success with vocabulary due to building-wide smart goal alignment 16 th national quality education...
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Success With Success With Vocabulary Due to Vocabulary Due to
Building-Wide SMART Building-Wide SMART Goal AlignmentGoal Alignment
Success With Success With Vocabulary Due to Vocabulary Due to
Building-Wide SMART Building-Wide SMART Goal AlignmentGoal Alignment
16th National Quality Education ConferenceNovember 16, 2008
WWords ords OOf the f the WWeekeek Vocabulary ProjectVocabulary Project
WWords ords OOf the f the WWeekeek Vocabulary ProjectVocabulary Project
Cedar Rapids, IowaCedar Rapids, Iowa
Grant Early Childhood Center
1 of 2 early childhood centers in the CR District
Grant Early Childhood Center
Grant Early Childhood Center
Based on a model called PONDing(Prizing Our Natural Differences)
Current enrollment=260 •AK•K•1
•Early Learning Preschool•Special Ed (ECSE and BD)
Grant Early Childhood Center
Current enrollment=260
Plus approximately 100 students are served by Five Seasons Day Care and Extended Day programs
Grant Early Childhood Center
Current enrollment=260
56 % Free & Reduced Lunch 22 % minority
Grant Early Childhood Center
Grant Action Research Team
• Principal• Grade level teachers• Special ed & preschool teachers• Reading Coach & Title I teachers• GWAEA Speech Pathologist• Media Specialist
PLAN
ACT
STUDY
DO
Plan for Continuous Improvement
Standardize Improve-ments
Study the Results
Try Out Improvement Theory
PLAN
Analyze Causes
Define the System
AccessCurrent Situations
ART process is based on a cycle called
PlanPlanDoDo
StudyStudyAct Act
PLAN Spring 2006
Only 64% of 2nd grade students were at the proficient level in vocabulary
2005/2006 ITBS Vocabulary Subtest
PLAN
Why are vocabulary scores so low on 2nd grade ITBS?
Teachers
Want a process to teach words and their meanings that is aligned in the building.
Methodology
We teach sight words explicitly to students.Want and need a process for word knowledge.
Materials
We are not using a standardized curriculum for vocabulary instruction.
K/1 Students
*Lack of extensive working vocabulary for many students.*Many Tier 1 and 2 words are unknown to many of our students.
DOSpring 2006
Looked at systematic and research-based vocabulary programs
Bringing Words to Life by Isabel Beck
Elements of Reading by Isabel Beck
STUDY Spring 2006
“How could we begin to implement a vocabulary program for Kindergarten and first graders in the fall of 2006?”
ACT
Spring 2006
Decided to utilize children’s literature selections inBringing Words to Life
PLAN Fall 2006
To develop a receptive assessment tool
DOFall 2006
For each story at each grade level:
•Collected 9 storybooks •Created and displayed 3 Boardmaker pictures
STUDY Fall 2006
How to make vocabulary instruction consistent
STUDY Fall 2006
Were 3 words enough?
WOW Words Weekly Progress (first trimester)
6973
7572
81
9295
97 96
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9
Week
Pe
rce
nta
ge
co
rre
ct
WOW Assessment – 1st Trimester
ACT
Fall 2006
•Focused on 1 book and 3 targeted words each week
•Shared teaching ideas
PLAN Winter 2007
•To increase from 3 to 10 targeted words
•To make WOW books more accessible
DOWinter 2007
•Made 10 Boardmaker pictures for each story
•Purchased classroom sets of books
STUDY Winter 2007
•Studied weekly random assessments
•Collected feedback from teachers
STUDY
WOW Word Assessments, 2nd Trimester
71 69666670687672
86
0
10
2030
40
50
60
7080
90
100
1 2 3 4 5 6 7 8 9
Week
Winter 2007P
erce
nta
ge
Co
rrec
t
ACT
Winter 2007
Brainstormed reasons why teaching more words was not effective
ACT
PLAN Spring 2007
•To decrease from 10 to 6 words per week
•To make completed WOW books available to students
DOSpring 2007
Adjusted number of Boardmaker pictures to 6 per book
DO
Created a teacher survey for feedback
Spring 2007
STUDY Spring 2007
Continued weekly random assessments and feedback from teachers
STUDY Spring 2007
Studied data collected throughout the 3 trimesters.
