Using Action Research To Empower North Carolina Educators Top Initiative A Race to the NC Department of Public Instruction Educator Effectiveness Division Revitalize Your Students’ Acquisition of Vocabulary Words
estfall Polly W
District 2 Union Elementary School What is Action Research? Systematic inquiry conducted by teachers and other educators to ;ind 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 re;lective practitioners • Share research results with other educators Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014 What is Action Research? A systematic research process to: ●  Identify an area of focus (critical, challenging issue) ●
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Develop an action research plan Implement action research plan in classroom/
school ●
Collect, analyze, and interpret data ●
Share ;indings to inform practice Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014 Aiding in Vocabulary Acquisition of Fourth Graders Students living with low socioeconomic conditions lack the vocabulary needed to be successful as readers, writers, speakers, and listeners with grade level material. What is the problem of practice investigated? When there is a de;iciency in Tier 2 words, reading comprehension is poor, resulting in weaknesses in all literacy components, as well as core subjects. Why is this important? •  A child’s vocabulary is essentially the brain’s toolkit for learning, memory, and cognition. •  Vocabulary de;iciencies are one of the leading causes of the academic achievement gap. •  Students must understand 95% of the words they read or hear in order to comprehend the text. •  Students need extensive exposure to vocabulary (17 times) before they internalize the words. (Fuller, 2015) Tier Two Words are: •  imperative for reading c
omprehension contain multiple meanings used across a wide range of environments characteristic of mature language learners bene;icial because they help students use more descriptive vocabulary to describe concepts (Hutton, 2008) •
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Who would beneLit from reviewing my research? Educators teaching in a Title I school Teachers with a population of ELL students Educators with any form of Exceptional Children Teachers with low performing students Educators who need to reenergize their ELA program •  Any person with a vested interest in increasing the vocabulary development of at least one child •
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How will this innovation beneLit students? Students will respond favorably to instruction. Students will apply the strategies to other aspects of their learning. Students will maintain a higher level of time on task. Students will retain Tier 2 vocabulary words. A New Edition of Turn and Talk Stand. Stretch. Spin. Politely point and go. Problems of Practice • When you were a child, how were vocabulary words taught in your classroom? • Do you remember how you felt when you learned new vocabulary words? Problems of Practice • Did you excel in vocabulary acquisition, memorizing long lists of SAT prep words? • Were you able to retain those words? Problems of Practice • In today’s schools, how is vocabulary typically taught in classrooms? • Should students today learn the same way we learned? What does Peer-­‐Reviewed Research say about my focus area? “Since 2008, the proportion of children living in low-­‐income families is on the rise. The highest rates of extreme child poverty are in the South .” (McRel, 2006) What does Peer-­‐Reviewed Research say about my focus area? “Children from low income families hear 13 million words by age 4 compared to the 26 million words heard in middle class homes.” (Jenson, 2013) What does Peer-­‐Reviewed Research say about my focus area? “Between grades 1 and 3, it is estimated that economically disadvantaged students’ vocabularies increase by about 3,000 words per year and middle-­‐class students’ vocabularies increase by about 5,000 words per year.” (McRel, 2006) What does Peer-­‐Reviewed Research say about my focus area? “Vocabulary is a key component of school failure for disadvantaged students. More and more students in U.S. schools are English-­‐language learners, and for many of them, a limited English vocabulary is a major factor impeding their literacy development. As we work to close the achievement gap, we must remember that vocabulary matters.” (Cunningham, 2006) What does Peer-­‐Reviewed Research say about my focus area? “Vocabulary development can be enhanced if students are engaged actively in learning new words and their meanings. The