Carp final

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Carp final

  1. 1. Vocabulary Graffiti<br />George Washington Carver Elementary<br />Krysta and Kaitlin<br />
  2. 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. 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. 4. Vocabulary Graffiti<br />students compose drawings that are related to the words they are learning <br />Spencer & Guillaume, 2009<br />
  5. 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. 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. 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. 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. 9. Sample question (First grade):<br />1. leaf<br />
  10. 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. 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. 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. 13. Data Collection Plan<br />
  14. 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. 15. Pre-Post Test Findings: 1st Grade<br />
  16. 16.
  17. 17. Pre-post Discrimination Index <br />
  18. 18. Distracter AnalysisQuestion 1<br />
  19. 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. 20.
  21. 21. Examples of Student work<br />
  22. 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. 23. Pre-Post Findings: 4th Grade<br />N= 21 students<br />
  24. 24.
  25. 25. Item analysis- post test <br />
  26. 26.
  27. 27. Distracter analysis<br />“Which of these men would you consider “feeble”?<br />
  28. 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. 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. 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. 31. Implications<br />Confounding variables<br />Original research design was compromised due to extenuating circumstances<br />
  32. 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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