Improving Vocabulary Acquisition and Application in a Third Grade Classroom – An Action Research Project

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Jennifer LiBrizzi

Collinswood Language Academy, CMS

Welcome Introductions Materials Facilities Reminders Meet today’s partners

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?

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

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

What is Action Research?

Embrace Action Research. (n.d.). Retrieved March 14, 2015, from http://creativeeducator.tech4learning.com/v07/articles/Embracing_Action_Research

Identifying the problem

The problem or issue must:Involve teaching and learningBe within the researcher’s locus of controlBe an issue the researcher is passionate aboutBe something the researcher wants to improve

Problem of PracticeObservations 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?

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

Improving Vocabulary Acquisition and Application

What Develop an approach to vocabulary instruction that:Increases relevancy Supports acquisition of meaningSupports 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 students1 third grade teacher

How Layered coaching and support modelImbedded vocabulary instruction in two science units.

What the Research SaysA comprehensive plan for vocabulary instruction...

Graves, M. F. (2006). The vocabulary book: learning & instruction. New York: Teacher's College Press.

What the Research SaysVocabulary 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 http://www.lib.tezuka-gu.ac.jp/kiyo/rTEZUKAYAMAGAKUIN-UNI/r42PDF/r42Duppenthaler.pdf

PolysemyDenotation:Connotation:SpellingPronunciationPart of speechFrequency usage: Using the

word to emphasize intended meaning

Selective usage (word choice)Collocation:Boundaries between conceptual

meaningsHomonymsHomophonesSynonymsDialectTranslation (cognates and false

cognates)

What the Research SaysChildren 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), 233-253. Retrieved July 17, 2014, from http://www.jstor.org/discover/10.2307/747758?uid=3739776&uid=2&uid=4&uid=3739256&

Graves, M. F. (2006). The vocabulary book: learning & instruction. New York: Teacher's College Press.

What the Research SaysSelect words and phrases to teach based on:

Relevancy to contentStudents conceptual knowledgeWord frequency Importance to reading and listening

comprehension Importance to oral and written mastery of

contentRelation 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 http://eric.ed.gov/?id=ED449519

Calderon, M. (2011). Teaching reading and comprehension to English learners, K-5. Bloomington, IN: Solution Tree Press.

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, 2007. ERIC - Rethinking Monolingual Instructional Strategies in Multilingual Classrooms, Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2007. Retrieved July 31, 2014, from http://eric.ed.gov/?id=EJ829536

What the Research SaysBased 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.

Calderon, M. (2011). Teaching reading and comprehension to English learners, K-5. Bloomington, IN: Solution Tree Press.

Evaluate Strengths and Weaknesses

Using the chart in your packet, Evaluate your current

vocabulary instruction Jot your SWOT analysis

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an Focus StatementPurpose: 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.

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an Study Variables

Vocabulary/WordSingle wordsSet 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 http://www.lib.tezuka-gu.ac.jp/kiyo/rTEZUKAYAMAGAKUIN-UNI/r42PDF/r42Duppenthaler.pdf

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an Research Questions1. 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?

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an 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

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an Implementation in the Classroom

Professional Development Session 1:

Building Background and Defining Vocabulary

Session 2: Selecting Vocabularyo Part 1o Part 2

Session 3: F2F on Selecting Vocabulary

Session 4: Vocabulary Instruction

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

Implementation in the Classroom

Coaching– Selecting Words and Phrases to Teach

Purposeful Relevant Generative

Implementation in the Classroom

Coaching– Selecting Words and Phrases to TeachTier 3 words – Easiest to determine

o Academic words needed for topic masteryo 40% are cognates

Tier 2 words – Most often neglectedo Phrasal Clusters (run your hand over)o Idioms and other social word clusters (in your dreams)o Polysemous (multi-meaning) words (trunk, up)o Transitional phrases and words (however)o Information Processing Words (affect, crucial)o Sophisticated words, and words that provide specificity or

gradient (scrutiny, sprinted)

Tier 1 words - Used in Oral Languageo Spelling, Homonyms, Background knowledge, False cognates

Implementation in the ClassroomStep 1 Teacher 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 3 Say the word in context from the text.The purpose of this action research project was to improve students’ vocabulary acquisition.

Step 4Teacher provides the definition of the word (dictionary)

Acquisition is the learning or developing of a skill, habit, or quality.

Step 5Provide 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 6Student 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 7 Highlight grammar, spelling, polysemyAcquisition comes from the root word acquire which means to learn or to develop. It can mean the process of obtaining something for oneself.

