Graduate Degree/ Major: MS Family Studies and Human Development

Transcription

1 1 Author: Boles, Angela, K Title: A Survey of Vocabulary Strategies and Practices at Prescott Middle School The accompanying research report is submitted to the University of Wisconsin-Stout, Graduate School in partial completion of the requirements for the Graduate Degree/ Major: MS Family Studies and Human Development Research Adviser: Carolyn Heitz, Ph.D. Submission Term/Year: Fall 2012 Number of Pages: 51 Style Manual Used: American Psychological Association, 6 th edition STUDENT: ADVISER: I understand that this research report must be officially approved by the Graduate School and that an electronic copy of the approved version will be made available through the University Library website I attest that the research report is my original work (that any copyrightable materials have been used with the permission of the original authors), and as such, it is automatically protected by the laws, rules, and regulations of the U.S. Copyright Office. My research adviser has approved the content and quality of this paper. NAME Angela Boles DATE: December 3, 2012 NAME Carolyn Heitz DATE: This section for MS Plan A Thesis or EdS Thesis/Field Project papers only Committee members (other than your adviser who is listed in the section above) 1. CMTE MEMBER S NAME: DATE: 2. CMTE MEMBER S NAME: DATE: 3. CMTE MEMBER S NAME: DATE: This section to be completed by the Graduate School This final research report has been approved by the Graduate School. Director, Office of Graduate Studies: DATE:

2 Boles, Angela K. A Survey of Vocabulary Strategies and Practices at Prescott Middle School 2 Abstract The Common Core State Standards have changed education. All students are held to high expectations. Vocabulary instruction is an important part of the Common Core State Standards. It ensures content is accessible to a broad range of students. In this study the researcher surveyed teaching staff at Prescott Middle School to determine what vocabulary strategies are currently in use. The study also considered potential professional development methods teachers would be willing to pursue. The research discovered teachers are using a wide variety of strategies in their classrooms, yet many have been proven to be ineffective for vocabulary growth. There are many good strategies that are unfamiliar to the majority of staff members. It was determined that core instruction improvements in the area of vocabulary instruction would benefit the students at Prescott Middle School. This could be accomplished through multiple modes of professional development.

3 3 Acknowledgments I would like to extend thanks to all who have helped and supported me along the way. Without them this would not have been possible.

4 4 Table of Contents... Page Abstract...2 List of Tables...6 Chapter I: Introduction...7 Statement of the Problem...8 Purpose of the Study...8 Research Questions...8 Assumptions of the Study...9 Definition of Terms...9 Limitations of the Study...10 Methodology...11 Chapter II: Literature Review...12 Reading Demands in Middle School Classrooms...13 Types of Vocabulary...15 Vocabulary in the Classroom...15 Vocabulary Program Principles...17 Disciplinary Literacy...18 Chapter III: Methodology...21 Subject Selection and Description...21 Instrumentation...22 Data Collection Procedures...22 Vocabulary Strategies...23 Data Analysis...26

5 5 Limitations...26 Chapter IV: Results...27 Item Analysis...27 Chapter V: Discussion...33 Limitations...33 Conclusions...33 Recommendations...34 References...36 Appendix A: Prescott Middle School Vocabulary Strategy Survey...41 Appendix B: Strategies to Increase Content Understanding Chart...43 Appendix C: Anticipation Guide...44 Appendix D: Knowledge Rating...45 Appendix E: List-Group-Label...46 Appendix F: KWL...47 Appendix G: Semantic Word Map...48 Appendix H: Word Family Tree:...49 Appendix I: Semantic Feature Analysis...50 Appendix J: Frayer Model...51

6 6 List of Tables Table 1: I Consider Vocabulary Instruction When Planning Lessons...27 Table 2: How Many Vocabulary Words Do I Explicitly Teach in Each Unit...28 Table 3: Vocabulary Strategies used by Teachers at Prescott Middle School to Activate Prior Knowledge...29 Table 4: Vocabulary Strategies used by Teachers at Prescott Middle School to Reinforce and Extend Vocabulary Knowledge...30 Table 5: Which professional development methods are most desirable to teachers at Prescott Middle School...31 Table 6: Barriers that limit the use of vocabulary strategies for Prescott Middle School Teachers...32.

