w ords o f the w eek vocabulary project
DESCRIPTION
WOW. W ords O f the W eek Vocabulary Project. Cedar Rapids, Iowa. Grant Early Childhood Center. Grant A ction R esearch T eam. Principal Grade level teachers Special ed & preschool teachers Reading Coach & Title I teachers Media Specialist. Define the System. - PowerPoint PPT PresentationTRANSCRIPT
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WWords ords OOf the f the WWeekeek Vocabulary ProjectVocabulary Project
WWords ords OOf the f the WWeekeek Vocabulary ProjectVocabulary Project
Cedar Rapids, IowaCedar Rapids, IowaGrant Early Childhood Grant Early Childhood
CenterCenter
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Grant Action Research Team
•Principal•Grade level teachers•Special ed & preschool teachers•Reading Coach & Title I teachers•Media Specialist
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PLAN
ACT
STUDY
DO
Plan for Continuous Improvement
Standardize Improve-ments
Study the Results
Try Out Improvement Theory
PLAN
Analyze Causes
Define the System
AccessCurrent Situations
ART process is based on a cycle called
PlanPlanDoDo
StudyStudyAct Act
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PLAN Spring 2006
Only 64% of 2nd grade students were at the proficient level in vocabulary
2005/2006 ITBS Vocabulary Subtest
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PLAN
Why are vocabulary scores so low on 2nd grade ITBS?
Teachers
Want a process to teach words and their meanings that is aligned in the building.
Methodology
We teach sight words explicitly to students.Want and need a process for word knowledge.
Materials
We are not using a standardized curriculum for vocabulary instruction.
K/1 Students
*Lack of extensive working vocabulary for many students.*Many Tier 1 and 2 words are unknown to many of our students.
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DOSpring 2006
Looked at systematic and research-based vocabulary programs
Bringing Words to Life by Isabel Beck
Elements of Reading by Isabel Beck
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STUDY Spring 2006
“How could we begin to implement a vocabulary program for Kindergarten and first graders in the fall of 2006?”
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ACT
Spring 2006
Decided to utilize children’s literature selections inBringing Words to Life
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PLAN Fall 2006
To develop a receptive assessment tool
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DOFall 2006
For each story at each grade level:
•Collected 9 storybooks •Created and displayed 3 Boardmaker pictures
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STUDY Fall 2006
How to make vocabulary instruction consistent
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STUDY Fall 2006
Were 3 words enough?
WOW Words Weekly Progress (first trimester)
6973
7572
81
9295
97 96
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9
Week
Pe
rce
nta
ge
co
rre
ct
WOW Assessment – 1st Trimester
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ACT
Fall 2006
•Focused on 1 book and 3 targeted words each week
•Shared teaching ideas
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PLAN Winter 2007
•To increase from 3 to 10 targeted words
•To make WOW books more accessible
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DOWinter 2007
•Made 10 Boardmaker pictures for each story
•Purchased classroom sets of books
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STUDY Winter 2007
•Studied weekly random assessments
•Collected feedback from teachers
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STUDY Fall 2007
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
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STUDY Winter 2007
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
2nd trimester
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
2nd trimester
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ACT
Winter 2007
Brainstormed reasons why teaching more words was not effective
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ACT
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PLAN Spring 2007
•To decrease from 10 to 6 words per week
•To make completed WOW books available to students
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DOSpring 2007
Adjusted number of Boardmaker pictures to 6 per book
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DO
Created a teacher survey for feedback
Spring 2007
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STUDY Spring 2007
Continued weekly random assessments and feedback from teachers
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STUDY Spring 2007
Studied data collected throughout the 3 trimesters.
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STUDY Spring 2007
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
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STUDY Spring 2007
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
2nd trimester
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester
2nd trimester
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STUDY Spring 2007
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester2nd trimester3rd trimester
WOW Words Weekly Progress 2006-2007
60
65
70
75
80
85
90
95
100
1 2 3 4 5 6 7 8 9
Week number
Perc
en
tag
e o
f
wo
rds c
orr
ect
1st trimester2nd trimester3rd trimester
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ACT
Spring 2007
Decided to make a WOW notebook for each teacher
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ACT
Spring 2007
Discussed developing an expressive vocabulary assessment
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PLAN Summer 2007
To create WOW notebooks:
– Vocabulary schedules– Story maps– Examples of teaching
activities
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DOSummer 2007
Added an implementation log to the data collection component
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DOSummer 2007
Developed an expressive assessment tool to be used by each teacher
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DOSummer 2007
Created common, uniform, kid-friendly definitions
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STUDY Summer 2007
Began to study explicit instruction models and techniques
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ACT
Summer 2007
Finished notebooks and presented them to teachers in August
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PLAN Fall 2007
To begin explicit instruction in a more systematic and building-wide format
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DOFall 2007
Asked teachers to follow the daily vocabulary schedule
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DOFall 2007
•Collected data from random assessments
•Sent home weekly word list
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STUDY Fall 2007
Studied expressive assessment, PPVT, and weekly implementation logs
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STUDY Fall 2007
02468
101214161820
Class 1 Class 2 Class 3
PPVT Gains - Fall 2006 to Fall 2007
1 year,
7 months
1 year,
5 months
1 year,
4 months
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STUDY Fall 2007
59%
39%
34%
52%
72%
60% 58%57%
46%
61% 61%
70%
77%
53%50%
60%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Sept. 14 Sept. 28 Oct. 12 Oct. 26 Nov. 9 Dec. 7 Dec. 21 Jan. 11 Test 9 Test 10 Test 11 Test 12
Test Dates
per
cen
t o
f w
ord
s co
rrec
t
K
1
Vocabulary
Perc
ent
of
Word
s C
orr
ect
Test Date
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ACT
Fall 2007
Piloted an explicit instruction model and activities to reinforce learning
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ACT
Fall 2007
Provided on-going staff development
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PLAN Winter 2008
•Refined weekly schedule•Established daily teaching plan
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PLAN Winter 2008
•Created story summaries and graphic organizers
•In-serviced staff
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WOW is now part of Grant’s WOW is now part of Grant’s school culture with school culture with
building-wide building-wide teacher/staff/student buy-inteacher/staff/student buy-in
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Continue to implement Continue to implement the PDSA cyclethe PDSA cycle
Where do we go from here?
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WWords ords OOf the f the WWeekeek Vocabulary ProjectVocabulary Project
WWords ords OOf the f the WWeekeek Vocabulary ProjectVocabulary Project
Cedar Rapids, IowaCedar Rapids, IowaGrant Early Childhood Grant Early Childhood
CenterCenter