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Vocabulary Instruction

Michelle Gammelgaard

LIT5243 Strengthening Literacy for Educational Leaders

February 7, 2021

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Identifying a Need:

Used Literacy Analysis Survey to rank the characteristics of Stevenson High School’s (SHS) literacy instructional program and the program’s infrastructure
One of SHS’s Literacy Coaches, Mr. Argentar, reviewed the survey and offered insight from his perspective
Collaborated with Mr. Argentar regarding what need is currently most important to address

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The need identified:�Improved vocabulary instruction across all disciplines�

According to Mr. Argentar, only 1 out of 7 divisions at SHS is actively utilizing evidence-based vocabulary instructional strategies.

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SHS’s Goal # 3: All students will M/E expected growth on the Illinois State Exam (i.e. SAT)

How can we make better progress towards this district goal?

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Research

Berne and Blachowicz’s (as cited in Bintz, 2011) research indicates teacher’s lack of knowing best practice in vocabulary instruction and uncertainty in word learning as reasons for inadequate vocabulary instruction.
Use of evidence-based vocabulary instruction practices frequently and systematically, is associated with the largest effect sizes on secondary school students’ achievement (Kuder, 2017).

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Research

Biggs’ (2017) research suggests the foundation of literacy-focused work is best built by collaborating with colleagues to recognize disciplinary vocabulary.
Including an evidence-based computer program supplements other strategies to provide additional individualized instruction (Adolf et al., 2019).

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Time to Take Action!

School-wide professional development (PD) focused on evidence-based vocabulary instructional strategies

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“Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being” (NPBEA, 2015, p. 14).

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Professional Development Agenda

Welcome and statement of desired outcomes
Research data supporting vocabulary instruction
Description, examples, and practice of 5 evidence-based vocabulary instructional strategies
Survey to provide time for teacher reflection and feedback to presenters

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Outcomes of PD: Teachers from all disciplines will be able to

identify opportunities for vocabulary instruction within their curriculum.
implement evidence-based strategies for vocabulary instruction.

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#1: Mnemonic Instruction

Studies show students receiving mnemonic instruction had higher scores on comprehension assessments than those receiving word definitions (Wright & Cervetti, 2017).
Interdisciplinary groups of 3 will choose vocabulary words and collaborate using the 3-step process to create a mnemonic association.

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#2: Morphology

Edwards et al. found developing the skill of morphology allows the student to interact with unknown words and subsequently increase their vocabulary (as cited by Hanson & Padua, 2011).
Groups of 3 or 4 teachers from within the same division will identify disciplinary vocabulary conducive to morphology.

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#3: Graffiti Wall

Graffiti Walls include collaboration among students, multiple entry points to challenging words, and autonomy over their processing and learning (Gallagher & Anderson, 2016).
Teachers will participate in creating a Graffiti Wall by working with their interdisciplinary group to craft graffiti for a vocabulary word, and presenting their “art.”

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#4: Active Processing

Active processing has been shown to support students’ processing of a definition and solidify their understanding of new vocabulary (Hanson & Padua, 2011).
Teachers will engage in 2 active processing strategies, and reflect on implementation of 1 or both strategies in an upcoming unit of study.

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#5 Fast ForWord

This computer-based program has been shown to significantly improve alphabetics and comprehension of beginning readers (US Department of Education, 2013).
Teachers will have the opportunity to explore the program during the PD, and receive information regarding additional access and support if interested.

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Closing: Survey

A Google evaluation survey will be administered prior to the conclusion of the meeting
The purpose is to collect data on the impact of the Vocabulary Instruction Professional Development
Data will inform follow-up PD for teachers

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Speaking of Surveys . . .

Based on the information provided in this presentation, how well do you believe this PD will address our intended outcome #1: Teachers from all disciplines will be able to identify opportunities for vocabulary instruction within their curriculum?
Based on the information provided in this presentation, how well do you believe this PD will address our intended outcome #2: Teachers from all disciplines will be able to implement evidence-based strategies for vocabulary instruction?

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Survey (cont.)

Which evidence-based strategy do you feel our teachers will be most likely to implement? Why?

What suggestions do you have for improving our current plan for PD?

Our goal was to inform you of a need for improvement within our literacy program, and present an idea to address this need. What questions do you have that we may not have addressed?

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References

Adlof, S. M., Baron, L. S., Scoggins, J., Kapelner, A., McKeown, M. G., Perfetti, C. A., Miller, E., Soterwood, J., & Petscher, Y. (2019). Accelerating adolescent vocabulary growth: Development of an individualized, web-based, vocabulary instruction program. Language, Speech & Hearing Services in Schools, 50(4), 579–595. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0143

Bintz, W. P. (2011). Teaching vocabulary across the curriculum. Middle School Journal, 42(4), 44–53.

Biggs, B. A. (2017). Empower all students with collaborative instruction of disciplinary vocabulary. California Reader, 50(4), 18–24.

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References

Gallagher, M. A., & Anderson, B. E. (2016). Get all “jazzed up” for vocabulary instruction: strategies that engage. Reading Teacher, 70(3), 273–282. https://doi.org/10.1002/trtr.1498

Hanson, S., Padua, J. F. M., & Pacific Resources for Education and Learning (PREL). (2011). Teaching Vocabulary Explicitly. Pacific Resources for Education and Learning.

Illinois State Board of Education. (2017). Adlai E. Stevenson High School Illinois School Report Card. http://webprod.isbe.net/ereportcard/publicsite/getReport.aspx?year=2017&code =3404912500001_e.pdf

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References

Illinois State Board of Education. (2018). Adlai E. Stevenson High School Illinois School Report Card. http://webprod.isbe.net/ereportcard/publicsite/getReport.aspx?year=2018&code=3404912500001_e.pdf

Illinois State Board of Education. (2019). Adlai E. Stevenson High School Illinois School Report Card. http://webprod.isbe.net/ereportcard/publicsite/getReport.aspx?year=2019&code=3404912500001_e.pdf

Kuder, S. J. (2017). Vocabulary instruction for secondary students with reading disabilities: An updated research review. Learning Disability Quarterly, 40(3), 155–164. https://doi.org/10.1177/0731948717690113

National Policy Board for Educational Administration (2015). Professional Standards for Education Leaders 2015. Reston, VA: Author.

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References

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013, March). Beginning Reading intervention report: Fast ForWord®. https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_ffw_03191 3.pdf

Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203–226.