Classroom Research: Vocabulary Instruction

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Classroom ResearchVocabulary Instruction

• Embedded vs. Extended

Presented by Christy Funderburk Ann
Marie Wasson
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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.
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Hypothesis We thought students would learn more
words taught with Extended Instruction.
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Research Procedure
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• We chose two books that we would both read in our
  classrooms.
• Andrews Loose Tooth
  by Robert Munsch
  
• Listen to the Wind by Greg
  Mortenson and Susan L. Roth

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• We each chose two additional books to read in our
  own classrooms.
• Christy Funderburks choices
  
• Chesters Way
• by Kevin Henkes
• Lillys Big Day

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• Ann Marie Wassons choices
• Henrys Freedom Box
• by Ellen Levine
• Chrysanthemum
• by Kevin Henkes

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• 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.

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• Four words were chosen from Andrews 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

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Data from Andrews Loose Tooth
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• 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   

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.
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Data for Listen to the Wind
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• Four words were chosen from Chesters 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

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Data for Chesters Way
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• 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

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Data for Lillys Big Day
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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 
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Data for Henrys Freedom Box
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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 someoneEnvious- want to have the same
thing as someone else
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Data for Chrysanthemum
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Combine data results for all books for Christy
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Combine data results for all books for Ann Marie
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Data Results for Christy and Ann Marie
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(extended)
(embedded)
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We could not help but draw comparisons.
Articles Christy Ann Marie Biemiller Students
learned Students learned Students learned 50
of the words taught 60 of the words taught 45
of the words taught Biemiller An increase in
of 2 books with 4 words 2 books with 4
words words taught will mean an taught 5
learned words taught 4 learned words increase
in words learned 2 books with 6 words 2 books
with 6 words taught 7 words learned taught
5 words learned McKeown The number of
Andrews Loose Tooth Andrews Loose
Tooth encounters affects student Highest
learned- 75 Highest learned- 75 learning.
More encounters More learning 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.
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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.