7 7 Chapter I: Introduction With the introduction of the Common Core State Standards (CCSS), teachers are faced with increasing pressure to help all students succeed in their classrooms. The Common Core State Standards for Literacy in All Subjects (Wisconsin Department of Public Instruction, 2011a) insist reading, writing, speaking, listening, and critical thinking must be integrated into each discipline across all grades so that all students gradually build knowledge and skills toward college and career readiness ( p.23). Students are now being asked to think like a scientist, a mathematician or historian. This approach to vocabulary instruction is different than in the past where all texts were used in the same manner in every classroom. Teachers who are aware of the cognitive skills required for their discipline(s) and the language that supports such skills are likely to be better prepared to teach these as they teach content (Zwiers, 2007, p 113). There is a strong correlation that a vocabulary deficit can create a gap in achievement (Davis, 1944; Townsend, Filippini, Collins, & Biancarosa, 2012). Students are often given more words to learn to close this gap, but it has become increasingly known that fewer well-chosen words along with word strategies are more effective (Beck, McKeown, & Kucan, 2002; Graves, 2006; Marzano, 2010). Vocabulary instruction has become an integral aspect of disciplinary literacy. According to Allen (1999), teachers need to move away from decontextualized, single definitions and toward a concept-based, multi-layered knowledge of words (p.4). This helps students to develop word consciousness (Graves, 2006; Scott and Nagy, 2004) or word awareness (Beck, McKeown, and Kucan, 2002). Many teachers come into the school system thinking they are not part of the teaching of reading skills. Using disciplinary literacy, such as vocabulary strategies, will advance learning for all students. Getting teachers to implement vocabulary strategies is a challenge.

8 8 Slow purposeful change has been proven to be effective in helping transform the culture of a school and their literacy practices (Wilcox & Angelis, 2012). A good way to change the way a system works is to look at what is currently happening. This paper will attempt to look at how Prescott Middle School teachers are currently addressing vocabulary needs. It will also look at potential paths for professional development. Statement of the Problem Vocabulary learning is important. It is a key aspect of understanding what is read. U.S. jobs increasingly require and depend upon reading. We need strong informed citizens for voting and other civic issues. Despite this need for improvement, literacy strategies, like vocabulary, are rarely taught (Shanahan & Shanahan, 2008). Research can uncover methods for improvement in literacy strategies across all subject areas. Purpose of the Study The purpose of this study will be to understand the current use of vocabulary strategies at Prescott Middle School. The study will also investigate potential professional development opportunities. The research of this study is significant because it will enhance the achievement of students at Prescott Middle School. Vocabulary study is complex. Student understanding of content is enhanced when they have strong vocabulary knowledge. Many teachers know teaching vocabulary is important, but are unsure of how to teach the vocabulary within their content. Teachers overly rely on having students simply define the words (Allen, 1999, p.33-34). There are many other strategies available. Finding the right vocabulary strategies and helping teachers learn to use them is a key factor in strengthening literacy. Research Questions

9 9 1. What vocabulary strategies are teachers at Prescott Middle School currently using in their classrooms? 2. In what ways would they prefer to learn more about strategies for reinforcing vocabulary in their classrooms? Assumptions of the Study This study is based on several assumptions. The first assumption is that all teachers want their students to be successful. It is also the assumption that all teachers address vocabulary in their classroom. All content areas have a vocabulary distinct to their content that needs to be addressed for a full understanding of the curriculum being taught. Teachers are willing to learn new strategies to help all students be more successful. Definition of Terms Academic vocabulary. The specialized language, both oral and written, of academic settings that facilitate communication and thinking about disciplinary content (Nagy, Townsend, Lesaux, & Schmitt, 2012). Common Core State Standards (CCSS). National standards adopted by Wisconsin on June 2, 2010 that were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. These standards define the knowledge and skills students should have within their K- 12 education careers so that they will graduate high school able to succeed in entry-level, creditbearing academic college courses and in workforce training programs (Common Core State Standard Initiative, 2012). Disciplinary literacy. The assembly of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak and think critically in a way that is meaningful within the context of a given field.

10 10 High quality instruction. High quality instruction responds to individual differences in a learning community/classroom. Inherent to high quality instruction is rigorous content delivered through differentiated instruction. Instructional activities are culturally relevant and put the student at the center of academic and social learning, with the student s needs driving instruction, not programs or curricula. High quality instruction is vital to informing additional support, challenge, and intervention (Wisconsin Department of Instruction, 2011b). Morphology. The study of patterns of word formation. This involves the use of morphemes, or units of meaning in words, to derive meaning. Morphology includes the use of prefixes, suffixes, and Greek and Latin roots. Scaffolding. Instructional supports that help students navigate their way through text. There is a gradual release of ownership from I do to we do and finally you do. These supports are tailored to the individual abilities of each student. Vocabulary. Vocabulary is a list or collection of words or phrases of a language, technical field used to support meaning. Word Consciousness. Interest in and awareness of words. Students with word consciousness enjoy words, play with words, have developed an appreciation of words, and find satisfaction in using words well. Limitations of the Study This study is limited by a couple of factors. This study did not encompass all possible strategies that can be used to reinforce vocabulary. Teachers may be using strategies not covered in the survey. The sample size was small and only generalized to Prescott Middle School, a school with limited ethnicity and economic diversity.

11 11 Methodology The subjects of this research will be classroom teachers at Prescott Middle School, a 6th- 8th grade building, located in western Wisconsin. A survey will be distributed to all staff members during team planning time and through the schools staff mailboxes. The survey will include a series of five questions with related rating scales designed to gather information about the current use of vocabulary strategies and preferred methods of professional development. The participants will be informed of the purpose of the research. Surveys will be returned to the researcher in an envelope with no way of identification.

