1. Third Grade Vocabulary Instruction Using Repetition and Graphic Organizers Action Research Project Kristen Russell Fall 2008

2. No Child Left Behind Stronger accountability for results States and communities receive more freedom Proven educational methods and highly qualified teachers More choices for parents

3. Oatville's School Improvement Plan Improve reading skills across the curriculum Improve problem-solving skills Develop skills in written composition

4. Why Focus on Vocabulary? The "extent of students' vocabulary knowledge relates strongly to their reading comprehension and overall academic success" (Lehr, Osborn, & Hiebert, 2006, ¶. 7). "Young students who don't have large vocabularies or effective word-learning strategies often struggle to achieve comprehension" (2006, ¶. 7).

5. With such a strong emphasis being placed on vocabulary knowledge, what is the most effective way to actively engage a group of diverse third grade learners in meaningful vocabulary instruction?

6. Typical Vocabulary Instruction Using context clues Variety of activities and games to reinforce meanings Pictures Repetition

7. Graphic Organizer Research Study Group of 4th graders Designed to assess the effectiveness of vocabulary instruction 1st study: graphic organizer and discussion 2nd study: definition only method 1st study had higher results and students were more engaged Graphic organizers visually organize information Highly effective tool in teaching vocabulary

8. Research on Repetition Study done on Japanese students learning English Used 10 different tests to measure knowledge Vocabulary words were presented various times to each group When words were encountered ten times, incredible gains were made

9. Research on the "Keyword Method" Done during a whole group reading/discussion activity 3 classes read the same book and were taught the same 10 words 1st: Cards included word, keyword, definition, picture 2nd: Cards included word, definition, picture 3rd: Cards included word and definition 1st group had the highest gains

10. Vocabulary Strategies Context Clues - Modeling, guided instruction, independent practice Vocabulary Word Box - Graphic organizer that includes a definition or synonym, an antonym, a picture, and a sentence Word Splash - "Splash" or display the words around the room

11. Graphic Organizers The research-based vocabulary strategy chosen for my action research project They break the concept into smaller parts Very organized, concrete representation

12. Description of Class 3rd grade classroom 13 males, 8 females 90% White, 5% Hispanic, 5% Other 10% ELL, 10% students with special needs

13. Methods of Instruction Strategy One Pre/Posttest Various activities: science book, United Streaming, foldables, pictures, play-doh, jeopardy, riddles Strategy Two Pre/Posttest Various activities: United Streaming, diagrams, graphic organizers, "raps", comprehension activity, posters, riddles

14. Instruments for Strategy One Pre and Posttest Observations Class Discussions Question/Answer Time Activities Pre and posttest provided gain scores Formative assessments provided feedback during the unit

15. Instruments for Strategy Two Pre and Posttest Field Notes Methodology Notes Formative Assessments

16. Results for Strategy One All 21 students made gains between the assessments Range of scores was 60% on the posttest 17/21 met the 80% proficiency level 8 mastered the test with 100%, 5 scored 90% All gains were at least 20% Students who started the lowest made the highest gains

17. Results for Strategy Two All 21 students made gains Range of scores was 55% on the posttest 18/21 met the 78% proficiency level 8 mastered the test with 100%, 6 scored an 89% All gains were at least 22% Students who started the lowest made the highest gains

18. Result Comparisons 7 scored higher on posttest 1, 6 on posttest 2 8 students scored a 100% on both Range on #1 was 60%, #2 was 55% All students made gains of at least 20% on both 16 made higher gains on #2, 5 made higher gains on #1

19. Conclusions From the results, repetition and graphic organizers appeared to be very effective strategies Significant gains were made Majority met the proficiency levels Combination of the strategies would provide effective, meaningful vocabulary instruction