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Words, Words, Words… Make Them Stick! PowerPoint Presentation
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Words, Words, Words… Make Them Stick!

Words, Words, Words… Make Them Stick!

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Words, Words, Words… Make Them Stick!

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  1. Words, Words, Words…Make Them Stick! Tammi M. Carr, Ed.S Carla F. Dudley, Ed.S Kristi S. Turner, Ed.S

  2. 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?

  3. Share vocabulary instruction action research • Explore learning styles and how they impact your instruction • Engage in hands on instructional opportunities Learning Objectives

  4. 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?

  5. How does the explicit vocabulary instruction, using visual aids and mnemonic devices, impact students’ reading achievement? • How do students’ learning styles affect vocabulary instruction? Research Questions

  6. 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

  7. 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

  8. - 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

  9. - 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

  10. 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.

  11. 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.

  12. Findings: 4th Grade Pre/Post Test

  13. Findings: 5th Grade Pre/Post Test

  14. 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…

  15. 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.)…

  16. 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.)…

  17. 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 learner II : Then you are an auditory learner III : Then you are a kinesthetic learner Learning Style Check Your results…

  18. What is Akeelah’s learning style? Akeelah and the Bee

  19. 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) Importance of Vocabulary Instruction

  20. 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

  21. Instructional Practices

  22. Instructional Practices • • PowerPoint • Vocabulary Cartoons

  23. forged If 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?

  24. Student Products based on their Learning Style

  25. Visual Learners

  26. 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 or PowerPoint • Option 2: find as many synonyms as possible to represent the word and create a Tagxedo on 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

  27. 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 • Use interactives

  28. 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. • 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

  29. KABOOM Auditory Activities

  30. Auditory Activities (continued)

  31. Apps & Websites

  32. 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.

  33. Assessment Types of Assessments Example of Common Assessment • Rubrics • Checklist • Common Formative Assessments • Vocabulary Benchmark • Exit Slips (daily check)

  34. 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

  35. Contact Information

  36. 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.

  37. 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.