2014, from Long, N. A. (n.d.). ERIC - Promoting Vocabulary Development in Your Classroom., 2000-Jun. ERIC - Promoting Vocabulary Development in Your Classroom., 2000-Jun. Retrieved August 1, 2014, from Nagy, W., Herman, P., & Anderson, R. (1985). Learning Words From Context.Reading Research Quarterly, 20(2), Retrieved July 17, 2014, from &agy, W., Herman, P., & Anderson, R. (1985). Learning Words From Context.Reading Research Quarterly, 20(2), Retrieved July 17, 2014, from & Walker, C., & Tedick, D. (2000). The Complexities of Immersion Education.The Modern Language Journal, 84(1), Retrieved July 30, 2014, from &sid Calderón, M. (2011). Teaching reading and comprehension to English learners, K-5. Bloomington, IN: Solution Tree Press. Graves, M. F. (2006). The vocabulary book: learning & instruction. New York: Teacher's College Press. Books

41 Conclusion of Presentation Thank you for your participation. Contact Information: Name: Jennifer LiBrizzi School/District: Charlotte-Mecklenburg Phone: Website:


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