12 12 Chapter II: Literature Review There is a clear need for vocabulary instruction in middle school classrooms. Vocabulary has been linked to school achievement (Davis, 1944). Studies have documented large gaps in vocabularies between top achieving students and lower achieving students (Marzano, 2010). In her book Words, Words, Words, Janet Allen (1999), stated, it is necessary for all content teachers to know and use effective strategies for helping students understand both common words used in uncommon ways and specialized vocabulary (p.11). High quality core instruction is a cornerstone of academic achievement. Vocabulary instruction plays a pivotal role in core curriculum. The Common Core State Standards for Literacy in All Subjects (Wisconsin Department of Public Instruction, 2011a) College and Career Readiness Anchor Standards for Language reports, To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of network of other words words, for example, that have similar denotations but different connotations. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and

13 13 vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts. (p.70) High-quality core instruction must be based on appropriate grade-level standards and expectations and according to Fisher, Frey and Lapp (2011), should include the following components: (a) established purpose, (b) teacher modeling, (c) productive group work, (d) guided instruction, and (e) independent learning tasks. These need to be considered when planning vocabulary instruction. Reading Demands in Middle School Classrooms There are a number of factors that contribute to the wide variations of student vocabularies that are present in middle school classrooms. Students who read widely and robustly have greater vocabulary growth (Cain & Oakhill, 2011). Students who grow up in poverty or as English language learners have substantially smaller vocabularies than their more advantaged classmates (Graves, 2006). Middle school classrooms are not focused on vocabulary instruction. Kelly, Lesaux, Kieffer, and Faller (2010) reported only 10% of instructional time is spent on teaching vocabulary or word analysis as part of standard practice. There are many vocabulary strategies being used in classrooms that have no research evidence to prove their effectiveness. For example, many students are required to write out definitions from the dictionary with no further discussion of meanings. When most students do not understand the definition in the dictionary (Scott & Nagy, 1997), this proves to be an ineffective instructional technique. Students who enter the classroom disadvantaged need vocabulary instruction the most. Cain & Oakhill (2011) found children with specific reading comprehension difficulties showed slower rates of vocabulary growth than same age peers with good reading comprehension.

14 14 Townsend, Filippini, Collins, &Biancarosa (2012) found students from low SES backgrounds benefit from academic language supports. Background knowledge is another important predictor of academic success. What students already know about a particular topic is one of the strongest indicators of how well they will learn new information relative to that content (Marzano, 2004). Knowledge of general academic words contributes unique variance to achievement across disciplines (Townsend et al., 2012). Knowing a variety of words along with strategies to construct unknown words helps to make the content of the classroom clearer. Another strong indicator of vocabulary importance is the connection of vocabulary strength and comprehension. Vocabulary development is both an outcome of comprehension and a precursor to it. Word meanings make up to 70 80% of comprehension (Davis, 1972). The amount of reading done by students increases vocabulary. It is estimated that students learn approximately three thousand new words per year (Nagy, Anderson, & Herman, 1987). Early reading habits benefit vocabulary growth and that trend continues into the middle school years (Cain & Oakhill, 2011). The more time spent reading the more words encountered and incidental growth of vocabulary will occur. It is estimated that 25 to 50 percent of annual growth in vocabulary can be attributed to incidental learning from context while reading (Nagy et al., 1987). Today s middle school students prefer to read their text through avenues such as websites that often have a decreased level of strong academic language. Thus they have few opportunities to learn the academic vocabulary that is crucial across their content-area learning (Snow, 2010). Reading habits can and do change. Teachers can influence what students are reading by introducing them to new genres and topics. Types of Vocabulary

15 15 Academic vocabularies are words that are needed in order to understand the content in the classroom. According to Kelly et al. (2010) classroom vocabulary instruction must begin with academic words and go beyond the study of superficial meanings (p.6). Academic words can be categorized as either general, or discipline specific. Academic language contains the following characteristics Latin and Greek vocabulary; morphologically complex words; nouns, adjectives, and prepositions; grammatical metaphors, including nominalizations; informational density; abstractness (Nagy, et al., 2012). Although academic vocabulary is different from conversational language and essential for academic success, surprisingly, it is infrequently taught in schools (Kelly et al. 2010). Vocabulary in the Classroom To ensure all students learn vocabulary it is important that classrooms include active discussion that is relevant to the students. Daniels and Bizar (1998) claim passive learning isn t wrong because it is boring, it is wrong because it doesn t work. Multiple perspectives and approaches will be necessary to accommodate children of differing abilities and learning styles. Teachers need to become creative in their approach to vocabulary instruction. Linda Kucan (2012) explained: Students need vocabulary instruction that allows them to build rich representations of words. Such instruction cannot only be incidental. Teachers need to plan and implement vocabulary lessons that can support students in developing the kind of high-quality lexical representations that will endure and be available for reading and writing. (p.366)

