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Words, Words, Words…Make Them Stick!
Tammi M. Carr, Ed.SCarla F. Dudley, Ed.SKristi S. Turner, Ed.S
What does your current vocabulary instruction
look like?
*jot your response on a sticky note *turn and share with a neighbor once the timer goes off
Question?
• Share vocabulary instruction action research
• Explore learning styles and how they
impact your instruction
• Engage in hands on instructional opportunities
Learning Objectives
The results of our vocabulary instruction caused
us to take a hard look in the mirror and do something different….
What led to the research?
1. How does the explicit vocabulary instruction, using visual aids and mnemonic devices, impact students’ reading achievement?
2. How do students’ learning styles affect vocabulary instruction?
Research Questions
Contributions of Literature:Reading comprehension depends upon the meaning readers give words. The more vocabulary words students know, the better they are able to comprehend the text and verbally communicate its meaning (Jasmine & Schiesl, 2009).
Review of Literature:Contributions
• Frontloading versus contextual vocabulary instruction
- Current research on vocabulary development and instruction places an emphasis on structural and contextual analysis (Baumann, Ware, & Edwards, 2007).
- Some have pointed out that an emphasis on teaching vocabulary has
diminished, even though research suggest explicit vocabulary instruction helps less skillful readers learn new and arduous words
(Coyne, Simmons, Kame’enui, & Stoolmiller, 2004).
• Lack of differentiated instructional practices-It is essential to advocate a broader classroom vocabulary
program for students that facilitate wide reading, teach individual words, provide
word-learning strategies, and foster word consciousness (Boulware- Gooden, Carreker, Thornhill, & Joshi, 2007).
Review of Literature:Gaps
- Participants: • Four fifth grade gifted cluster classes • Two fourth grade inclusion classes• 112 student participants in a regular classroom
setting
- Data Collection Strategies• Quantitative
- Duration• January 2011- September 2011
- Instrumentation• Learning Style Inventory• Vocabulary Pre/Post Test• Stanford Achievement Test-10
Methodology
- Data Analysis• Scored the results and placed responses on
an itemized table by class.
• Disaggregated the data and looked for patterns of error.
• Analyzed the patterns and trends from the controlled group versus the classes using the visual strategies and mnemonic devices to show if there were any differences in the results.
Methodology
Execution
• The first step was administering a questionnaire through Survey Monkey that yielded the students' attitude toward learning and the ways in which they personally felt they learn best. After analyzing the results, the work began.
Execution
• The students were given a vocabulary pre-test, in order to show their vocabulary awareness without instruction.
• After the pretest, explicit instruction became targeted using visual strategies and mnemonic devices for the independent group.
• Independent activities were based on how students saw themselves as learners.
Findings: 4th Grade Pre/Post Test
Control Group Test Group0%
20%
40%
60%
80%
100%
120%
4th Grade Vocabulary Pre/Post Test Averages
Pretest
Posttest
4th Grade Classes
Ave
rage
Per
cent
Cor
rect
Findings: 5th Grade Pre/Post Test
Control Group Test Group0%
20%
40%
60%
80%
100%
120%
5th Grade Vocabulary Pre/Post Test Averages
Pretest
Posttest
5th Grade Classes
Ave
rage
Per
cent
Cor
rect
Quiz yourself. Choose a, b, or c.
1. When you ask for directions, do you:(a) Remember them verbally in your mind(b) Need a map or written instructions to follow(c) Move your arms and point to review the directions before driving off 2. When you are a student in the classroom, do you:(a) Find it difficult to sit still and listen(b) Find noise distracting(c) Sit close where you can see what’s going on and take notes 3. When you are assembling new furniture, do you:(a) Move the pieces around and start putting them together immediately?(b) Read over the instructions and look over the diagram?(c) Prefer to read the instructions aloud or have them read to you?