vocabulary level of a child is associated with gains in reading comprehension.” (Lazaros, 2012) What does Peer-­‐Reviewed Research say about my focus area? “All students, regardless of socio-­‐economic status or background, need to make signi;icant gains in receptive and expressive vocabulary at home and at school each year, in order to support their growth in vocabulary.” (Jolongo and Sobolak, 2011) What does Peer-­‐Reviewed Research say about my focus area? “Vocabulary can be classi;ied in three unique tiers. Tier 1 vocabulary words consist of those that are easily understood. Tier 2 words are often used by language users who are more mature. These types of words are abstract in nature and sometimes consist of complex ideas. Tier 3 words are those that are speci;ic to a particular subject area.” (Lazaros, 2012) What does Peer-­‐Reviewed Research say about my focus area? “For students with complex learning needs, incorporating technological tools in such activities, may increase students’ learning, interest, and focus.” (Erickson & Koppenhaver, 2007) What does Peer-­‐Reviewed Research say about my focus area? “Within a typical class period, a few engaging and intellectually stimulating minutes of a program can be effectively processed, discussed, and possibly viewed again for reinforcement.” (Schultz, 2006) What does Peer-­‐Reviewed Research say about my focus area? “Vocabulary building must form a key part of enrichment experiences for students, and teachers must be relentless about introducing new words.” (Jensen, 2013) Make Knowledge Public Analyze/Interpret Data Collect Data Will the Use of Flocabulary and Graphic Organizers in an Interactive Learning Log Aid in the Vocabulary Acquisition of Fourth Graders in a Title I School? Innovation/Intervention Action Research Plan Focus Statement Make Knowledge Public Analyze/Interpret Data Collect Data The purpose of this study is to measure and describe the effects of a multi-­‐modal teaching strategy which includes the use of Flocabulary and a variety of graphic organizers in interactive learning logs to assist fourth grade students at a Title I school in their acquisition of Tier 2 High Frequency or Multiple Meaning Vocabulary. Innovation/Intervention Action Research Plan Purpose of the Study Make Knowledge Public Analyze/Interpret Data Collect Data Twenty-­‐one diverse fourth graders from my ELA class at Union Elementary School in rural Brunswick County, a county where all elementary schools are Title I. Innovation/Intervention Action Research Plan Study Participants Action Research Plan 21 ELA students 10 Caucasian 2 Multi-­‐
racial 6 Hispanic 3 African-­‐
American Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Study Participants Level 3: 5 students Level 4: 9 students Collect Data Make Knowledge Public Level 2: 5 students Analyze/Interpret Data Level 1: 2 students Innovation/Intervention Action Research Plan Study Participants – 3rd Grade EOG Data Daily Interaction with Raps Follow Up Games and Activities Weekly Written Component Make Knowledge Public Use of Graphic Organizers in Learning Logs Analyze/Interpret Data Use of Flocabulary’s Word Up Project Collect Data Independent Innovation/Intervention Action Research Plan Study Variables Weekly Pre and Post Tests Common Formative Assessment Pre and Post Diagnostic Assessments Make Knowledge Public Outcome on Summative Assessments Analyze/Interpret Data Outcome on Formative Assessments Collect Data Dependent Innovation/Intervention Action Research Plan Study Variables Make Knowledge Public Analyze/Interpret Data Collect Data 1. Will the students show an increase in their core vocabulary words from their pre-­‐
assessment to their Linal assessment using a Core Vocabulary Diagnostic Screening? Innovation/Intervention Action Research Plan Research Questions Make Knowledge Public Analyze/Interpret Data Collect Data 2. Will students show a signiLicant gain on the diagnostic test for the Word Up Project from the beginning of the instruction to the completion of the fourteen week program? Innovation/Intervention Action Research Plan Research Questions Make Knowledge Public Analyze/Interpret Data Collect Data 3. Will students who complete the Level Orange Flocabulary video lessons show growth from their pre-­‐tests to their post-­‐tests of weekly words? Innovation/Intervention Action Research Plan Research Questions Make Knowledge Public Analyze/Interpret Data Collect Data 4. Will there be a signiLicant difference between the scores of the students with access to technology at home, compared to the students who can only access Flocabulary at school? Innovation/Intervention Action Research Plan Research Questions Make Knowledge Public Analyze/Interpret Data Collect Data 5. Will there be a difference between the vocabulary acquisition of males and females? Innovation/Intervention Action Research Plan Research Questions Make Knowledge Public Analyze/Interpret Data Collect Data 6. Will there be a difference between the vocabulary acquisition of different ethnicities? Innovation/Intervention Action Research Plan Research Questions Make Knowledge Public Analyze/Interpret Data Collect Data 7. Will attendance have an impact on the vocabulary acquisition of the twenty-­‐