16 16 Developing an appreciation for words is among the most intangible of all goals in vocabulary instruction. Vocabulary instruction via immersion in a word rich environment is necessary for students to understand, internalize and use words effectively (Savino, 2010). Teachers can deliberately enhance the verbal environment in their classrooms by choosing books and poems to read aloud to emphasize the impact of language used to describe and explain (Kucan, 2012). Teachers need to make word consciousness a part of the classroom environment every day. Kelly et al. claim word selection is especially important when teaching students with low vocabularies; they need to know the delivery words deeply to access the content-specific words they encounter in texts (2010). There have been multiple models of word selection methods. Beck, McKeown, & Kucan, (2002, 2008) constructed a model with three tiers. Marzano (2010) categorized words as basic or advanced. What is important is that teachers are thinking about the words students use and how they will be most useful. It is important that teachers have a scheme for classifying and selecting vocabulary (Bauman and Graves, 2010). This will insure that classroom time and energy are used wisely. Teachers need to scaffold students academic language development in middle school classrooms (Townsend et al., 2012). Words should be carefully chosen and reduced in number to establish greater connections which may help anchor word meanings. In her classroom, Falkner (2010) was able to reduce the amount of vocabulary taught in her classroom and her students were able to use more vivid words with deeper meaning. Teaching students less words often gets better results. Students need to be given opportunities to think about the words they encounter on a daily basis. A word is just a collection of letters until it is connected in the students mind with an image (Holbrook & Salinger, 2010). McKeown and Beck, state word knowledge is not an

17 17 all or nothing proposition, words can be known at different levels (1988). Students need to know what to do when they encounter an unfamiliar word during their reading; they need to be shown how to develop vocabulary metacognition (Savino, 2010). Nagy, et al., 2012 instruct teachers to treat words as tools rather than facts to be memorized. Rich vocabulary instruction consists largely of providing students with multiple opportunities to use instructed words, both receptively and productively, generally in the context of discussion about academic content. (p.101) Students with larger vocabularies tend to have a greater understanding of morphology (Kieffer & Lesaux, 2007). Morphological awareness is very strongly correlated to vocabulary size (Nagy et al., 2012). Morphological awareness activities improve students phonological and morphological awareness, decoding, spelling, and vocabulary. Morphology is related to reading comprehension and becomes more important as students grew older (Kieffer & Lesaux, 2007). Vocabulary Program Principles There are multiple models of effective vocabulary instruction (Kucan, 2012,Richek & McTague, 2008) each of them present important ideas to consider in the classroom. In his book, Teaching Basic and Advanced Vocabulary (2010), Robert Marzano presents the following as part of effective vocabulary instruction descriptions as opposed to definitions; use of linguistic and nonlinguistic representations; gradual shaping of word meanings; teaching and using word parts; different types of instruction for different types of words; students interacting about the words they are learning; use of games;

18 18 focus of terms important to academic subjects. Instructional decisions regarding what method we should use to teach vocabulary must always depend on our knowledge of our students, the nature of the words we choose to teach, and the goal or purpose we have for teaching the word. The view of vocabulary as a sole activity independent of all other instruction is not acceptable if students are expected to understand and apply content in their lives. Vocabulary instruction should be threaded throughout the curriculum in ways that allow students to interact with concepts, terms, historical figures, ideas, theories, and other field-specific language (Alexander-Shea, 2011). The use of consistent school wide instructional strategies creates a level of predictability for students (Fisher & Frey, 2007). Disciplinary Literacy Despite the fact disciplinary literacy is hard to infuse into the classroom (Buehl, 2011) change is needed (O Brien, Stewart & Moje, 1995). As students move through school reading and writing, instruction should become increasingly disciplinary. Teachers are not well prepared to meet this standard. Snow (2010) presents the example science teachers are not generally well prepared to help their students penetrate the linguistic puzzles that science texts present. They, of course, recognize that teaching vocabulary is the key, but typically focus on the science vocabulary (the bolded words in the text), often without recognizing that those bolded words are defined with general-purpose academic words those students also do not know (p.452). Textbooks are used to deliver 85-95% of social studies curriculum (Alexander-Shea, 2011). Building knowledge of discipline specific words does not guarantee access to disciplinary texts. Rather, studying disciplinary texts with appropriate scaffolding will help students understand discipline-specific words (Nagy et al., 2012). There are many research based vocabulary instructional strategies, yet many students are still asked to use methods that don t work to learn new words (Holbrook & Salinger, 2010).

19 19 Attention to academic vocabulary may be an important first step to raising teachers awareness of the need to better support students understanding and use of the language of the disciplines (Nagy et al., 2012). Teachers who are aware of the cognitive skills required for their disciplines and the language that supports such skills are likely to be better prepared to teach these as they teach content (Zwiers, 2007). Academic disciplines resist literacy strategy instruction given by individuals who are literacy experts without proper content knowledge (Shanahan & Shanahan, 2008). Teachers need time to talk with peers and develop their expertise and decision making. It is not a fast or easy process. It may take several years of professional development on a sustained topic to see success (Fisher, Frey, & Nelson, 2012). Wilcox and Angelis (2012) found these important in higher performing schools; shared vision of success and responsibility; safe and secure environment allowing all to focus on learning; coaching, professional development, and support are provided; scheduled time for teachers to meet; teachers reinforce skills across subject areas; shared decision making; ongoing discussion of curriculum, instruction, assessment, and student performance; new teachers are expected to play and active role. With a focus on professional development districts are able to make great gains in academic achievement. Jeff Zwiers (2007) claims teachers can design classroom activities that require complex thinking and language patterns valued in academia (and the professional world,

20 20 rather than fact based charts, fill-in-the-blank worksheets, end of the chapter questions, and formulaic essays (p.113).

