Seventh Grade Study of a

Content Area Vocabulary Strategy

Rachel WettaFall 2012

Table of Contents Introduction Literature Review

Motivation Engagement Learning

Vocabulary Word Walls

Research Question

Methodology Participants Procedures Assessments

Results Gain Scores

Discussion Implications References

Introduction

It has been said that “language is the vehicle

humans employ to express and communicate

emotions and/or ideas” (Zainuddin, 2011).

Common Core ConnectionCommon Core Standard 3 asks students to “construct viable arguments and critique the reasoning of others”; more specifically “students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments” (National 2010).

Common Core Standard 6 addresses the students’ ability to attend to precision and “to use clear definitions in discussion with others and in their own reasoning” (National 2010).

Literature Review: MotivationStudent motivation can be broken down into

two areas: intrinsic and extrinsic.

A “motivator that is external to the student or task at hand” is considered extrinsic

motivation, while intrinsic motivation “comes from within and is generally considered more

durable and self-enhancing” (Strong, n.p.)

One study found that using cooperative groups “helps to remove students’ frustration; it is not only a source for additional help but also offers a support network” (Ke, p. 250)

Literature Review: Motivation

According to Tankersley (2005) students who are able to be self-motivating have

higher levels of literacy than students who do not.

Self motivation, as well as achievement by students can be increased using

comprehensive and integrated vocabulary techniques (Blachowicz, Fisher, Ogle &

Watts-Taffe, 2006).

Literature Review: Engagement

Teachers can do many things to increase student engagement and in a recent

study by Jang, Deci, and Reeve researchers showed that

“classroom engagement was quite strongly and positively associated with both aspects (structure and support) of

teachers’ instructional styles” (Jang, p. 595)

Literature Review: Learning Vocabulary

According to Calhoun (1999),“the picture word inductive model

(PWIM) is an inquiry-oriented language arts strategy that uses pictures containing familiar

objects and actions to elicit words from children's listening and speaking

vocabularies” (p. 21)

Though it was designed as a language arts strategy, it can be easily transferred to

content areas.

Literature Review: Learning Vocabulary

Another way to increase students’ word learning comes from Lubliner and Scott

(2008) and involves repetition. As students come across a word

“repeatedly over time, information about it builds up and the word moves up the

continuum toward known”This can help specifically in content areas

because repetition “supports students’ understanding of its meaning as well as how it can be used in various contexts”

(Lubliner, p. 10).

Literature Review: Word Walls

These word walls are a constant and interactive display of content vocabulary

that students find engaging and motivating (Narkon, 2011)

Recent studies have shown that word walls can be effective tools to review for

tests and complete classroom assignments (Harmon et. al., 2009)

as well as show growth in high frequency words read per minute (Jasmine, 2009)

Literature Review: Word Walls

Two recent studies (Harmon, Wood, Hedrick, Vinntinner, & Willeford, 2009; Jasmine & Schiesl ,2009) showed that

word walls help students sustained vocabulary comprehension for an

extended period of time

Research Question

Will purposeful and specific vocabulary instruction using

interactive word walls improve comprehension of mathematics vocabulary?

CaucasianAfrican AmericanMulti-EthnicHispanicAsian American

ParticipantsParticipants are all seventh grade students in on grade level inclusion math classes.

44% are Caucasian25% are African America25% are Multi Ethnic4% are Hispanic2% are Asian American

65%

35%

Gender

Male Female

ParticipantsAbout two thirds of students were male, only about one third were female.

60% of students

receive free or reduced lunches

Methodology: Unit PlanMonday Tuesday Wednesday Thursday FridayPre-Test

KWL ChartStudents will show prior

knowledge about geometry concepts.

AnglesStudents will understand the difference between

types of angles.

AnglesStudents will compare

and contrast complementary and

supplementary angles.

LinesStudents will understand

and identify parallel, perpendicular, and skew

lines.

Angles and LinesStudents will connect

their knowledge of angles and lines to

understand adjacent, vertical and

corresponding angles.

Angles and LinesStudents will solve for missing angles using

their knowledge of angle and line relationships.

PolygonsStudents will connect

their knowledge of prefixes to understand polygons from 3-10

sides.

Types of TrianglesStudents will identify

types of triangles by side length and angles.

Angles in TrianglesStudents will apply their knowledge of triangles

to solve for missing angles in triangles.

Mid-Unit QuizStudents will display their knowledge of

angles, lines, polygons, and triangles.

Types of QuadrilateralsStudents will create a

graphic organizer for the five types of

quadrilaterals.

Types of QuadrilateralsStudents will identify, compare, and contrast

the five types of quadrilaterals.

Angles in QuadrilateralsStudents will solve for

missing angles in quadrilaterals.

Drawing GeometryStudents will create hand drawn geometric figures based on angle and side

specifications.

Congruent FiguresStudents will identify

figures that are congruent and noncongruent.

