Seventh Grade
Study of a
Content Area
Vocabulary
Strategy
Rachel Wetta
Fall 2012
Table of Contents
 Introduction
 Literature
Review
 Motivation
 Engagement
 Learning
Vocabulary
 Word Walls
 Research Question
 Methodology



Participants
Procedures
Assessments
 Results

Gain Scores
 Discussion
 Implications
 References
Introduction
It has been said that “language is the vehicle
humans employ to express and communicate
emotions and/or ideas” (Zainuddin, 2011).
Common Core Connection
Common Core Standard
3 asks students to
“construct viable
arguments and critique
the reasoning of others”;
more specifically
“students at all grades
can listen or read the
arguments of others,
decide whether they
make sense, and ask
useful questions to clarify
or improve the
arguments” (National
2010).
Common Core
Standard 6 addresses
the students’ ability to
attend to precision
and “to use clear
definitions in discussion
with others and in their
own reasoning”
(National 2010).
Literature Review: Motivation
Student motivation can be broken down into
two areas: intrinsic and extrinsic.
A “motivator that is external to the student or
task at hand” is considered extrinsic motivation,
while intrinsic motivation “comes from within
and is generally considered more durable and
self-enhancing” (Strong, n.p.)
One study found that using cooperative groups
“helps to remove students’ frustration; it is not
only a source for additional help but also offers
a support network” (Ke, p. 250)
Literature Review: Motivation
According to Tankersley (2005) students
who are able to be self-motivating have
higher levels of literacy than students who
do not.
Self motivation, as well as achievement by
students can be increased using
comprehensive and integrated vocabulary
techniques (Blachowicz, Fisher, Ogle &
Watts-Taffe, 2006).
Literature Review: Engagement
Teachers can do many things to increase
student engagement and in a recent study
by Jang, Deci, and Reeve researchers
showed that
“classroom engagement was quite strongly
and positively associated with both aspects
(structure and support) of teachers’
instructional styles”
(Jang, p. 595)
Literature Review:
Learning Vocabulary
According to Calhoun (1999),
“the picture word inductive model
(PWIM) is an inquiry-oriented language arts
strategy that uses pictures containing familiar
objects and actions to elicit words from
children's listening and speaking vocabularies”
(p. 21)
Though it was designed as a language arts
strategy, it can be easily transferred to content
areas.
Literature Review:
Learning Vocabulary
Another way to increase students’ word
learning comes from Lubliner and Scott
(2008) and involves repetition.
As students come across a word
“repeatedly over time, information about it
builds up and the word moves up the
continuum toward known”
This can help specifically in content areas
because repetition “supports students’
understanding of its meaning as well as how
it can be used in various contexts”
(Lubliner, p. 10).
Literature Review: Word Walls
These word walls are a constant and
interactive display of content vocabulary
that students find engaging and motivating
(Narkon, 2011)
Recent studies have shown that word walls
can be effective tools to review for tests
and complete classroom assignments
(Harmon et. al., 2009)
as well as show growth in high frequency
words read per minute (Jasmine, 2009)
Literature Review: Word Walls
Two recent studies (Harmon, Wood,
Hedrick, Vinntinner, & Willeford, 2009;
Jasmine & Schiesl ,2009) showed that word
walls help students sustained vocabulary
comprehension for an extended period of
time
Research Question
Will purposeful and specific
vocabulary instruction using
interactive word
walls improve comprehension
of mathematics vocabulary?
Participants
Participants are all
seventh grade students
in on grade level
inclusion math classes.
Caucasian
African American
Multi-Ethnic
Hispanic
Asian American
44% are Caucasian
25% are African America
25% are Multi Ethnic
4% are Hispanic
2% are Asian American
Participants
Gender
Male
Female
35%
65%
About two thirds of
students were male, only
about one third were
female.
60% of students
receive free or
reduced
lunches
Methodology: Unit Plan
Monday
Tuesday
Pre-Test
Angles
KWL Chart
Students will understand
Students will show prior the difference between
knowledge about
types of angles.
geometry concepts.
Angles and Lines
Students will solve for
missing angles using
their knowledge of angle
and line relationships.
Polygons
Students will connect
their knowledge of
prefixes to understand
polygons from 3-10
sides.
Wednesday
Angles
Students will compare
and contrast
complementary and
supplementary angles.
Thursday
Lines
Students will understand
and identify parallel,
perpendicular, and skew
lines.
Friday
Angles and Lines
Students will connect
their knowledge of
angles and lines to
understand adjacent,
vertical and
corresponding angles.
Types of Triangles
Angles in Triangles
Mid-Unit Quiz
Students will identify Students will apply their Students will display
types of triangles by side knowledge of triangles to
their knowledge of
length and angles.
solve for missing angles angles, lines, polygons,
in triangles.
and triangles.
Types of Quadrilaterals Types of Quadrilaterals Angles in Quadrilaterals
Drawing Geometry
Congruent Figures
Students will create a
Students will identify,
Students will solve for Students will create hand Students will identify
graphic organizer for the compare, and contrast
missing angles in
drawn geometric figures figures that are congruent
five types of
the five types of
quadrilaterals.
based on angle and side
and noncongruent.
quadrilaterals.
quadrilaterals.
specifications.
Geometry Unit Review Geometry Unit Post-Test
Students will review
Students will display
topics covered during
their knowledge of
geometry unit.
angles, lines, polygons,
triangles, quadrilaterals,
and congruency.
Methodology: Procedures
 Two
of the four classes involved in this
study will utilize a Word Wall
 The goal of the word wall is to increase
student use and retention of vocabulary
within the unit
 Students will create visual representations
of vocabulary words that will then be
posted on a wall in the classroom
 Throughout the unit students will complete
activities and assignments that require
them to refer back to information on the
wall
Methodology: Procedures
 Information
on the word walls will always
be student created and involve color and
creativity to increase student motivation
and retention of information
 The goal is that students will receive
multiple exposures to each of the
vocabulary words included in this unit
 The word wall will be covered during
class periods that were not utilizing this
strategy
Assessment
Two identical pre and post assessments:
1.
2.
Students were given the opportunity to
match vocabulary words to their
definition, match vocabulary words to
their picture, draw an example of
vocabulary words, and compare and
contrast vocabulary words
Students were given an image with the
opportunity to label as many things as
they could identify.
Data Analysis
 Comparing
pre and post tests as well as
gain scores for students who utilized the
word wall and students who did not
 The gain scores will also be compared by
those on IEPs with those not on IEPs.
Results
Group One (all Group One Group Two (all
(with IEP)
students)
students)
Group Two
(with IEP)
100%
88%
75%
8%
12.5%
4%
12.5%
62%
62.5%
12%
12.5%
27%
25%
Multiple Choice Assessment
Showed improvement from Pre to Post
93%
Received same score on Pre and Post
7%
Performed better on Pre than Post
Open Ended Assessment
Showed improvement from Pre to Post
53%
Received same score on Pre and Post
17%
Performed better on Pre than Post
30%
43%
57%
Results –
Gain Scores
Group two (with word wall) showed an improvement on the
multiple choice assessment, and group one (no word wall)
showed an improvement on the open ended assessment.
Discussion
 Slightly
higher score on the multiple
choice assessment for students with the
word wall


