Classroom Research: Vocabulary Instruction Embedded vs. Extended

Presented by: Christy Funderburk Ann Marie Wasson

Research Question

Which form of instruction would work best in kindergarten and first grade?

Embedded: Giving a brief, child friendly definition of target words during reading.

Extended: Giving a brief, child friendly definition of target words during reading with the addition of vocabulary activities after reading.

Hypothesis:

We thought students would learn more words taught with Extended Instruction.

Research Procedure

• We chose two books that we would both read in our classrooms. Andrew’s Loose Tooth by Robert Munsch Listen to the Wind by Greg Mortenson and Susan L. Roth

• We each chose two additional books to read in our own classrooms. Christy Funderburk’s choices Chester’s Way by Kevin Henkes Lilly’s Big Day

Ann Marie Wasson’s choices Henry’s Freedom Box by Ellen Levine Chrysanthemum by Kevin Henkes

• • • • • • • Chose tier two words for each book Chose activities for 1/2 the words from each book Read each book one time for three consecutive days Called attention to the chosen words by giving “child friendly” definitions during reading Did activities with 1/2 of the chosen words after reading Had the students retell the story during a shared writing after three days of instruction Looked for the chosen vocabulary words in the retell.

*Four words were chosen from Andrew’s Loose Tooth. *During reading the “child friendly” definitions were delivered to the students for all of the selected words.

Reached- stretched out his arm to get something Incredible- hard to believe

Extended instruction given to the words below.

Shined- rubbed or polished something to make it look bright and clean Sprinkled- shook or dropped small pieces over or onto something

Andrew's Loose Tooth (Christy)

Briefly Mentioned with Briefly Vocabulary Mentioned (Embedded) Activity (Extended) 33% (1) 67% (2)

Data from Andrew’s Loose Tooth

Andrew's Loose Tooth (Ann Marie)

Briefly Mentioned (Embedded) 33% (1) Briefly Mentioned with Vocabulary Activity (Extended) 67% (2)

* Definitions were given for all words during the reading of the book. Stumbled, attached, and celebrate had extended instruction at the conclusion of the story.

* Six words were chosen from Listen to the Wind.

Wisest- someone who is smart and makes good choices Wedge- pack or fill in a space Explore- look at closely to learn things Attached- connected or hooked to Stumbled- tripped almost falling while walking or running Celebrate- have a party or activities because something special happened

Briefly Mentioned 33%(1)

Listen to the Wind (Christy)

Data for Listen to the Wind

Briefly Mentioned with Vocabulary Activity 67% (2) Briefly Mentioned (Embedded) 33% (1)

Listen to the Wind (Ann Marie)

Briefly Mentioned with Vocabulary Activity (Extended) 67% (2)

*Four words were chosen from Chester’s Way. Definitions were given for all of the words. definitely- clearly, for sure, without a doubt replied- to answer

Extended instruction given for the following words.

duplicated- repeated or copied fierce- scary or terrifying

Data for Chester’s Way

Chester's Way (Christy)

Briefly Mentioned (Embedded) 0% Briefly Mentioned with Vocabulary Activity (Extended) 100% (2)

• Six words were chosen from this book. Definitions were introduced during the read aloud. announced- to tell others aloud entire- the whole thing, complete unfortunately- unlucky

Extended instruction was given for the words below.

exhausted- very tired probably- likely to happen, maybe considered- to think about or to think about something carefully

Data for Lilly’s Big Day

Briefly Mentioned (Embedded) 25% (1)

Lilly's Big Day (Christy)

Briefly Mentioned with Vocabulary Activity (Extended) 75% (3)

Four words were chosen from this book. Definitions were introduced during the read aloud. Twist- take hold of the one end or both ends of something and turn it, making get tighter Beckoned- trying to get someone to come closer

Extended instruction was given for the

words below.

Delivered- bring something to where it is supposed to go and hand it over Excuse- an explanation for doing something wrong or not doing something you should have

Data for Henry’s Freedom Box

Henry's Freedom Box (Ann Marie)

Briefly Mentioned with Vocabulary Activity (Extended) 0% Briefly Mentioned (Embedded) 100% (1)

Six words were chosen from this book. Definitions were introduced during the read aloud. Perfect- if something is perfect, it is as good as it can be; it has nothing wrong with it Scarcely- barely Fascinating- very interesting

Extended instruction was given for the

words below. Dreadful- horrible; really bad Precious- worth a lot; highly valued; means a lot to someone Envious- want to have the same thing as someone else

Data for Chrysanthemum

Briefly Mentioned (Embedded) 100% (2)

Chrysanthemum (Ann Marie)

Briefly Mentioned with Vocabulary Activity (Extended) 0%

Combined data results for all books for Christy

Total Words Learned (12 out 20) Christy

Briefly Mentioned 25% (3) Briefly Mentioned with Vocabulary Activity 75% (9)

Combined data results for all books for Ann Marie

Total Words Learned (9 out of 20) Ann Marie.

Briefly Mentioned (Embedded) 56% (5) Briefly Mentioned with Vocabulary Activity (Extended) 44% (4)

Data Results for Christy and Ann Marie

Total Words Learned (21 out of 40) Christy and Ann Marie

Briefly Mentioned 38% (8) Briefly Mentioned with Vocabulary Activity 62% (13)

(extended) (embedded)

We could not help but draw comparisons.

Articles Biemiller: Students learned 50% of the words taught Biemiller: An increase in # of words taught will mean an increase in words learned McKeown: The number of encounters affects student learning. More encounters = More learning Christy Students learned 60% of the words taught Ann Marie Students learned 45% of the words taught : 2 books with 4 words taught= 5 learned words 2 books with 6 words taught= 7 words learned 2 books with 4 words taught= 4 learned words 2 books with 6 words taught= 5 words learned Andrew’s Loose Tooth Highest % learned- 75% Andrew’s Loose Tooth Highest % learned- 75% Students learned the same 3 words in both classes.

We had read all books 3 times. What accounted for this higher percentage? We think the percentage was higher because there were more encounters with these words. There were phrases containing these words which were repeated several times in the book.

How will this affect our instruction?

• • • We will increase repeated readings.

We will increase the number of words we explain.

We will not feel guilty about not having activities planned for every word we target.