one fourth graders studied during the fourteen week period? Innovation/Intervention Action Research Plan Research Questions Make Knowledge Public Analyze/Interpret Data Collect Data 8. Will students perform above their peers at their school or in the county on their ELA quarterly common formative assessment after completing the program? Innovation/Intervention Action Research Plan Research Questions Make Knowledge Public Analyze/Interpret Data Students received multi-­‐
modal vocabulary instruction including daily interaction with Flocabulary’s Word Up-­‐
Program, where they listened, read, sang, rapped, played games, and completed a weekly written component in an interactive learning log. Collect Data Innovation/Intervention Action Research Plan Innovation/Intervention Looked up Words in a Dictionary / Wrote the DeLinition 70% Didn’t Use a Plan 21% Used a Graphic Organizer 3% Used a Website 0% Make Knowledge Public Talked about Words in Reading Groups but Never Wrote Them 6% Analyze/Interpret Data Ways to Learn New Words Collect Data Innovation/Intervention Action Research Plan Questionnaire -­‐ How did you learn new vocabulary words in the past? Innovation/Intervention Action Research Plan Students in Action Make Knowledge Public Analyze/Interpret Data Collect Data Implementation in the Classroom • Multiple Meanings Classifying the Words Making Connections DeLining the Words In Our Own Way Quick Draws and Quick Writes • Polar Opposites Make Knowledge Public • Marzano’s Six Step Strategy Analyze/Interpret Data • Frayer Model Collect Data Innovation/Intervention Action Research Plan Graphic Organizers used with the Interactive Learning Logs Innovation/Intervention Action Research Plan (Frayer, 2008) Make Knowledge Public Analyze/Interpret Data Collect Data Ways to Introduce Vocabulary Words Make Knowledge Public Analyze/Interpret Data 1. Teacher gives a description, explanation, or example of the new term. (Pictures help ELL students.) 2. Students restate the description, explanation, or example in their own words. (ELL students may write in native language.) 3. Students construct a picture, symbol, or graphic representing the word. 4. Students engage routinely in activities that help them add to their knowledge of the terms in their notebooks. 5. Students discuss the terms with one another. (ELL students may discuss in native language.) 6. Students play games to aid in memory of the words. (Marzano, 2006) Collect Data Innovation/Intervention Action Research Plan Marzano’s Six Steps Innovation/Intervention Action Research Plan Vocabulary Four Square Picture Synonyms Sentence Make Knowledge Public Analyze/Interpret Data Meaning Collect Data Ways to Introduce the Vocabulary Words Word Word •  Context Clue •  My Meaning •  Context Clue •  My Meaning •  Context Clue •  My Meaning Make Knowledge Public Word Analyze/Interpret Data Context Clues/ My Meanings Collect Data Innovation/Intervention Action Research Plan Ways to Introduce the Vocabulary Words glad, happy, excited, overjoyed, ecstatic Degrees of Sadness sad, blue, upset, weepy, depressed Combine the Two Groups depressed, upset, sad, glad, excited, ecstatic Make Knowledge Public Degrees of Happiness Analyze/Interpret Data Polar Opposites Collect Data Innovation/Intervention Action Research Plan Ways to Introduce the Vocabulary Words Ways They
Relate:
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Word:
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Word:
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___________________, ________________________, and __________________________ are connected because ____________________________________. Make Knowledge Public Word:
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Analyze/Interpret Data Making Connections
Collect Data Innovation/Intervention Action Research Plan Ways to Introduce the Vocabulary Words picture
words
Combine the words
in sentences to
show that you know
the meanings of the
words.