on three days, the wall did not get covered
and group two students could also use the
information on the word wall
assembly that interrupted instruction for
group two students
Discussion
 There
was actually a larger growth with
students that did not receive instruction
with a word wall on the open ended
assessment


Using the word wall was a new and
different experience for these classes, and
required students to make an adjustment to
the ways they were used to learning in this
specific classroom
Students in group one also took their open
ended post assessment on a day when I
had to be out of the building for a training
Implications
1.
2.
3.
Students need to become familiar with a
strategy before it is tested for
effectiveness.
Students of all learning abilities can
struggle with a change in routine such as
a substitute or assembly.
Specific vocabulary instruction using a
word wall is helpful to students. Both
groups showed improvements, so giving
specific attention to the vocabulary can
help with this strategy.
Future Research
If I were to conduct this research again, I
would implement the strategies well before
the data was to be collected, and be sure
that my students were familiar with the
expectations. I believe that there is much to
be learned about vocabulary instruction
and using word walls in a mathematics
classroom in the future.
References
Blachowicz, C., Fisher, P., Ogle, D., Watts-Taffe, S. (2006). Vocabulary:
Questions from the classroom. Reading Research Quarterly,
41(4), 524-539.
Calhoun, E. F. (1999). Teaching beginning reading and writing with the
picture word inductive model. Alexandria, VA: Association for
Supervision and Curriculum Development.
Harmon, J.M., Wood, K.D., Hedrick, W.B., Vinntinner, J, Willeford, T,
(2009, February). Interactive word walls: More than just
reading writing on the wall. Journal of Adolescent
and Adult Literacy, 52(5), 398-408.
Jang, H., Deci, E. L., & Reeve, J. (2010). Engaging students in learning
activities: It is not autonomy support or structure but
autonomy support and structure. Journal of Educational
Psychology, 102(3), 588-600.
Jasmine, J., Schiesl, P. (2009, November/December). The effects of
word walls and word wall activities on the reading fluency of
first grade students. Reading Horizons, 49(4), 301-314.
Ke, F., & Grabowski, B. (2007). Gameplaying for maths learning:
Cooperative or not? British Journal of Educational
Technology, 38(2), 249-259.
Lubliner, S., & Scott, J. A. (2008). The nature of word learning. In
Nourishing vocabulary: Balancing words and learning.
Thousand Oaks, CA: Corwin Press. (7-12).
Narkon, D.E., Wells, J.C., Segal, L.S. (2011). E- Word Wall: An interactive
vocabulary instruction tool for students with learning
disabilities and autism spectrum disorders. Teaching
Exceptional Children, 43(4), 38-45.
National Governors Association Center for Best Practices & Council of
Chief State School Officers. (2010). Common Core State
Standards for Mathematics. Washington, DC: Authors.
Strong, R., Silver, H. F., & Robinson, A. (1995, September). Strengthening
student engagement: What do students want? Educational
Leadership, 53(1), 8-12. Retrieved from http://www.ascd.org/
publications/educationalleadership/sept95/vol53/num01/Str
engthening-Student-Engagement@-What-Do-StudentsWant.aspx.
Tankersley, K. Literacy strategies for grades 4-12: Reinforcing the
threads of reading. Association for Supervision and
Curriculum Development, 2005.
Zainuddin, H., Yahya, N., Morales-Jones, C., and Whelan Ariza, E.
(2011). Fundamentals of teaching English to speakers of other
languages. Third Edition, USA.