21 21 Chapter III: Methodology Vocabulary instruction is recommended as one of the important literacy practices to support with middle school students. The Common Core State Standards for Literacy in All Subjects (Wisconsin Department of Public Instruction, 2011a) ask all 6-8 students to be able to interpret words and phrases as they are used in text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone (p.60). Common practice is to have students look up the definitions in the dictionary. This has not been proven to be an effective way to increase vocabulary (Allen, 1999). Many teachers are unsure what good vocabulary instruction should look like, despite wanting to provide the best for their students. This study is designed to determine what strategies are currently used at Prescott Middle School. It also uncovers methods the teachers are most willing to learn about vocabulary best practices. The survey given will provide an insight into what could be the best avenue to take in professional development. Subject Selection and Description The study was carried out at the Prescott Middle School in Prescott, Wisconsin, a small suburban/rural community, approximately 35 miles east of Minneapolis, Minnesota. The middle school had a population of approximately 278 students for the school year. According to Wisconsin s Information Network for Successful Schools (WINNS), the middle school student population is approximately 93% White, 3% Hispanic, 1% Asian, and 1% American Indian. Among those students 23% are economically disadvantaged and 16% are identified as having special needs. The participants of the study were 18 classroom teachers of grades six through eight. The teachers have between one year and 30 years experience. Teachers of every subject, including

22 22 music, art, technology, and physical education, were included. Special education teachers were not surveyed. Instrumentation A paper survey (Appendix A) was designed to gather information about current vocabulary instruction, as well as, interest in professional development opportunities. Subjects (6-8 classroom teachers) were asked to complete a survey which featured a series of questions and related rating scales. The survey questions and rating scales attempted to answer the following research questions: 1. What vocabulary strategies are teachers at Prescott Middle School currently using in their classrooms? 2. In what ways would they prefer to learn more about strategies for reinforcing vocabulary in their classrooms? The survey (Appendix A) was administered to teachers at Prescott Middle School. The survey contained five questions and related rating scales addressing whether teachers consider vocabulary when planning lesson, how many vocabulary words they teach per unit, vocabulary strategies used in instruction, professional development desires, and any potential barriers they perceive. Data Collection Procedures A paper survey was completed anonymously by core classroom teachers at one of their daily team meetings in May of the school year. The survey was handed out by the researcher and all were informed the survey would be used for a graduate research paper. Upon handing out surveys the researcher left the room and all completed surveys were returned in a yellow envelope. The teachers who do not attend team meetings were delivered the survey in the

23 23 school mailbox and were instructed to return to researcher in their mailbox. Out of 19 possible returned surveys, 18 were returned. One failed to complete the back side. Vocabulary Strategies Used in Survey There are many strategies that middle school teachers can choose to help students better understand the vocabulary and concepts of their discipline. It is important for the teacher to consider the words as well as the amount of time they can invest in planning and instruction. Teachers need to spend time reflecting on their vocabulary goals for each unit. See (appendix B) for a framework. Anticipation Guide An Anticipation Guide ( WETA, 2012; Vacca & Vacca, 2005, Readence, Bean & Baldwin, 1981, Buehl, 2009) is a before reading strategy that present students with a series of statements they must respond to individually before reading text. They are a good fit in all content disciplines. They give students a chance to think about and reflect on important concepts before reading. They help provide a purpose for reading and create interest in reading by providing an initial hook. See (Appendix C) for example. Knowledge Rating Knowledge rating (Ellery & Rosenboom, 2011; Vacca & Vacca, 2005) has students independently rating how well they know the concept or the word. This works as a selfassessment of what they know before they read or begin a new unit of study. See (Appendix D) for an example. List-Group-Label List-Group-Label (WETA, 2012, Zwiers, 2010) is a vocabulary strategy that has students actively organizing what they already know about content area vocabulary and concepts. With this strategy students list all the words they can think of that relate to a topic. Next they group

