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Success With Vocabulary Due to Building-Wide SMART Goal Alignment

Success With Vocabulary Due to Building-Wide SMART Goal Alignment

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Success With Vocabulary Due to Building-Wide SMART Goal Alignment

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  1. Success With Vocabulary Due to Building-Wide SMART Goal Alignment 16th National Quality Education Conference November 16, 2008

  2. WOW Words Of the WeekVocabulary Project Cedar Rapids, Iowa Grant Early Childhood Center

  3. Grant Early Childhood Center 1 of 2 early childhood centers in the CR District

  4. Grant Early Childhood Center Based on a model called PONDing (Prizing Our Natural Differences)

  5. Grant Early Childhood Center Current enrollment=260 • AK • K • 1 • Early Learning Preschool • Special Ed (ECSE and BD)

  6. Grant Early Childhood Center Current enrollment=260 Plus approximately 100 students are served by Five Seasons Day Care and Extended Day programs

  7. Grant Early Childhood Center Current enrollment=260 56 % Free & Reduced Lunch 22 % minority

  8. Grant Action Research Team • Principal • Grade level teachers • Special ed & preschool teachers • Reading Coach & Title I teachers • GWAEA Speech Pathologist • Media Specialist

  9. Define the System Standardize Improve-ments ACT Access Current Situations PLAN STUDY DO Plan Do Study Act Plan for Continuous Improvement ART process is based on a cycle called Study the Results Try Out Improvement Theory Analyze Causes

  10. Spring 2006 2005/2006 ITBS Vocabulary Subtest Only 64% of 2nd grade students were at the proficient level in vocabulary

  11. K/1 Students Materials *Lack of extensive working vocabulary for many students. *Many Tier 1 and 2 words are unknown to many of our students. We are not using a standardized curriculum for vocabulary instruction. Want a process to teach words and their meanings that is aligned in the building. We teach sight words explicitly to students. Want and need a process for word knowledge. Teachers Methodology Why are vocabulary scores so low on 2nd grade ITBS?

  12. Spring 2006 Looked at systematic and research-based vocabulary programs • Bringing Words to Lifeby Isabel Beck • Elements of Readingby Isabel Beck

  13. Spring 2006 “How could we begin to implement a vocabulary program for Kindergarten and first graders in the fall of 2006?”

  14. Spring 2006 Decided to utilize children’s literature selections in Bringing Words to Life

  15. Fall 2006 To develop a receptive assessment tool

  16. Fall 2006 For each story at each grade level: • Collected 9 storybooks • Created and displayed3 Boardmaker pictures

  17. Fall 2006 How to make vocabulary instruction consistent

  18. Fall 2006 Were 3 words enough? WOW Assessment – 1st Trimester

  19. Fall 2006 • Focused on 1 book and 3 targeted words each week • Shared teaching ideas

  20. Winter 2007 • To increase from 3 to 10 targeted words • To make WOW books more accessible

  21. Winter 2007 • Made 10 Boardmaker pictures for each story • Purchased classroom sets of books

  22. Winter 2007 • Studied weekly random assessments • Collected feedback from teachers

  23. Winter 2007 Percentage Correct

  24. Winter 2007 Brainstormed reasons why teaching more words was not effective

  25. Spring 2007 • To decrease from 10 to 6 words per week • To make completed WOW books available to students

  26. Spring 2007 Adjusted number of Boardmaker pictures to 6 per book

  27. Spring 2007 Created a teacher survey for feedback

  28. Spring 2007 Continued weekly random assessments and feedback from teachers

  29. Spring 2007 Studied data collected throughout the 3 trimesters.

  30. Spring 2007

  31. Spring 2007

  32. Spring 2007

  33. Spring 2007 Percentage of Gain Goal = 25 K 1 K 1 K 1 Trimester

  34. Spring 2007 Decided to make a WOW notebook for each teacher

  35. Spring 2007 Discussed developing an expressive vocabulary assessment

  36. Spring 2007 Discussed involving other support staff (Media, Art, Music, PE)

  37. Summer 2007 To create WOW notebooks: • Vocabulary schedules • Story maps • Examples of teaching activities

  38. Summer 2007 Added an implementation log to the data collection component

  39. Summer 2007 Developed an expressive assessment tool to be used by each teacher

  40. Summer 2007 Created common, uniform, kid-friendly definitions

  41. Summer 2007 Began to study explicit instruction models and techniques

  42. Summer 2007 Finished notebooks and presented them to teachers in August

  43. Fall 2007 To begin explicit instruction in a more systematic and building-wide format

  44. Fall 2007 Asked teachers to follow the daily vocabulary schedule

  45. Fall 2007 • Collected data from random assessments • Sent home weekly word list

  46. Fall 2007 Studied expressive assessment, PPVT, and weekly implementation logs

  47. Fall 2007 PPVT Gains - Fall 2006 to Fall 2007 1 year, 7 months 1 year, 5 months 1 year, 4 months

  48. Fall 2007 Vocabulary Percent of Words Correct Test Date

  49. Fall 2007 Piloted an explicit instruction model and activities to reinforce learning