School Improvement
Explicit Instruction of Vocabulary: An Integrated Approach
Cassidy Buescher
Palmyra Jr./Sr. High School, District OR1 Schools
Based on assessment scores including NeSA, MAPs, and STAR, a trend was noted that many 7th grade scores dropped from previous years in all subject areas. The team selected nine 7th grade students in need of additional explicit instruction of vocabulary in order to improve vocabulary and reading comprehension skills and to prevent a drop in language arts scores. The team sought to learn how to best integrate explicit instruction of vocabulary at multiple levels in order to get students the vocabulary they needed to progress academically.
The target group in need were given extra explicit instruction of the Wordly Wise vocabulary program during the 2016-2017 school year. The project team utilized Marzano's six-step process for building academic vocabulary as the most effective strategy because it would allow for a variety of activities to ensure student learning.
Five of the nine students saw an increase in STAR grade equivalency scores from August to March, one remained the same, and three saw a decrease in scores. All nine students saw an increase in scores from pretest to posttest on a minimum of 11 of 13 vocabulary lessons, with many seeing an increase on all 13 lessons. The positive impact on the target population was successful, but additional refinement might be necessary to best serve the population of students working on alternate levels of vocabulary instruction. The project also impacted other students in the classroom as the teacher determined the strategy would be useful for all students. The English department will find this information most useful as the project was implemented alongside the current Wordly Wise program used as part of the Language Arts curriculum.
Cassidy Buescher
Palmyra Jr./Sr. High School, District OR1 Schools
Based on assessment scores including NeSA, MAPs, and STAR, a trend was noted that many 7th grade scores dropped from previous years in all subject areas. The team selected nine 7th grade students in need of additional explicit instruction of vocabulary in order to improve vocabulary and reading comprehension skills and to prevent a drop in language arts scores. The team sought to learn how to best integrate explicit instruction of vocabulary at multiple levels in order to get students the vocabulary they needed to progress academically.
The target group in need were given extra explicit instruction of the Wordly Wise vocabulary program during the 2016-2017 school year. The project team utilized Marzano's six-step process for building academic vocabulary as the most effective strategy because it would allow for a variety of activities to ensure student learning.
Five of the nine students saw an increase in STAR grade equivalency scores from August to March, one remained the same, and three saw a decrease in scores. All nine students saw an increase in scores from pretest to posttest on a minimum of 11 of 13 vocabulary lessons, with many seeing an increase on all 13 lessons. The positive impact on the target population was successful, but additional refinement might be necessary to best serve the population of students working on alternate levels of vocabulary instruction. The project also impacted other students in the classroom as the teacher determined the strategy would be useful for all students. The English department will find this information most useful as the project was implemented alongside the current Wordly Wise program used as part of the Language Arts curriculum.