24 24 those words into subcategories. Finally they label the groups of words they have formed. This strategy has students reflecting on words, discussing words and making connections. Keeping students engaged. See (Appendix E) for an example. KWL KWL (Zwiers, 2010; Vacca & Vacca, 2005) is an instructional strategy that engages students in active text learning. KWL uses three columns in which to write down information that we know (background knowledge), want to know (establishing purpose and asking questions), and have learned (main idea).see (Appendix F) for example. Semantic Word Maps Semantic Word Maps (Zwiers, 2010; Vacca & Vacca, 2005) can take on many different forms. Students use the map as an organizational tool that visually places words and concepts in visual groups. Most maps take on the form of circles with connecting lines to show relationships. This graphic format helps students visualize how words and concepts are related. See (Appendix G) for example. Vocabulary Concept Cards With vocabulary concept cards (Fries-Gaither, 2009) students write the vocabulary word on one side of an index card or notebook page, and divide the other side into four quadrants. Students fill the four quadrants with (a) what the word is (their own definition), (b) what the word is not, (c) an example, and (d) the definition from a dictionary, textbook, or reader. This interaction with words requires students to consider words from many different angles, building vocabulary flexibility. Academic Word Walls Academic word Walls (Ellery and Rosenboom, 2011) are a place to store the words used in the classroom. When the words are placed in a visual location in a classroom students are able

25 25 to use them, reflect on them, and remember them. These words can be used to review and make connections. The strategy is easy and requires little time. Word Family Trees Word Family Tree (Buehl, 2009) is a strategy that has students connecting a key term to its origins, to related words that share a common root, to words that serve a similar function, and to situations in which one might expect the word to be used. By connecting words this way students begin to be able to use word parts to figure out meaning. This opens up the number of words they know. See (Appendix H ) for example. Semantic Feature Analysis (SFA) Semantic Feature Analysis (Vacca & Vacca, 2005) uses a matrix grid to help students analyze how words and ideas can be related to one another. Selected words from the content are placed across the top of the matrix. Features and properties shared by some of the words are listed in a column down the left side. Students analyze each word as a yes or no or maybe for each of the features. SFA keeps students engaged and helps them comprehend more of what they learn. See (appendix I) for an example. Frayer Model The Frayer Model (WETA, 2012) is a strategy that uses a graphic organizer for vocabulary building. This technique requires students to (1) define the target vocabulary words or concepts, and (2) apply this information by generating examples and non-examples. The information is placed on a chart that is divided into four sections to provide a visual representation for students. See (appendix J). This instructional strategy promotes critical thinking and helps students to identify and understand unfamiliar vocabulary. The Frayer Model can be used with the entire class, small groups, or for individual work. The Frayer Model draws

26 26 on a student's prior knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples. Data analysis The data was gathered and analyzed using a graph. The results are presented in the form of six researcher generated tables displayed in Chapter IV. The first table presents the frequency of considering vocabulary when planning lessons. The second table presents the number of vocabulary words taught in each unit. The third table presents vocabulary strategies that build background knowledge. The fourth table presents reinforcing and extending vocabulary strategies. The fifth table analyzes preferred professional development methods. The final table presents any potential barriers to using vocabulary strategies. The data from the survey was analyzed to determine the frequency and percentage of the responses. The findings of the research will be shared with the district professional development committee, school administrators, and classroom teachers. The data may be used to help determine the path for improving vocabulary instruction at Prescott Middle School. Limitations Prescott Middle School is a small school which limits the number of participants. A small sample size may not yield results similar to a larger sample size. However, the intent of this survey was to look at Prescott Middle School, which it did. Previous biases about curriculum change may have influenced responses of the participants..

27 27 Chapter IV: Results With the advent of the Common Core State Standards teachers are increasingly being asked to get more information to students. They are also being asked to make sure everyone is making gains. Vocabulary aids students ability to access discipline specific content and helps students write with meaning. The purpose of this study will be to understand the current use of vocabulary strategies at Prescott Middle School. The study will also investigate potential professional development opportunities. A survey was given to classroom teachers in order to find out what is currently happening in the classroom and avenues to pursue for professional development. Item Analysis Table 1 shows the frequency teachers at Prescott Middle School consider vocabulary when planning instruction. The data from table 1 confirms teachers do support vocabulary instruction. The majority of teachers consider vocabulary instruction when planning lesson with 50% always considering vocabulary and 44% sometimes considering vocabulary. Table 1 I Consider Vocabulary Instruction When Planning Lessons Response Frequency (N=18 ) Percentage Always % Sometimes % Never 1 5.6%

28 28 In order to understand if teachers are following current recommendations for number of vocabulary words taught, the question was asked, how many vocabulary words to you explicitly teach each unit? Table 2 displays the responses. Table 2 How Many Vocabulary Words Do I Explicitly Teach in Each Unit? Response Frequency (N=18) Percentage % % % % % The third survey question asked teachers at Prescott Middle School to check the frequency of vocabulary strategies used in the school year. The responses were separated into two tables. Table 3 displays the strategies used to activate prior knowledge. Table 4 displays strategies used to reinforce and extend vocabulary knowledge. Table 3 shows that anticipation guides 16.7% and KWL 16.7% are currently the most often utilized vocabulary strategies at Prescott Middle School. Semantic word maps were used occasionally by 44.4%. The remaining strategies of knowledge rating and list-group-label are not used frequently at Prescott Middle School.