STUDY Spring 2007
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
STUDY Spring 2007
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
2nd trimester
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
2nd trimester
STUDY Spring 2007
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester2nd trimester3rd trimester
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester2nd trimester3rd trimester
STUDY Spring 2007
24
30
26 25
1717
0
5
10
15
20
25
30
35
1 2 3Trimester
K K K1 1 1
Percentage of Gain
Goal = 25
ACT
Spring 2007
Decided to make a WOW notebook for each teacher
ACT
Spring 2007
Discussed developing an expressive vocabulary assessment
ACT
Spring 2007
Discussed involving other support staff (Media, Art, Music, PE)
PLAN Summer 2007
To create WOW notebooks:
– Vocabulary schedules– Story maps– Examples of teaching
activities
DOSummer 2007
Added an implementation log to the data collection component
DOSummer 2007
Developed an expressive assessment tool to be used by each teacher
DOSummer 2007
Created common, uniform, kid-friendly definitions
STUDY Summer 2007
Began to study explicit instruction models and techniques
ACT
Summer 2007
Finished notebooks and presented them to teachers in August
PLAN Fall 2007
To begin explicit instruction in a more systematic and building-wide format
DOFall 2007
Asked teachers to follow the daily vocabulary schedule
DOFall 2007
•Collected data from random assessments
•Sent home weekly word list
STUDY Fall 2007
Studied expressive assessment, PPVT, and weekly implementation logs
STUDY Fall 2007
02468
101214161820
Class 1 Class 2 Class 3
PPVT Gains - Fall 2006 to Fall 2007
1 year,
7 months
1 year,
5 months
1 year,
4 months
STUDY Fall 2007
59%
39%
34%
52%
72%
60% 58%57%
46%
61% 61%
70%
77%
53%50%
60%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Sept. 14 Sept. 28 Oct. 12 Oct. 26 Nov. 9 Dec. 7 Dec. 21 J an. 11 Test 9
Test Dates
K
1
Vocabulary
Perc
ent
of
Word
s C
orr
ect
Test Date
ACT
Fall 2007
Piloted an explicit instruction model and activities to reinforce learning
ACT
Fall 2007
Provided on-going staff development
PLAN Winter 2008
•To define a weekly schedule
•To establish a daily teaching plan
PLAN Winter 2008
•To create story summaries and graphic organizers
•To in-service staff
DOWinter 2008
MondayRead the bookExplicitly introduce the vocabularyPost the wordsSend home the word lists
TuesdayExplicitly teach words and definitionsChoose a vocabulary activity
WednesdayOral retell of story summary
ThursdayGraphic organizers of a vocabulary word
FridayWriting or interactive writing activity
using prompts Assessment (Bi-Monthly)Reread story on any day of the week
DOWinter 2008
•Created story summaries and graphic organizers
•In-serviced staff
STUDY Spring 2008
Kindergarten Final WOW Graph 2007-2008
34%
57% 58%
76%
91%82%77%
67%
50%
89%
62%
39%
60%
72%59%
52%
0%10%20%30%40%50%60%70%80%90%
100%
Sep-0
7
Sep-0
7
12 O
ct.
Oct-0
7
9-Nov
.
Dec-0
8
Dec-0
8
Jan-
08
Jan-
08
Feb-0
8
Mar
-08
Mar
-08
Apr-0
8
Apr-0
8
May
-08
May
-08
Assessment Dates
Per
cen
t C
orr
ect
STUDY Spring 2008
1st Grade Final WOW Graph 2007-2008
46%
61%61%70%
77%
53%50%60%60%59%
50%
65%63%
46%
79%85%
0%10%20%30%40%50%60%70%80%90%
Assessment Dates
Perc
ent
Co
rrec
t
STUDY Spring 2008
June random assessment results• AK: averaged 82% correct • K: averaged 78% correct• 1st: averaged 70% correct
ACT
Spring 2008
• Would the kids remember the words better if they had access to all the WOW words the whole year?
• Continue to look at ways to allow kids to have access to all the words all the time.
ACT
Summer 2008
•Floods hit Cedar Rapids, Iowa, affecting 40% of the Grant neighborhood
PLAN Fall 2008
•Starting in fall, 2008, put all the WOW words in the first grade picture dictionaries (alphabetically).
PLAN Fall 2008
•Reduce the size of pictures to be posted in classrooms.
DOFall 2008
•Did expressive assessment for random students in August with plans to post test this same group in June 2009
DOFall 2008
•Assessed a random group of 2nd graders on the PPVT with plans to follow them for years to come.
DOFall 2008
•Found ways to assimilate the WOW program with the new District Reading program.