Geometry Unit ReviewStudents will review topics covered during

geometry unit.

Geometry Unit Post-TestStudents will display their knowledge of

angles, lines, polygons, triangles, quadrilaterals,

and congruency.

Methodology: Procedures Two of the four classes involved in this

study will utilize a Word Wall The goal of the word wall is to increase

student use and retention of vocabulary within the unit

Students will create visual representations of vocabulary words that will then be posted on a wall in the classroom

Throughout the unit students will complete activities and assignments that require them to refer back to information on the wall

Methodology: Procedures Information on the word walls will

always be student created and involve color and creativity to increase student motivation and retention of information

The goal is that students will receive multiple exposures to each of the vocabulary words included in this unit

The word wall will be covered during class periods that were not utilizing this strategy

AssessmentTwo identical pre and post assessments:

1. Students were given the opportunity to match vocabulary words to their definition, match vocabulary words to their picture, draw an example of vocabulary words, and compare and contrast vocabulary words

2. Students were given an image with the opportunity to label as many things as they could identify.

Data Analysis

Comparing pre and post tests as well as gain scores for students who utilized the word wall and students who did not

The gain scores will also be compared by those on IEPs with those not on IEPs.

ResultsGroup One

(all students)

Group One (with IEP)

Group Two (all

students)

Group Two (with IEP)

Multiple Choice Assessment

Showed improvement from Pre to Post

93% 100% 88% 75%

Received same score on Pre and Post 7% 8% 12.5%

Performed better on Pre than Post 4% 12.5%

Open Ended Assessment

Showed improvement from Pre to Post

53% 43% 62% 62.5%

Received same score on Pre and Post 17% 12% 12.5%

Performed better on Pre than Post 30% 57% 27% 25%

Results –Gain Scores

Group two (with word wall) showed an improvement on the multiple choice assessment, and group one (no word wall) showed an

improvement on the open ended assessment.

Discussion Slightly higher score on the multiple

choice assessment for students with the word wall on three days, the wall did not get

covered and group two students could also use the information on the word wall

assembly that interrupted instruction for group two students

Discussion There was actually a larger growth with

students that did not receive instruction with a word wall on the open ended assessment Using the word wall was a new and different

experience for these classes, and required students to make an adjustment to the ways they were used to learning in this specific classroom

Students in group one also took their open ended post assessment on a day when I had to be out of the building for a training

Implications

1. Students need to become familiar with a strategy before it is tested for effectiveness.

2. Students of all learning abilities can struggle with a change in routine such as a substitute or assembly.

3. Specific vocabulary instruction using a word wall is helpful to students. Both groups showed improvements, so giving specific attention to the vocabulary can help with this strategy.

Future ResearchIf I were to conduct this research again, I would implement the strategies well before the data was to be collected, and be sure that my students were familiar with the expectations. I believe that there is much to be learned about vocabulary instruction and using word walls in a mathematics classroom in the future.

ReferencesBlachowicz, C., Fisher, P., Ogle, D., Watts-Taffe, S. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41(4), 524-539.Calhoun, E. F. (1999). Teaching beginning reading and writing with the picture word inductive model. Alexandria, VA: Association for Supervision and Curriculum Development.Harmon, J.M., Wood, K.D., Hedrick, W.B., Vinntinner, J, Willeford, T, (2009, February). Interactive word walls: More than just reading writing on the wall. Journal of Adolescent

and Adult Literacy, 52(5), 398-408.Jang, H., Deci, E. L., & Reeve, J. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600.Jasmine, J., Schiesl, P. (2009, November/December). The effects of word walls and word wall activities on the reading fluency of first grade students. Reading Horizons, 49(4), 301-314.Ke, F., & Grabowski, B. (2007). Gameplaying for maths learning:

Cooperative or not? British Journal of Educational Technology, 38(2), 249-259.

Lubliner, S., & Scott, J. A. (2008). The nature of word learning. In Nourishing vocabulary: Balancing words and learning. Thousand Oaks, CA: Corwin Press. (7-12). Narkon, D.E., Wells, J.C., Segal, L.S. (2011). E- Word Wall: An interactive vocabulary instruction tool for students with learning disabilities and autism spectrum disorders. Teaching Exceptional Children, 43(4), 38-45. National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington, DC: Authors.Strong, R., Silver, H. F., & Robinson, A. (1995, September). Strengthening student engagement: What do students want? Educational Leadership, 53(1), 8-12. Retrieved from http://www.ascd.org/

publications/educationalleadership/sept95/vol53/num01/Str engthening-Student-Engagement@-What-Do-Students-Want.aspx. Tankersley, K. Literacy strategies for grades 4-12: Reinforcing the threads of reading. Association for Supervision and Curriculum Development, 2005.Zainuddin, H., Yahya, N., Morales-Jones, C., and Whelan Ariza, E. (2011). Fundamentals of teaching English to speakers of other languages. Third Edition, USA.