29 29 Table 3 Vocabulary Strategies used by Teachers at Prescott Middle School to Activate Prior Knowledge N=18 Strategy Unfamiliar with Strategy Never Occasionally Often Anticipation Guides 5 (27.8%) 4 (22.2%) 6 (33.3%) 3 (16.7%) Knowledge Rating 6 (33.3%) 7 (38.9%) 4 (22.2%) 1 (5.5%) List-Group-Label 7 (38.9%) 5 (27.8%) 4 (22.2%) 2 (11.1%) KWL 4 (22.2%) 6 (33.3%) 5 (27.8%) 3 (16.7%) Semantic Word Maps 6 (33.3%) 3 (16.7%) 8 (44.4%) 1 (5.5%) Note: Percentages of valid responses are in ( ). Table 4 displays strategies used to reinforce and extend vocabulary knowledge. Vocabulary notecards 5.5%, word walls 0%, list the word and define 0%, and word games were known to the majority of teachers. In contrast semantic feature analysis 38.9% and Frayer model/four corners 44.4% were relatively unfamiliar. Thinking trees/word family trees 38.9%, semantic feature analysis 33.3%, Frayer model/four corners 38.9% are never used by teachers. Despite all teachers knowing what word walls are 55.6% never use them. The most often used strategy, list the word and define 55.6%, was never used by one teacher. Word games were used occasionally 44.4% and often 27.8% by teachers.

30 30 Table 4 Vocabulary Strategies used by Teachers at Prescott Middle School to Reinforce and Extend Vocabulary Knowledge N=18 Strategy Unfamiliar with Strategy Never Occasionally Often Vocabulary Note cards 1 (5.5%) 6 (33.3%) 7 (38.9%) 4 (22.2%) Word Walls 0 (0.0%) 10 (55.6%) 5 (27.8%) 3 (16.7%) Thinking Trees/Word Family Trees 4 (22.2%) 7 (38.9%) 7 (38.9%) 0 (0.0%) Semantic Feature Analysis 7 (38.9%) 6 (33.3%) 4 (22.2%) 1 (5.5%) Graphic Organizers 2 (11.1%) 3 (16.7%) 11 (61.1%) 2 (11.1%) List the Word and Define 0 (0.0%) 1 (5.5%) 7 (38.9%) 10 (55.6%) Frayer Model/Four Corners 8 (44.4%) 7 (38.9%) 2 (11.1%) 1 (5.5%) Word Games 1 (5.5%) 4 (22.2%) 8 (44.4%) 5 (27.8%) Note: Percentages of valid responses are in ( ). The fourth survey question asked teachers how they prefer to learn about educational strategies. Three strategies have a significant number very interested in using; resources available on the internet 52.9%, ed newsletters 52.9%, and peer coaching 47.1%. Two strategies with the least interest are self-initiated reading 23.5% and book clubs 29.4%.

31 31 Table 5 Which professional development methods are most desirable to teachers at Prescott Middle School. N=17 Professional Development Method Not Interested Somewhat Interested Very Interested Self-initiated reading of books, web resources and/or journal articles 4 (23.5%) 9 (52.9%) 4 (23.5%) Professional Learning Community Book Clubs 5 (29.4%) 10 (58.8%) 2 (11.8%) Resources available on the server in documents that allow you to customize material for your classroom. 3 (17.6%) 5 (29.4%) 9 (52.9%) newsletters once per month highlighting strategies. 3 (17.6%) 6 (35.3%) 9 (52.9%) Working as a team within the building (peer coaching) 2 (11.8%) 7 (41.2%) 8 (47.1%) Webinars 3 (17.6%) Note: Percentages of valid responses are in ( ). 13 (76.5%) 1 (5.8%) The final question on the survey asked teachers which of four potential barriers affected the use of vocabulary strategies. These barriers were time, lack of resources, too many standards, and understanding of vocabulary best practices. The teachers were able to select as many barriers they felt interfered with using vocabulary strategies. Time was listed the most with 52.9% of teachers choosing. Understanding of best practices was checked by 41.1% respondents.

32 32 Table 6 Barriers that limit the use of vocabulary strategies for Prescott Middle School Teachers Barrier Frequency (N=17) Percentage Time % Lack of Resources % Too Many Standards to Cover Understanding of Vocabulary Best Practices % %

33 33 Chapter V: Discussion With schools attempting to implement Common Core State Standards, they are looking at ways to improve student performance. One way to improve student learning is utilizing vocabulary strategies. When schools implement school wide and consistent instructional strategies students do better academically (Fisher & Frey, 2007). This study surveyed teachers at Prescott Middle School about the current use of vocabulary strategies in the classroom. The study also surveyed teachers to identify potential avenues for professional development. Limitations This study was limited to teachers at Prescott Middle School in Prescott, Wisconsin. Prescott Middle School has a small population which limited the number of participants. The results of this study cannot be generalized beyond the location of Prescott Middle School. When teachers answered questions on the survey previous biases may have affected the answers. The survey was limited to only a few of the many vocabulary strategies and modes of professional development. There may be practices in place that were not revealed on the survey. Conclusions A survey was given to the teachers at Prescott Middle School to discover the state of vocabulary instruction in the classroom. The survey also looked at desired modes of professional development. The results of the survey displayed that most of the teachers at Prescott Middle School are attempting to teach vocabulary in some manner in their classroom. These findings correlate with research that agrees, most teachers do attempt to teach vocabulary, but often lack a framework or focus (Flanigan & Greenwood, 2007). According to the survey the majority of teachers 56 % are following recommendations and teaching ten or less words per unit. However, 44% are currently teaching more than the recommended number of words. Teachers would benefit from discussion about word selection

