https://padlet.com/amobley3/hsyv9rrom0d9 Action Research Pins- Research on Academic Vocabulary en-us 2016-07-18 18:02:47 UTC 2016-07-31 16:30:19 UTC hello@padlet.com amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116571231 Sagor (1992) states in How to Conduct Collaborative Action Research, “Action researchers undertake a study because they want to know whether they can do something a better way” (p. 7). ]]> 2016-07-18 18:12:11 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116571231 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116571258 Research Question:
How do academic vocabulary teaching strategies affect student growth and understanding of academic vocabulary?]]> 2016-07-18 18:12:49 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116571258 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116571420 Potential Problems with Research:
“Research studies are built on trust between the researcher and the participants, and researchers have the responsibility to maintain that trust, just as they expect the participants to maintain it in the data they provide.” (Mills, 2014, p. 27)
1. Choosing the classrooms that will take part in the experiment and data gathering. Random Sampling- to limit bias
2. Teaching strategies that will be used for the study.
3. Students taking the study seriously.
4. I must have a large sample of students taking part in order to get usable and reliable data. Student absences and other teachers following the experimental design may effect the data collection.]]> 2016-07-18 18:16:16 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116571420 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116571779 I plan to study methods used for students to learn academic vocabulary because I want to find out effective strategies that will help our students learn to show student understanding and growth so that I may better understand how I can bridge the gap among students with reading/comprehension issues. ]]> 2016-07-18 18:24:08 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116571779 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116571868 Students struggle to write complete sentences when completing different assignments, quizzes, labs, projects, and tests. My students struggle with understanding basic academic vocabulary. The goal is to find the tools necessary to bridge this gap to improve writing and reading comprehension skills. ]]> 2016-07-18 18:25:37 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116571868 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116572012 2016-07-18 18:28:28 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116572012 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116577259 Control Group: A group of students in a classroom not receiving the academic vocabulary teaching strategies
Experimental Group: Students receiving academic vocabulary teaching strategies.
Independent Variable: Academic Vocabulary Teaching Strategies
Dependent Variable: Student growth in academic vocabulary
Constants:
1. All Students receive the same academic vocabulary terms.
2. Students given the same amount of time to test.
3. Students are tested in the same way.

]]> 2016-07-18 21:05:35 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116577259 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116577860 Data will be collected through multiple trials.

Students will be tested on ten academic vocabulary terms at the beginning of the week and tested again at the end of the week. Growth/or lack of growth will be determined from these test scores.]]> 2016-07-18 21:26:52 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116577860 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116577971 Data will be collected and graphed, discussions will be made based upon the resources that have been collected on academic vocabulary research.]]> 2016-07-18 21:30:28 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116577971 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116578091 This action research study will allow me to:
understandif using teaching strategies for student comprehension of academic vocabulary will make a difference in student growth and understanding.]]> 2016-07-18 21:34:29 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116578091 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116578851 This video is based on more subject matter specific academic vocabulary but none the less shows how students can learn academic vocabulary!
http://www.ascd.org/ASCD/media/siteASCD/common/six_step_flash.html This video will not upload The Link is good if you copy and paste in a websearch and I searched for it on youtube as well
http://www.ascd.org/ASCD/media/siteASCD/common/six_step_flash.html]]> 2016-07-18 21:58:34 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116578851 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116649930 Summary:
This article is written from a teacher’s perspective. Hill- Bonnet emphasizes a “functional linguistics approach based on the work of M.A.K. Halliday for teachers to implement vocabulary instruction. Hill-Bonnet (2013) states “By analyzing verbs in learning objectives of their lessons, can more easily identify those functions” (para:4). It is important that vocabulary is not all content specific. She goes on to describe that it is important that students are introduced to regular, everyday terms that students will see on tests and in class discussions. This article also explains the importance of teacher training for vocabulary instruction.

Hill-Bonnet, L. (2013, July 31). The Vocabulary Imperative: Not Just ‘More’ Words, But More Functional Words. Education Week: Teacher.
Retrieved from
http://www.edweek.org/ew/articles/2013/02/06/20vocabulary_ep.h32.html

]]> 2016-07-19 22:56:50 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116649930 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650225 Summary:
This article offers quick insight from a teacher implementing vocabulary instruction. McReady’s methods can easily be adapted to any subject. She describes step by step how the beginning of her class is focused on vocabulary.

McReady, K. (2014, January 15). When Bell Ringers Go Bad: My Quest to Deepen Start-of-Class Activities. Education Week:Teacher.
Retrieved from
http://www.edweek.org/tm/articles/2014/01/14/ctq_mccready.html?qs=academic+vocabulary

]]> 2016-07-19 23:02:55 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650225 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650350 Summary:

Robelen states “The first-of-its-kind National Assessment of Educational Progress report suggests a consistent relationship between performance on vocabulary questions and the ability of students to comprehend a text, which experts say is consistent with prior research on the subject” (para: 2).This article takes a look at federal data takes a more systematic look at students’ abilities in regard to vocabulary achievement gaps. The articles references gaps in vocabulary achievement across ethnic and racial groups, as well as income levels. The data collected is from 2009 through 2011. The main discussion in this article seeks to improve reading comprehension.

