+ action research trace crossings - fall 2013 taylor blair classroom teacher: mrs. norris 2 nd grade
DESCRIPTION
+ Question What strategies are the most effective for teaching vocabulary to struggling learners; including English Language Learners? Concentration: I focused on helping the students understand context clues, learn a variety of words used in everyday language, make connections to these words, and identify synonyms and antonyms to broaden the students’ knowledge of English words.TRANSCRIPT
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Action ResearchTrace Crossings - Fall 2013 Taylor BlairClassroom Teacher: Mrs. Norris 2nd Grade
+Background Information Conference with Mrs. Norris on September 17th
We targeted two students who needed extra help with vocabulary How to accurately monitor student progress as a result of
the action research vs. Mrs. Norris’s teaching Choosing words – mainly from the assessment, some
from text + class vocab list Student A is a female, tier 1, ELL student
Does not use a wide vocabulary when speaking
Student B is a male, tier 1 student Frequently asking what words mean
Both students have trouble retaining multiple meanings of words
+Question
What strategies are the most effective for teaching vocabulary to struggling learners; including English Language Learners?
Concentration: I focused on helping the students understand context clues, learn a variety of words used in everyday language, make connections to these words, and identify synonyms and antonyms to broaden the students’ knowledge of English words.
+Baseline Data
Students were first assessed on October 8th with the Abecedarian Reading Assessment for Vocabulary.
Student A scored 14/18 on the production portion (giving the definition of the word) 0/17 on choosing the opposite meaning of the word given and 7/10 on choosing the same meaning of the word given
Student B scored 17/18 on the production portion 14/17 on choosing the opposite meaning of the word given and 16/18 on choosing the same meaning of the word given. Often had to explain the meanings of the three choice
words
+What does research say about learning Vocabulary?
Vocabulary is built through language conversations With conversation children are able to pick up the meaning of words
due to the context
Semantic maps A blue print for students to map out what they know about the word
Link Vocabulary studies to a book Students learn best if the new words are related to a topic or story
Vocabulary Games Young learners are more engaged when playing interactive games
Explicit instruction Providing the definition; using semantic maps; linking new to known;
examining synonyms and antonyms
+Works cited
Reutzel, D. Ray, and Robert B. Cooter. Teaching Children to Read: The Teacher Makes the Difference. Sixth ed. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall, 2008. Print.
Yip, Florence W. M., and Alvin C. M. Kwan. “Vocabulary Games As A Tool For Teaching And Learning English Vocabulary." Educational Media International 43.3 (2006): 233-249. ERIC. Web. 4 Dec. 2013.
+Strategies used for teaching Conversation and making connections to real life
Initial conversations before beginning lessons and activities
Explicit instruction Provided the definition; linked words to everyday life; discussed synonyms and
antonyms for words
Graphic word organizer Victory – Definition, synonym, antonym, picture, use the word in a sentence
Interactive games ‘Slap the word’ – given the definition students have to race to find the word first. Taboo – word is on a sticky note on a student’s forehead and he or she has to
guess the word when the partner give and explanation of the word
Words from a text Giraffes Can’t Dance Amelia Bedelia – Introduce the importance of understanding word meanings and
context clues
+Final Assessment
Students were finally assessed on December 3rd with the Abecedarian Reading Assessment for Vocabulary which was used for the initial assessment.
Student A scored 16/18 on the production portion (giving the definition of the word) 17/17 on choosing the opposite meaning of the word given and 16/18 on choosing the same meaning of the word given
Student B scored 18/18 on the production portion (giving the definition of the word) 17/17 on choosing the opposite meaning of the word given and 18/18 on choosing the same meaning of the word given. Both students only needed the choices read on a few
occasions
+Impact on student achievementStudent A
Initial Assessment Final Assessment02468
1012141618
ProductionAntonymsSynonyms
+Impact on student achievementStudent B
Initial Assessment Final Assessment 02468
1012141618
ProductionAntonymsSynonyms
+Impact on student achievement
I noticed that students retained the meaning of words best when we played games, made connections to the words and read stories that included the words.
Student A made an obvious improvement on her knowledge of words, but mainly on her understanding of synonyms and antonyms (same and opposite). In the beginning she did not understand what it meant for a word to have an opposite meaning. Assessment results
Student B improved on his knowledge of the words he learned throughout this process, and I have even observed him using the words in daily conversation. As far the concrete score from the initial and final assessment, not much improvement was made.
Both Student A and B had no difficulty completing the final assessment compared to their uncertainness when they took the initial assessment. Improved confidence!
+What I learned… At our first meeting on October 1st I focused on getting
to know my students, and learn about their interests and what they like to do. This allowed us all to begin with a good start
Explicit instruction is necessary, but interactive activities even if they are paired with explicit instruction not only keeps the students engaged but helps students retain the information better. Conversation/making connections Explaining in your words Create a game to improve the lesson