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Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
Carp final
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Carp final

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

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