4. When you spell a word, do you:(a) Try to see the word visually(b) Sound the word out or use a phonetic approach(c) Write the word down to see if it looks right
Learning Style Check…
5. Would you be most likely to say…(a) “I see what you mean.”(b) “I catch your drift.”(c) “I hear what you are saying.”
6. Would you most likely use the phrase…(a) “It slipped my mind.”(b) “I don’t recall.”(c) “It appears I forgot.”
7. For your birthday would you most prefer:(a) Lots of cards(b) Lots of phone messages(c) Lots of high fives 8. Would you rather:(a) Read a book(b) Ride a horse(c) Listen to the radio
Learning Style Check (cont.)…
9. Would you rather:(a) Cook a meal(b) Go to the symphony(c) Watch a movie 10. When you meet someone that you know do you:(a) Forget faces but remember names or what you talked about(b) Remember best what you did together(c) Forget names but remember faces or remember where you met 11. When you do something new at work do you:(a) Prefer to jump right in and try it(b) Like to see demonstrations, diagrams, or posters(c) Prefer verbal instructions or talking about it with someone else 12. When you need to concentrate, what distracts you the most:(a) Noise or sounds(b) Untidiness or movement(c) Activity around you
Learning Style Check (cont.)…
Give yourself the following points for each answer.
1. (a) II 2. (a) III 3. (a) III 4. (a) I 5. (a) I 6. (a) III (b) I (b) II (b) I (b) II (b) III (b) II (c) III (c) I (c) II (c) III (c) II (c) I
7. (a) I 8. (a) I 9. (a) III 10. (a) II 11. (a) III 12. (a) II (b) II (b) III (b) II (b) III (b) I (b) I (c) III (c) II (c) I (c) I (c) II (c) III
Number occurring most often: ____
If you had more:I : Then you are a visual learnerII : Then you are an auditory learnerIII : Then you are a kinesthetic learner
Learning Style Check Your results…
Akeelah and the Bee
What is Akeelah’s learning style?
Importance of Vocabulary Instruction
Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world.
Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies. Steven Stahl (2005)
• Introduce the word using multiple learning styles
• Discuss the meaning using student friendly explanations
• Use real world examples/connections
• Allow the students turn and talk in pairs
• Students complete a graphic organizer/ foldable or some meaningful activity
Instructional Practices
Instructional Practices
Instructional Practices
• http://prezi.com/kawfifhlnwx4/responsible/
• PowerPoint • Vocabulary Cartoons
forgedIf you forged something together, you did it with great effort and you hope it lasts a long time.
If you forged some musicians into an
excellent band, what did you do?
Student Products based on their Learning Style
Visual Learners Kinesthetic Learners Auditory Learners
Pictures- connected abstract to concrete through drawing and or searching for pictures
Role Play----created props and scripts
Created songs and or jingles
Photography- searched for scenes that represented words and took pictures
Built dioramas to represent the meaning of words
Use sound bites in PowerPoint Presentations
Use of graphic organizers
Provided movements, i.e. dance or hand motions to help recreate the meaning.
Created vocabulary cartoons in order to connect to the mnemonic device
Visual Learners
Visual Activities
• Option 1:Take pictures or locate pictures in clip art or on the web to represent the vocabulary words and create a slide show on www.animoto.com or PowerPoint
• Option 2: find as many synonyms as possible to represent the word and create a Tagxedo on www.tagxedo.com with the synonyms; then create a separate one with antonyms to reflect what the word is, and what it is not.
• Option 3: you may complete an interactive graphic organizer http://www.vrml.k12.la.us/cc/18str/voc_aware/18str_voc_aware.htm
Kinesthetic Activities
•Write a script around the vocabulary words, create props, and develop and record a role play •Make a diorama (3- dimensional scene representing the word). •Photography---go around and search for images that represent the word and create a collage online or an iMovie•Create movements that represent the word to help the word stick http://www.fcps.edu/LutherJacksonMS/library/techtips/brochures/vocabularyActing.pdf
•Use interactives http://www.readwritethink.org/files/resources/interactives/comic/vocabulary.html
http://www.readwritethink.org/files/resources/lesson_images/lesson886/storm-sample.pdf
http://www.readwritethink.org/files/resources/interactives/alphabet_organizer/
Auditory Activities
• Option 1: Create songs or jingles using various with Flocabulary, the online learning platform that delivers educational hip-hop songs and videos to students in grades K-12. http://www.flocabulary.com/ecosystems/
• Option 2: Easily create scrolling presentations that include pictures, text, video, and music with Vuvox. It is fun for students or teachers to use to create reports or presentation materials.