Robelen, E. W. (2012, December 6). NAEP Data on Vocabulary Achievement Show Same Gaps. Education Week.
Retrieved from
http://www.edweek.org/ew/articles/2012/12/06/14naep.h32.html?qs=academic+vocabulary

]]> 2016-07-19 23:05:41 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650350 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650470 Summary:
This article is a written from the teacher perspective and geared towards middle school, regarding academic vocabulary that students need to understand in order to be successful in standardized tests. These terms are relevant to open-ended test questions. This article is pertinent to my study because of the gaps that are represented in my high school students. Williams (n.d.) also expresses the importance of these terms and their usefulness in all classes.

Williams, K. (n.d.). Top 10 Terms Students Need to Know to Be Successful on Standardized Tests.
Retrieved from
http://www.scholastic.com/teachers/article/top-10-terms-students-need-know-be-successful-standardized-tests

]]> 2016-07-19 23:07:29 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650470 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650556 Summary:

This article offers discussions of several practices that can help teachers increase the use of academic vocabulary based on active research. Dixon (2013) states “In order to make sense of increasingly dense academic texts, middle-level students must possess strategies to understand and use words, which will, with other types of text-based support, increase comprehension (p. 17). Some of the effective strategies offered are word walls (separating terms into tier 1, tier 2, and tier 3), exit slips, word sorts, and vocabulary journals. Vocabulary journals can specifically help students understand directional academic vocabulary terms as they learn content specific terms.

Dixon, T., Larson, L., & Townsend, D. (2013, May). How Can Teachers Increase Classroom Use of Academic Vocabulary? Voices from the Middle, Volume 20 Number 4, p.16-21.
Retrieved from
http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0204-may2013/VM0204How.pdf

]]> 2016-07-19 23:08:51 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650556 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650672 Summary:

This article describes the importance of students having background knowledge and strategies that teachers can use to help students build background knowledge. The article describes how background knowledge build student vocabulary comprehension. Kaefer, Nueman, and Pinkham describe the results of experiments performed to make conclusions about vocabulary development and comprehension in early elementary years.

Kaefer, T., Nueman, S., & Pinkham. (n.d.). Building Background Knowledge. Reading Rockets.
Retrieved from
http://www.readingrockets.org/article/building-background-knowledge

]]> 2016-07-19 23:10:44 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650672 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650888 Summary:
This article is focused on elementary school, however, provides useful information for any classroom at any grade level. It describes the importance of being a word- conscious teacher. This article emphasizes teachers modeling sophisticated word use and not “dumbing down” language use. Allen and Lane provide sopisticated word lists to use as a reference in classroom routines, behavior, and content areas.

Allen, S., Lane, H. (n.d.) The Vocabulary-Rich Classroom: Modeling Sophisticated Word Use to Promote Word Consciousness and Vocabulary Growth. Reading Rockets.
Retieved from
http://www.readingrockets.org/article/vocabulary-rich-classroom-modeling-sophisticated-word-use-promote-word-consciousness-and

]]> 2016-07-19 23:13:46 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116650888 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116651079 Summary:

This article discusses the importance of testing vocabulary becoming a part of cross disciplinary discussions. Scruletis (2014) states “This notion of paying attention to the most commonly used words in directing students to think and perform in different ways is a vital one” (para:1). This article references that testing academic vocabulary should be a school- wide discussion; crossing all subjects. It also references and gives links to academic vocabulary lists for all grade levels.

Scurletis, G. (2014, March 6). The Vocabulary of Test Directions. Vocabulary.com Blog.
Retrieved from
https://www.vocabulary.com/articles/wordshop/the-vocabulary-of-test-directions/

]]> 2016-07-19 23:16:42 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116651079 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116651196 Summary:

Hirsch discusses plummeting test scores among students in standardized tests. He describes the importance of students getting background knowledge early and offers reasons that play a role for students failing to be successful in vocabulary comprehension. Hirsch offers some solutions to help engage these students.

Hirsch, Jr., E.D. (2013). The Key to Increasing Upward Mobility is Expanding Vocabulary. A Wealth of Words.
Retrieved from
http://www.city-journal.org/html/wealth-words-13523.html


]]> 2016-07-19 23:18:27 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116651196 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116651254 Summary:

Bintz provides research, strategies, and reasoning for the importance of both directional and content specific vocabulary instruction. The article discusses the importance and use of vocabulary learning strategies. It also focuses on the use of general vocabulary, or directional vocabulary, through out different content specific subjects. Bintz (2011) states “Vocabulary instruction is a good place for schools to begin developing building- and district-wide approaches to literacy across the curriculum” (p. 50).

Bintz, W. P. (2011, March). Teaching Vocabulary Across the Curriculum. Middle School Journal.
Retrieved from
http://littoolkit.pbworks.com/f/Middle%2520School%2520Vocabulary%2520Strategies.pdf

]]> 2016-07-19 23:19:42 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116651254 amobley3 https://padlet.com/amobley3/hsyv9rrom0d9/wish/116654277 Identify, Explain, Depict, Examine, Compare, Theme, Cite, Clarify, Outline, Demonstrate, Calculate, Interpret, Contrast, Assess, Validate, Analyze, Point of View, Justify, etc.]]> 2016-07-20 00:01:28 UTC https://padlet.com/amobley3/hsyv9rrom0d9/wish/116654277