1. Using Action Research To Empower North Carolina Educators A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division

2. Increase Vocabulary Using Greek/Latin Roots Natalie Holt Catawba County Schools, District 7 Snow Creek Elementary

3. 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

4. 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

5. What is Action Research? A systematic research process to: ● Identify an area of focus (critical, challenging issue) ● Develop an action research plan ● Implement action research plan in classroom/school ● Collect, analyze, and interpret data ● Share findings to inform practice Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

6. Problems of Practice – Group Activity Brainstorm instructional challenges and successes you have experienced within your school setting when teaching vocabulary. Explain how your instruction and strategies differ with the various levels within your classroom. Level 1 to Level 4.

7. Improving Vocabulary through Latin/Greek Root Instruction The problem I investigated was how to increase vocabulary in struggling readers. My focus group included EC, ELL, Hispanic, and Level 1 and 2 students. I felt this was an important problem because a student’s success with vocabulary has a direct correlation with their success in reading comprehension. Teachers, administrators, and parents will benefit from reviewing my research. This innovation will benefit students by providing them with another tool to gain meaning from words.

8. What Does Peer-Reviewed Research say about my focus area? The Latin-Greek Connection: Building Vocabulary through Morphological Study” by Timothy Rasinski, Nancy Newton, Joanna Newton, and Evangeline Newton states that using Greek and Latin word roots to teach multiple words is more effective than the traditional approach to teaching vocabulary instruction. Research has shown that a student’s vocabulary proficiency is directly related to their proficiency in reading comprehension. An effective approach for vocabulary instruction is a morphological approach because a large amount of words, especially academic words, are taken from Greek and Latin. Modern English is grounded in Latin and Greek. Teachers should consider that most of the academic words in math and science come from Latin and Greek. Most of the more challenging multisyllabic words in English are derived from Latin and Greek. A single root or affix from Greek or Latin can help understand at least 20 English words. Also, the Spanish language is based on the Latin language and can be used as a bridge for Spanish speakers to use

9. What Does Peer-Reviewed Research say about my focus area? their own language to learn English. Learning the Greek and Latin word parts shouldn’t wait for the secondary grades but should begin in the primary grades. Kieffer and Lesaux found that students’ understanding of morphology was a better predictor of reading comprehension than their vocabulary level. One teacher in the study said that morphemic analysis may be one way to narrow the gap between the “haves” and “have nots” in vocabulary. Blachowicz called for a “comprehensive, integrated, schoolwide approach to vocabulary instruction”. He also stated that students need to make connections among words that are apparent to others and that they can verbalize. At the elementary level students should begin to “look inside” of words for letters that are familiar, word families, and other letter patterns. This foundation can lead into the instruction of word roots.

10. What Does Peer-Reviewed Research say about my focus area? Video on “Why is there a D in Doubt?” by Gina Cooke

11. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Focus Statement The focus of my study is to increase the vocabulary of EC, ELL, Hispanic, and Level 1 and Level 2 students by providing direct instruction of Greek and Latin roots and vocabulary containing these roots.

12. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Purpose of the Study The purpose of my study was to increase the vocabulary of ELL, Hispanic, EC, and students performing Level 1 or 2 on end-of-grade test. Vocabulary would be increased through direct instruction of Greek and Latin roots.

13. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Participants The study was conducted in a fourth grade Language Arts and Social Studies classroom. There are 26 ELL, Hispanic, EC, and Level 1 and 2 students in the class.

14. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Variables The dependent variable was the student’s growth in vocabulary and understanding of roots based on data from the pretest, posttest, and weekly assessments. The independent variable was to use direct instruction using roots and vocabulary on a weekly basis using powerpoint presentations, circle maps, weekly quizzes, and interactive activities.

15. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Research Question What effect will learning Latin and Greek roots have on ELL, Hispanic, EC, and low performing students?

16. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Innovation/Intervention I implemented a vocabulary program where students received direct instruction in Greek and Latin roots and vocabulary containing these roots. They had opportunities to actively participate with their peers in activities such as relay vocabulary and jeopardy. They also kept a written record of the roots, vocabulary words, and their definitions, pictures, and sentences they created in their data notebooks. The program focused on increasing the students’ ability to break apart words to gain meaning and increasing their vocabulary, and therefore their reading comprehension. Weekly assessments measured their progress.

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

18. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Weekly Activitites Introduction of vocabulary using Power Point Students practice using Quizlet website www.quizlet.com

19. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Circle maps – students record vocabulary word, root, definition, illustration, and sentence

20. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Activities which actively engage students in vocbulary development. Examples are Vocabulary Relay Race, Jeopardy, Bingo, superhero comics

21. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom - Superheroes Creating Superheroes Using Latin/Creek Roots

22. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom – Superhero Comic Strips

23. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected A pretest was conducted at the beginning of year before instruction began on: Greek/Latin roots Vocabulary in isolation and vocabulary in context Weekly tests on roots and vocabulary from the current week and previous weeks Teacher observations, data notebooks, videos, and pictures A posttest was conducted at the end of the first semester (February). The posttest measured student‘s’ growth in: Greek/Latin roots Vocabulary in isolation and vocabulary in context

24. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings – Roots Pretest vs. Posttest

25. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings – Vocabulary in isolation Pretest vs. Posttest

26. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings – Vocabulary in Context Prestest vs. Posttest

27. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Recommendations Students need instruction in Latin and Greek Roots. This instruction will increase their vocabulary and reading comprehension. Also, it will provide them with a strategy for determining the meaning of words that are unfamiliar to them.

28. References Alan E, and Samuels, S Jay. (2008) What Research Has to Say About Vocabulary Instruction. International Reading Association, 6-31. Mountain Lee. (2007) Vocabulary From Classical Roots. “EPS” Educators Publishing Service. 1-11. Min PhD, Young-Kyung. (2013) Vocabulary Acquisition: Practical Strategies for ESL Students. Journal of International Studies, Spring Vol 3, Issue 1, 64-69 Rasinski, Timothy V., Padak, Nancy, Newton, Joanna, Newton, Evangeline. (2011) The Latin-Greek Connection: Building Vocabulary through Morphological Study. Reading Teacher. V65 n2 133-141. Source from Education Research: The Contribution of Morphology to Reading and Spelling Achievement. Schwiebert, Catherine, Green, Laura, McCutchen, Deborah. (2002)

29. References Webstites: Vocabulary practice www.quizlet.comwww.quizlet.com word wizard notebooks www.catawbaschools.netwww.catawbaschools.net Jeopardy game – Kapi’olani Community College library.kcc.hawaii.edu/.../Nonlinear/Jeopardy%20Template.ppt Bingo Card Maker – www.bingobaker.comwww.bingobaker.com Live Binder – Culture Street Superhero comic creator http://www.livebinders.com/play/play_or_edit?id=41475

30. Conclusion of Presentation Thank you for your participation. Contact Information: Name: Natalie Holt School/District: Catawba County Schools, District 7 Phone: 828-256-2335 Email: Natalie_Holt@catawbaschools.net Website:

31. Questions Are there any questions?