• Option 3:Create vocabulary cartoons in order to connect to a mnemonic device by using this simple mnemonic online generator http://human-factors.arc.nasa.gov/cognition/tutorials/mnemonics/
Auditory Activities
http://pinterest.com/kturner2t/boards/
KABOOM
Auditory Activities (continued)
Apps & Websites
Visual Auditory Kinesthetic Multiple Learning Styles
Pic Collage Audiobook Doodle Math imoviePopplet Lite VoiceThread FridgeFrenzy Intro Designer Lite
DropMind Lite What Is It? WordMover AnimatoLittle Story Maker Auditory
FlashcardsZoodleComics EduCreations
MyBlackboard WH Question Cards
See.Touch.Learn MiniTeach
Corkulus BrainPop Featured Movie
ABC Phonics SpeechJournal
Phoster TapToTalk RhymingWords Lite
PoetryCreator
CliffNotes Phonics Genius Phonics and Reading with McGuffey Lite
KhanAcademy
Favorite Picture Words
AudioNote Lite Quizlet KidsCanSpell
Teacher Tube Moodle Flashcard Exchange
Vocabla for iPad
Gliffy Zoho Show Pinterest SparkleFish
Management & Routines
• Start small…introduce basic requirements which spell out your expectations.
• Use the gradual release model (I do, we do, you do) for optimal results.
• Show them Don’t tell them!• Allow students freedom to exhibit choice.
Assessment
Types of Assessments
• Rubrics• Checklist• Common Formative
Assessments• Vocabulary
Benchmark• Exit Slips (daily check)http://www.readwritethink.org/files/resources/printouts/Exit%20Slips.pdf
Example of Common AssessmentName: __________________________________ Week 21 Test (4th grade) Date: ______________________________
Choose the best word to complete each sentence.
1. The cake recipe _______________ of a few simple ingredients.
a. snatched b. consisted c. installed d. exposed
2. The swimmer was _______________ after having won four first-place awards.
a. select b. miserable c. prideful d. ominous
3. My impatient brother _______________ the ball out of my hands.
a. snatched b. exposed c. consisted d. installed
4. My grandfather ______________ a time when there were no computers.
a. intends b. beams c. recalls d. confounds
5. Only a ______________ group of basketball players will be chosen for the all-city team.
a. select b. consisted c. prideful d. miserable
6. In order to learn her lines for the play, Kimberly ________________ to practice every evening.
a. confounds b. beams c. recalls d. intends
Directions: Answer carefully! Think about the definition of each word and apply it to the question or statement.
7. What body part would you use to snatch something? Why did you choose this body part?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
8. What could you do that would make you prideful? Why would it make you feel prideful?
_____________________________________________
_____________________________________________
_____________________________________________
9. Write a complete sentence using the word recall that shows you know what the word means
_____________________________________________
_____________________________________________
_____________________________________________
10. Write a complete sentence using the word consisted that shows you know what the word means.
_____________________________________________
_____________________________________________
_____________________________________________
11. What is something you intend to do at school every day? Why is that important to you?
_____________________________________________
_____________________________________________
_____________________________________________
12. Student Council is a select group of students. What makes them select?
_____________________________________________
_____________________________________________
_____________________________________________
Implications
• Students’ perceptions of how they learn directly impacts their vocabulary acquisition and retention
• More effective explicit instruction and quality products
• Increased student engagement and therefore increased achievement
Contact Information
References
Baumann, J F, Ware, D., & Edwards, E. C. (2007). Bumping into spicy, tasty words that catch your tongue: A formative experiment on vocabulary instruction: immersing students in a vocabulary-rich environment and providing them instruction in words and word-learning strategies, can help them develop greater breadth and depth of vocabulary knowledge. The Reading Teacher, 61(2), 108-123.
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R.M. (2007).Instruction of metacognitive strategies enhances reading
comprehension and vocabulary achievement of third-grade students: The use of metacognitive strategies helps students to 'think about their thinking' before, during, and after they read. The Reading Teacher, 61(1), 70-78.
Coyne, M., Simmons, D., Kame’enui, E., & Stoolmiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects.Exceptionality, 12(3), 145-162.
References
Jasmine, J. & Schiesl, P. (2009). The Effects of Word Walls and Word Wall Activities on the Reading Fluency of the First Grade Students.
Reading Horizons, 49 (4), 301-314.