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Implementation in the Classroom

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Dat

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llect

ed Data CollectedResearch Questions Data Source #1 Data Source #2 Data Source #3

Impact of PD, coaching and support

Teacher pre/post survey

Planning and coaching feedback forms

Impact of instructional techniques

Student pre/post test on perception of word meaning

Student survey & interview post instructional activity.

Teacher and Researcher journal reflections

Written application Student assessments – writing samples

Spoken application Student Interview Student conference notes

Analysis of improvements in word usage

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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

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Data: Impact of Instructional Tools – Pre-Post Assessment of Word Definitions

Name Academic Reading Performance

Pre/Post Definition Change+/same/-

Daisy (ELL) Below Grade Level 4/7/3

Cory (ESL) Below Grade Level 7/1/6

Ally (TD) Above Grade Level 9/1/4

Scott (TD) Above Grade Level 5/1/8

Robert Above Grade Level 13/0/1

Ellie (TD) Above Grade Level 13/0/1

Joe On Grade Level 12/2/0

David On Grade Level Absent

Albert (ELL) On Grade Level 10/0/4

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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

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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.

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Increase in Written ApplicationName Academic Reading

PerformancePre/Post Definition Change+/same/-

Daisy (ELL) Below Grade Level 4/7/3

Cory (ESL) Below Grade Level 7/1/6

Ally (TD) Above Grade Level 9/1/4

Scott (TD) Above Grade Level 5/1/8

Robert Above Grade Level 13/0/1

Ellie (TD) Above Grade Level 13/0/1

Joe On Grade Level 12/2/0

David On Grade Level Absent

Albert (ELL) On Grade Level 10/0/4

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Implementation in the Classroom

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Increase in Spoken ApplicationStudent Above/ At/

Below11/13/2014 11/20/2014 12/17/2014 % Change

11/20-12/17

Ellie Above 3 10 16 38%

Scott Above 2 6 12 50%

Robert Above 5 6 8 25%

Allie Above 3 7 15 53%

Joe At 1 5 8 56%

Albert At 0 5 Absent  

Daisy Below 2 5 15 67%

Cory Below 1 3 13 77%

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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)

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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

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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

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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.

ReferencesCummins, J. (n.d.). ERIC - Rethinking Monolingual Instructional Strategies in Multilingual Classrooms, Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2007. ERIC - Rethinking Monolingual Instructional Strategies in Multilingual Classrooms, Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2007. Retrieved July 31, 2014, from http://eric.ed.gov/?id=EJ829536

Cunningham, A., & Stanovich, K. (2001). What Reading Does For the Mind. Journal of Direct Instruction, 1(2), 137-149. Retrieved July 30, 2014, from http://www.csun.edu/~krowlands/Content/Academic_Resources/Reading/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 http://eric.ed.gov/?q=improving+vocabulary+acquisition+with+multisensory+intstruction&id=ED496974

Edwards, E. C. “Bumping Into Spicy, Tasty Words That Catch Your Tongue”: A Formative Experiment On Vocabulary Instruction. The Reading Teacher, 61, 108-122. Retrieved August 1, 2014, from http://eric.ed.gov/?id=EJ776726

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 http://www.carla.umn.edu/immersion/acie/vol5/Feb2002_StudentLang.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), 207-223. Retrieved July 21, 2014, from http://eric.ed.gov/?id=EJ577617

Greenwood, S. C. Effective Content Vocabulary Instruction In The Middle: Matching Students, Purposes, Words, And Strategies. Journal of Adolescent & Adult Literacy, 51, 226-238. Retrieved August 1, 2014, from http://eric.ed.gov/?q=effective+content+vocabulary+instruction&id=EJ778607

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 http://eric.ed.gov/?id=ED449519

Nagy, W., Herman, P., & Anderson, R. (1985). Learning Words From Context.Reading Research Quarterly, 20(2), 233-253. Retrieved July 17, 2014, from http://www.jstor.org/discover/10.2307/747758?uid=3739776&uid=2&uid=4&uid=3739256&

Walker, C., & Tedick, D. (2000). The Complexities of Immersion Education.The Modern Language Journal, 84(1), 5-27. Retrieved July 30, 2014, from http://www.jstor.org/discover/10.2307/330445?uid=3739776&uid=2&uid=4&uid=3739256&sid

Calderon, 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

Conclusion of Presentation

Thank you for your participation.

Contact Information:Name: Jennifer LiBrizziSchool/District: Charlotte-MecklenburgPhone: 980-343-5820Email: jennifer.librizzi@cms.k12.nc.usWebsite: http://gtnpd184.ncdpi.wikispaces.net/