2 nd grade Ashley Lyon Research Question What are the most effective strategies for broadening and deepening students knowledge of vocabulary Initial Meeting with Teacher Mrs Phieffer Concentrate on higher more advanced students ID: 489345
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Slide1
Action Research: Vocabulary2nd grade
Ashley LyonSlide2
Research Question
What are the most effective strategies for broadening and deepening students knowledge of vocabulary? Slide3
Initial Meeting with Teacher
Mrs. Phieffer
Concentrate on higher more advanced students
Process of selecting students (four student)
Greatest need
vocabulary
Pull out during silent reading time
Challenge
Engage
Interest Slide4
Research Regarding Best Practice
1. Creating an interest in words (Beck, 2002)
A. Word Consciousness- enjoyment in words and discovering the power they hold.
- Wide reading and extensive writing
- Reading
book call attention to authors use of
words (Reutzel &
Cooter
, 2008)
B. Investigate words in conversation and during the day to day
C. Create a fascination with word relationships (Sweeny & Mason, 2011 )
2. Positives for expanding students vocabulary
A. “Great Predictor”
B
. Fluency
C. Beneficial for all areas (Reutzel &
Cooter
, 2008)
D
. Increased Comprehension (Beck, 2002) Slide5
Research Regarding Best Practice
Wisely selecting words
- Meaningful
- Content/domain related (
DeCesear
, 2014)
-
W
ord walls (Sweeny & Mason, 2011)
-
Listening
, speaking, reading, and writing vocabulary (Reutzel &
Cooter
, 2008)
Introduce/ Preteach
words
- Kid friendly definition
- Clear expectation of word knowledge
Instruction
- Multidimensional
- Intentional (Sweeny & Mason, 2011)
Expand definition
- Provide experiences
- Multitude of examples
- Non examples
Slide6
Research Regarding Best Practice
Instruction
1. Indirect
vs.
Direct
- Direct
explicitly
- Indirect
conversations, everyday experiences, and reading
(
Reutzel &
Cooter
, 2008
)
2. Presentation
- Lively & enthusiastic approach (
Beck, 2002)
- Rote teaching will not cut it
Opportunities with words
- BINGO
- Drawing Pictures
- Semantic word map
(Reutzel &
Cooter
, 2008
)
Slide7
Research Regarding Best Practice
Connections with vocabulary words
- Word Webs
-
Discussion
- Semantic Maps
- Concept Maps
-
Frayer
Model (
Reutzel &
Cooter
,
2008)
Non-linguistic examples
Self to text connections (Beck, 2002)Slide8
Research Regarding Best Practice
Catching at Risk Student
- Tier 1 instruction whole class and Tier 2 small group intervention over time
improvement (Sweeny & Mason, 2011)
Screening assessment
- Knowledge
based rating
scale (
Reutzel &
Cooter
, 2008)
Diagnostic assessments
- Flash cardsSlide9
Progress Monitoring & Interest Inventory
Present
Participated
Learned Slide10
First Assessment
Starting place
Used randomly selected 8 words from the list of expected second grade words. Slide11
Instructional Changes
Thoughts after knowledge rating scale
- Process of selecting words
-
N
arrow focus
- Starting place
- Assist where needed
Slide12
Opening Assessment
2
nd
G
rade
V
ocabulary Flash card- 139 words
Separate by words known and unknown
Laid out all card and picked the 25 most frequent
Student
J
2
Student C
4
Student M
3
Student D
8Slide13
Bingo Example
Played multiple games
Experience manipulating and practice knowing words through engaging activity. Slide14
Word Webs
Enemy
one of the words they had the hardest time with
Time consuming
Beneficial Slide15
Midpoint Assessment
Student J
17
Student
C
20
Student
M
23
Student
D
25Slide16
Cloze passage
Vocabulary words in context
Experience their words in literature.
Using contextSlide17
Final Assessment
Student J
23
Student C
25
Student M
24
Student D
25Slide18
Graph ResultsSlide19
Data Conclusions
Largest improvement from opening to midpoint
Collectively students had above a 92% accuracy on the final assessment
Student J
Showed significant growth/ not complete mastery of all words
Student
C
Made improvement showed mastery
Student
M
Did not improve greatly from midpoint to final/ absent
Student
D
Midpoint and final assessment student knew all words with complete accuracySlide20
Reflection
Conducting this research and study again I would…
- Include more literature
- Selecting words
Proven to improve students learning best practice
multidimensional and intentional (Sweeny & Mason, 2011)
Rewarding
Flexible
Vocabulary is not rote teaching
Ex: Light bulb
Students desire to learn
Advice for the future?Slide21
Work Cited
Beck, I., &
McKeown
, M. (2002). Rationale For Robust
Vocab Instruction
. In
Bringing
words to
life: Robust
vocabulary instruction
(Second ed., pp. 1-19). New
York:
Guilford Press
.
DeCesare
, A. (Director) (2014, November 13). Rev up your
Center Time Using
Rigor
& Relevance
, Complex Literacy
and Powerful Instruction
.
Alabama
Reading Association
.
Lecture conducted
from
, Birmingham
Reutzel, D., &
Cooter
, R. (2008). Increasing Reading
Vocabulary. In
Teaching
children to
read: The
teacher makes
the difference
(6th ed., pp. 214-248). Upper
Saddle River
, N.J.
: Pearson
Merrill
Prentice Hall.
Sweeny, S
. & Mason, P.
(2011). Prepared by the Studies & Research
Committee of
the Massachusetts
Reading
Association. In
Research-
based Practices
in
Vocabulary Instruction
:
An Analysis
of What
Works in
Grades PreK-12
(pp. 1-15)
.
Templeton, S., & Bear, D. (2009). Vocabulary Assessment and Organization. In
Vocabulary their
way: Word study with middle and secondary students
(pp. 235-249).
Allyn
& Bacon
.