Presentation on theme: "Classroom Research: Vocabulary Instruction Embedded vs. Extended Presented by: Christy Funderburk Ann Marie Wasson."— Presentation transcript:
Classroom Research: Vocabulary Instruction Embedded vs. Extended Presented by: Christy Funderburk Ann Marie Wasson
Research Question Which form of instruction would work best in kindergarten and first grade? Embedded: Giving a brief, child friendly definition of target words during reading. Extended: Giving a brief, child friendly definition of target words during reading with the addition of vocabulary activities after reading.
Hypothesis: We thought students would learn more words taught with Extended Instruction.
We chose two books that we would both read in our classrooms. Andrew’s Loose Tooth by Robert Munsch Listen to the Wind by Greg Mortenson and Susan L. Roth
We each chose two additional books to read in our own classrooms. Christy Funderburk’s choices Chester’s Way by Kevin Henkes Lilly’s Big Day
Ann Marie Wasson’s choices Henry’s Freedom Box by Ellen Levine Chrysanthemum by Kevin Henkes
Chose tier two words for each book Chose activities for 1/2 the words from each book Read each book one time for three consecutive days Called attention to the chosen words by giving “child- friendly” definitions during reading Did activities with 1/2 of the chosen words after reading Had the students retell the story during a shared writing after three days of instruction Looked for the chosen vocabulary words in the retell.
*Four words were chosen from Andrew’s Loose Tooth. *During reading the “child friendly” definitions were delivered to the students for all of the selected words. Reached- stretched out his arm to get something Incredible- hard to believe Extended instruction given to the words below. Shined- rubbed or polished something to make it look bright and clean Sprinkled- shook or dropped small pieces over or onto something
* Six words were chosen from Listen to the Wind. Wisest- someone who is smart and makes good choices Wedge- pack or fill in a space Explore- look at closely to learn things Attached- connected or hooked to Stumbled- tripped almost falling while walking or running Celebrate- have a party or activities because something special happened * Definitions were given for all words during the reading of the book. Stumbled, attached, and celebrate had extended instruction at the conclusion of the story.
*Four words were chosen from Chester’s Way. Definitions were given for all of the words. definitely- clearly, for sure, without a doubt replied- to answer Extended instruction given for the following words. duplicated- repeated or copied fierce- scary or terrifying
Six words were chosen from this book. Definitions were introduced during the read aloud. announced- to tell others aloud entire- the whole thing, complete unfortunately- unlucky Extended instruction was given for the words below. exhausted- very tired probably- likely to happen, maybe considered- to think about or to think about something carefully
Four words were chosen from this book. Definitions were introduced during the read aloud. Twist- take hold of the one end or both ends of something and turn it, making get tighter Beckoned- trying to get someone to come closer Extended instruction was given for the words below. Delivered- bring something to where it is supposed to go and hand it over Excuse- an explanation for doing something wrong or not doing something you should have
Six words were chosen from this book. Definitions were introduced during the read aloud. Perfect- if something is perfect, it is as good as it can be; it has nothing wrong with it Scarcely- barely Fascinating- very interesting Extended instruction was given for the words below. Dreadful- horrible; really bad Precious- worth a lot; highly valued; means a lot to someone Envious- want to have the same thing as someone else
ArticlesChristyAnn Marie Biemiller: Students learnedStudents learnedStudents learned 50% of the words taught60% of the words taught45% of the words taught : Biemiller: An increase in # of 2 books with 4 words2 books with 4 words words taught will mean an taught= 5 learned words taught= 4 learned words increase in words learned2 books with 6 words2 books with 6 words taught= 7 words learnedtaught= 5 words learned McKeown: The number of Andrew’s Loose ToothAndrew’s Loose Tooth encounters affects student Highest % learned- 75%Highest % learned- 75% learning. More encounters = More learning Students learned the same 3 words in both classes. We had read all books 3 times. What accounted for this higher percentage? We think the percentage was higher because there were more encounters with these words. There were phrases containing these words which were repeated several times in the book. We could not help but draw comparisons.
We will increase repeated readings. We will increase the number of words we explain. We will not feel guilty about not having activities planned for every word we target. How will this affect our instruction?
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