PLAN
www.mhln.com
Oral Vocabulary High-Frequency Words
Maintain Your Skillscharacters and settingauthor’s purpose
Structural Analysis
build words with –edcontractions with n’tbuild words with –ingcontractions with ۥs
Literary Elementsrhythmic patterns
Reading ComprehensionStrategy: SummarizeSkills: identify main idea and detailsretell storyidentify sequence of events
Grade 1
Unit 2Outside My Door
Text Features and Study Skillsdiagramsreading lists and directionsreading signs and symbols
Writing / GrammarWriting Focus: How-To Sentences Report Storyidentify nounsplural nouns, add s, -esirregular Plural Nounsproper Nouns
Phonemic Awareness/ Phonicsputting sounds together and taking sounds apartshort /o/ (hop and lot)short /e/ (leg and beg)short /u/ (bus can cup)digraphs sh and th (fish and thank)blends bl, cl, (/kl/ sound) and fl (black, clip, and flip)
provideprotectguide separatewildresponsibilitycooperateappreciatepartnerscrumptious
habitat survivepowerful rarewadeentertainperformaudiencebrilliantenjoy
humorousamusedelightedmoodridiculous
onehertwotheydoes
whosomeofnoeat
into manyliveout
want putshowunderthreemake
today way schoollate away why
Teacher Plan on a Page
PLAN
Structural Analysis
I can add –ed to the end of words to show something happened in the past.
I can make two words into one word by adding an apostrophe like didn’t and she’s (contractions).
I can add –ing to a word to show its happening now.
Literary Elements I can find the beat in a poem (rhythmic patterns).
Reading ComprehensionI can find the most important parts of a story and the details. I can retell what happened in a story in my own words. I can put the events in a story in order.
___________________’s
Learning ExpectationsGrade 1
Unit 2Outside My Door
Text Features and Study Skills I can use diagrams with labels to learn about the
parts of something. I can read directions for the steps to get a project
done. I can get information from signs by looking at the
symbols, pictures, and words.
Writing / Grammar I can name the people, places, or things in a
sentence. I can add -s or -es to a word to show there is
more than one person, place, or thing. I can write a word showing more than one
when it is spelled differently like leaf to leaves (irregular plural nouns).
I can write proper nouns, like days of the week, months, and holidays, with correct capitalization.
Phonemic Awareness/ Phonics I can read words by putting sounds together
and pulling them apart. I can use short /o/ sounds like hop and lot. I can use short /e/ sounds like leg and beg. I can use short /u/ sounds like bus and cup. I can use words with the sh and th sound
like fish and thank. I can use words with bl, cl, and fl like
black, clip, and flip.www.mhln.com
Oral VocabularyI can use these words:
High-Frequency WordsI can use these words:
Maintain Your SkillsI can…describe the characters and the setting.tell the author’s purpose.
provideprotectguide separatewildresponsibilitycooperateappreciatepartnerscrumptious
habitat survivepowerful rarewadeentertainperformaudiencebrilliantenjoy
humorousamusedelightedmoodridiculous
onehertwotheydoes
whosomeofnoeat
into manyliveout
want putshowunderthreemake
today way schoollate away why
Student Plan on a Page
STUDY Fall 2008
First Grade - Fall 2008
0
5
10
15
20
25
Class 1 Class 2 Class 3 Class 4
First Grade Classrooms
Mo
nth
s o
f G
row
th
STUDYFall 2008
Class of 2018 data
Average Age Equivalencies
101112131415161718
Aug. 06 Aug. 07 Aug. 08Year
Avera
ge c
hro
no
log
ical ag
e
STUDY Fall 2008Second Grade Retention
60
62
64
66
68
70
72
74
76
May-08 Sept. 08
Perc
en
t o
f w
ord
s c
orr
ect
STUDY
Fall 2008Percent of second graders at
chronological age in September
Second Grade at Chronological Age
75
0
10
20
30
40
50
60
70
80
90
100
1
Perc
en
t o
f stu
den
ts
ACT
Fall 2008
Sample “Week At A Glance” Explicit Instruction Vocabulary Activities for
Mrs. Mooley by Jack Kent
WOW is now part of Grant’s school culture with building-wide teacher/staff/student buy-in
We do not accept that “This is the way kids are,”
but rather we ask,
“What more can we do?”
Further study of data
Where do we go from here?
Continue to implement the PDSA cycle
Where do we go from here?
To contact Grant:[email protected]