34 34 from Marzano (2010) or the work of Beck, McKeown and Kucan (2002), who have established categorization and tiers of words. This helps ensure that time in the classroom is used efficiently. The survey has demonstrated teachers at Prescott Middle School are using a wide variety of vocabulary strategies in their individual classrooms. They are not all using research based best practices. The strategy, list the word and define, (table 3) was used most often. Using definitions as a way to teach vocabulary has been shown not to be effective (Allen, 1999 p ). Research based strategies such as Semantic Feature Analysis, Knowledge Rating, List- Group-Label, and the Frayer Model were unfamiliar to the staff and, therefore, not used much (Table 3 and Table 4). The teachers at Prescott Middle school are receptive to many forms of professional development. The results from the survey had strong support for many of the teaching strategies included. The two professional development methods with the strongest interest were having resources available on the district network as editable word documents and periodic newsletters highlighting vocabulary strategies. The teachers also had a strong desire to continue working in teams which according to Fisher, Frey, and Nelson (2012), is good practice in professional development. The survey also revealed that 41% of those surveyed are unsure of best practices in vocabulary instruction. Lack of time was also a barrier to using vocabulary strategies. Recommendations It is recommended that more professional development on vocabulary should be used at Prescott Middle School. The research has shown gaps in teacher s knowledge of vocabulary best practices. The following should be considered as part of the professional development plan:

35 35 Encourage teachers to be excited about words. It is contagious. The attitude the teacher brings to the classroom can encourage the students to learn words because it is fun. Expand teacher knowledge of what vocabulary best practices are through multiple avenues of professional development. Increase teacher understanding of the differences between academic vocabulary and discipline specific words and why both are important. Increase teacher understanding on choosing words for explicit instruction. Time should be given to choose key academic vocabulary together across disciplines and grades. Use electronic resources like and the district network to keep a library of vocabulary strategies for teachers to reference. Continue team interactions for planning curriculum.

36 36 References Allen, J. (1999). Words, words, words: Teaching vocabulary in grades York, ME. Stenhouse. Alexander-Shea, A. (2011). Redefining vocabulary: The new learning strategy for social studies. Social Studies, 102(3), doi: / Baumann, K. F., Graves, M. F., (2010). What is academic vocabulary? Journal of Adolescent and Adult Literacy 54(1) doi: /jaal Beck, I, McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press. Beck, I, McKeown, M., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions & extended examples. New York: Guilford Press. Buehl, D. (2011). Developing readers in the academic disciplines. Newark, DE: International Reading Association. Cain, K. & Oakhill, J. (2011). Matthew effects in young readers: reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities 44(5) doi: / Common core state standards for literacy in all subjects, (2010). Retrieved from Daniels, H. & and Bizar, M. (1998).Methods that matter: Six structures for best practice classrooms. Portland, ME: Stenhouse. Davis, F.B. (1944). Fundamental factors in reading comprehension. Psychometrika 9(3), doi: /bf Davis, F. B. (1972). Psychometric research on comprehension in reading. Reading Research Quarterly, 7(4),

37 37 Ellery, V.& Rosenboom, J. L. (2011). Sustaining strategic readers: Techniques for supporting content literacy in grades Newark, DE: International Reading Association Faulkner, J. (2010). Innovative writing instruction: Reducing vocabulary to increase vocabulary: Student-centered vocabulary instruction for writing that makes a difference. English Journal, 100(1), Fisher, D. & Frey, N. (2007). A tale of two middle schools: The difference in structure and instruction. Journal of Adolescent & Adult Literacy, 51(3) doi: /jaal Fisher, D., & Frey, N., & Lapp, D. (2011). It s never too late to learn: Implementing RTI 2 with older students. In Paratore, J. R., McCormack, R. L., (Eds.), After early intervention, then what? Teaching struggling readers in grades 3 and beyond 2 nd ed.). (pp ). Newark, DE: International Reading Association. Fisher, D., Frey, N., & Nelson, J. (2012). Literacy achievement through sustained professional development. Reading Teacher, 65(8), doi: /trtr Flanigan, K., & Greenwood, S. (2007). Effective content vocabulary instruction in the middle: Matching students purposes, words, and strategies. Journal of Adolescent & Adult Literacy 51(3), doi: /jaal Fries-Gaither, J. (2009). MSP:Middle school portal/vocabulary development. Ohio State University Retrieved from nt Graves, M. (2006). The vocabulary book. New York, NY: Teachers College Press. Holbrook, S.& Salinger M. (2010). High definition. New Hampshire: Heineman: