Carp final
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Carp final Presentation Transcript

  • 1. Vocabulary Graffiti
    George Washington Carver Elementary
    Krysta and Kaitlin
  • 2. Connection to SIP
    One of the goals of the SIP:
    To improve students’ writing (p. 12 in SIP)
    We will focus on vocabulary
    Throughout the SIP vocabulary was an area of weakness for all students
    Grades 3-5 have limited experiences with exposure to a wide range of vocabulary (p. 4-5 in SIP)
  • 3. Population
    Elementary students at George Washington Carver Elementary
    One 4th grade class (22)
    One 5th grade class (20) now one 1st grade class (19)
  • 4. Vocabulary Graffiti
    students compose drawings that are related to the words they are learning
    Spencer & Guillaume, 2009
  • 5. The Research
    Edens and Potter (2001) found that students have to select, organize and represent ideas when images are drawn by the students
    Bromley (2007) found that a students’ memory is supported by drawing images because the information has to be translated from one form to another
    Personal associations with unfamiliar words can also form (Hopkins & Bean, 1998-1999; Standerfer, 2006)
  • 6. Implementation
    Introduce three vocabulary words throughout the day in different subjects
    Students will be given a new vocabulary word and asked to take out their writing journals
    Students will be given 5 minutes to draw their vocabulary graffiti and then we will move on
    Students will have the vocabulary graffiti for reference in their writing journals
  • 7. Why Vocabulary Graffiti?
    Enhance students’ vocabulary, which will enhance students’ writing (this is a goal of the SIP, p. 12)
    Students will have the opportunity to use their new vocabulary words in their journals
    Connecting the usage of vocabulary in the different subjects throughout the day
    Spencer, B. H. & Guillaume, A. M. (2009). 35 strategies for developing content area vocabulary. Boston, Massachusetts: Allyn & Bacon.
  • 8. Pre/Post Test
    Sample question (Fourth Grade):
    What is the definition of waterfall?
    a. A steep descent of the water of a river.
    b. An indentation of a shoreline larger than a cover but smaller than a gulf
    c. A larger body of water.
    d. A body of water surrounded by land.
  • 9. Sample question (First grade):
    1. leaf
  • 10. Goal
    To have the students’ journal entries improve in the word choice category of the 6+1 Trait Writing Model (Education Northwest, 1980s)
    How will we do this?
    Compare previous journal entries before our implementation of the vocabulary graffiti to journal entries after out implementation
    New goal: To have the students’ knowledge of vocabulary words increase
    Compare pre tests and post tests
  • 11. 6+1 Traits Writing Model
    Developed by Education Northwest in the 1980s because of the need for a better way to gather information about students’ writing
    Seven qualities
    Ideas
    Organization
    Voice
    Word choice
    Sentence fluency
    Conventions
    Presentation
    Rubric scored from 1 to 4
    We are focusing on the improvement of the word choice trait
  • 12. Research Questions
    Does vocabulary graffiti increase vocabulary usage in journal entries?
    Does vocabulary graffiti increase students’ knowledge of vocabulary words?
  • 13. Data Collection Plan
  • 14. Timeline for each group member
    Give pre test on Monday, October 18th
    Implement vocabulary graffiti throughout the weeks of October 18th, October 25th, and November 1st
    Give post test on week of November 1st
  • 15. Pre-Post Test Findings: 1st Grade
  • 16.
  • 17. Pre-post Discrimination Index
  • 18. Distracter AnalysisQuestion 1
  • 19. 1st Grade
    Discussion
    Students enjoyed connecting words to pictures
    Vocabulary graffiti proved effective for circling the picture in relation to the vocabulary word
    Students excited when they got to do the same test again
  • 20.
  • 21. Examples of Student work
  • 22. Vocabulary words
    Gullible
    Bizarre
    Mysterious
    Juvenile
    Enthusiastic
    Magnificent
    Obedient
    Lush
    Repulsive
    Feeble
  • 23. Pre-Post Findings: 4th Grade
    N= 21 students
  • 24.
  • 25. Item analysis- post test
  • 26.
  • 27. Distracter analysis
    “Which of these men would you consider “feeble”?
  • 28. 4th Grade
    Discussion
    Students enjoyed this activity
    Hands on
    Group work
    Significant difference between scores on pre/post test
    The post-assessments for was too easy- consider rewriting
  • 29. Does vocabulary graffiti increase students’ knowledge of vocabulary words?
    Vocabulary graffiti does increase students’ knowledge of vocabulary
    Students’ scores in both 1st grade and 4th grade on the vocabulary posttests improved significantly
  • 30. Does vocabulary graffiti increase vocabulary usage in journal entries?
    We were not able to look into this research question because of a switch in placement
    Not enough information in the journals in 1st grade
    To keep consistent across grade levels, we decided to not use the 6+1 writing traits model to compare journal entries
  • 31. Implications
    Confounding variables
    Original research design was compromised due to extenuating circumstances
  • 32. Next Steps
    Incorporate into first grade curriculum
    Tweak design of delivery of vocabulary graffiti
    Vocabulary graffiti is a fun, engaging activity that should be used to directly instruct vocabulary