Make Knowledge Public word
Quick
Writes
Analyze/Interpret Data Quick
Draws
Collect Data Innovation/Intervention Action Research Plan Ways to Introduce the Vocabulary Words C. Uses the word in a sentence. B. Gives a deLinition. (Quinn, Adam, Gregory, 2006)
Make Knowledge Public A. Chooses a word. Analyze/Interpret Data Triangle Talk
Collect Data Innovation/Intervention Action Research Plan Activities to Use with the Vocabulary Words word Walk around the room and add a detail to each word. Add a picture, deLinition, synonym, or a connection. word word word Make Knowledge Public word
Analyze/Interpret Data Walk About
Collect Data Innovation/Intervention Action Research Plan Activities to Use with the Vocabulary Words word Innovation/Intervention Action Research Plan Dictionary DeLinition same word Dictionary.com DeLinition same word Inquiry Chart – Group Project
Make Knowledge Public Analyze/Interpret Data Group’s DeLinition Collect Data Activities to Use with the Vocabulary Words Memory/
Concentration Pictionary Make Knowledge Public Headbands Talk a Mile, a Minute Analyze/Interpret Data Charades Collect Data Innovation/Intervention Action Research Plan Games Use with the Vocabulary Words Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Female 1 – 79 Female 2 -­‐90 Female 3 -­‐ 101 Male 1 -­‐ 95 Male 2–84 * Male 3 -­‐ 80 African American: Female 1 -­‐ 81 Male 1 -­‐ 89 * Male 2 – 64 * ean Mean -­‐ 78 words Mean – 88 words Class M
82 w ords Multi-­‐racial: Caucasian: Female 1 – 85 Female 1 – 58 Male 1 -­‐ 96 Female 2 – 78 Male 2 – 82* Male 2 – 73 Mean – 79 words Female 3 – 83 Male 3 – 71* Female 4 – 90 Male 4 – 86* Female 5 – 87* Female 6 – 70 Mean – 80 words * Students who scored a Level 1 or Level 2 on their 3rd grade EOG. Make Knowledge Public Hispanic: Analyze/Interpret Data Data Collected Innovation/Intervention Action Research Plan Number of Words Gained from Pre-­‐tests to Post-­‐tests Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Data Collected Innovation/Intervention Action Research Plan Make Knowledge Public Analyze/Interpret Data Data Collected Findings After fourteen weeks of using the Word-­‐Up Vocabulary program from Flocabulary, my students attitudes improved drastically regarding their acquisition of vocabulary words. Time on task was incredible! Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Findings Students in my ELA group gained an average of 82 Tier Two words during the fourteen weeks of the action research project. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Findings The program was successful for all students. Males and females’ scores on post assessments were nearly the same, as were ethnicities. There was a great deal of growth for Hispanic or African-­‐American ethnicities from the pre-­‐tests to post-­‐
tests. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Findings It surprised me to learn there was not a signi;icant difference between students with the ability to access technology at home as compared to those with access at school only. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Findings Students who missed two or more days in a week had scores slightly below their peers who attended every day. Attendance did not make a signi;icant difference in the total number of words attained. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Recommendations My action research program revitalized the way I teach vocabulary. Using the Word Up Program from Flocabulary, along with the writing piece in the students’ interactive learning logs, my students made great gains in their vocabulary acquisition. Give it a try! Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan References •  Beck, I., & Kucan, L. (2002). Bringing Words to Life. New York: Guilford.
•  Carnahan, C., Williamson, P., Hollingshead, A., & Israel, M. (2012, September 1).
Using Technology to Support Balanced Literacy for Students with Significant
Disabilities. Council for Exceptional Children, 20-29.
•  Cunningham, P. (2006, April 1). What if they can say the words but don't know what
they mean? The Reading Teacher, 708-711.
•  Hutton, T. (2008, January 1). Three Tiers of Vocabulary and Education. Retrieved
September 3, 2015.
•  Jensen, E. (2013, May 1). How Poverty Affects Classroom Engagement. Educational
Leadership, 24-26.
•  Lazaros, E. (2012, September 1). Promoting Language Arts through Vocabulary
Development with Internet Resources in the Elementary Classroom. Children's
Technology and Engineering, 10-13.
•  Marzano, R. (2005). Building Academic Vocabulary: Teacher’s Manual.
Alexandria, VA: Association for Supervison and Curriculum Development.
•  National Center for Children in Poverty, Basic facts about low-income children:
Birth to age 18. New York, NY: Columbia University, January 2006.
•  Schultz, C. (2006, January 1). Timing is Everything. Library Media Connection, 14-17. Conclusion of Presentation Thank you for your participation. Contact Information: Name: Polly Westfall School/District: Union Elementary School/ Brunswick Phone: 910 – 579-­‐3591
Email: pwestfall@bcswan.net