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George Washington Carver Elementary Krysta and Kaitlin

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Connection to SIP One of the goals of the SIP: To improve students writing (p. 12 in SIP) We will focus on vocabulary Throughout the SIP vocabulary was an area of weakness for all students Grades 3-5 have limited experiences with exposure to a wide range of vocabulary (p. 4-5 in SIP)

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Population Elementary students at George Washington Carver Elementary One 4 th grade class (22) One 5 th grade class (20) now one 1 st grade class (19)

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Vocabulary Graffiti students compose drawings that are related to the words they are learning Spencer & Guillaume, 2009

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The Research Edens and Potter (2001) found that students have to select, organize and represent ideas when images are drawn by the students Bromley (2007) found that a students memory is supported by drawing images because the information has to be translated from one form to another Personal associations with unfamiliar words can also form (Hopkins & Bean, 1998-1999; Standerfer, 2006)

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Implementation Introduce three vocabulary words throughout the day in different subjects Students will be given a new vocabulary word and asked to take out their writing journals Students will be given 5 minutes to draw their vocabulary graffiti and then we will move on Students will have the vocabulary graffiti for reference in their writing journals

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Why Vocabulary Graffiti? Enhance students vocabulary, which will enhance students writing (this is a goal of the SIP, p. 12) Students will have the opportunity to use their new vocabulary words in their journals Connecting the usage of vocabulary in the different subjects throughout the day Spencer, B. H. & Guillaume, A. M. (2009). 35 strategies for developing content area vocabulary. Boston, Massachusetts: Allyn & Bacon.

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Pre/Post Test Sample question (Fourth Grade): 1. What is the definition of waterfall? a. A steep descent of the water of a river. b. An indentation of a shoreline larger than a cover but smaller than a gulf c. A larger body of water. d. A body of water surrounded by land.

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Sample question (First grade): 1. leaf

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Goal To have the students journal entries improve in the word choice category of the 6+1 Trait Writing Model (Education Northwest, 1980s) How will we do this? Compare previous journal entries before our implementation of the vocabulary graffiti to journal entries after out implementation New goal: To have the students knowledge of vocabulary words increase Compare pre tests and post tests

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6+1 Traits Writing Model Developed by Education Northwest in the 1980s because of the need for a better way to gather information about students writing Seven qualities Ideas Organization Voice Word choice Sentence fluency Conventions Presentation Rubric scored from 1 to 4 We are focusing on the improvement of the word choice trait

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Research Questions Does vocabulary graffiti increase vocabulary usage in journal entries? Does vocabulary graffiti increase students knowledge of vocabulary words?

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Data Collection Plan Pre/Post Vocabulary Test Journal Analysis using 6 + 1 Writing Traits Model Does vocabulary graffiti increase vocabulary usage in journal entries? N/ACompare journal entries for word choice category before and after vocabulary graffiti implementation Does vocabulary graffiti increase students knowledge of vocabulary words? See if the students scores increase because of vocabulary interventions Compare journal entries for word choice category before and after vocabulary graffiti implementation

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Timeline for each group member Give pre test on Monday, October 18 th Implement vocabulary graffiti throughout the weeks of October 18 th, October 25 th, and November 1 st Give post test on week of November 1st

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Pre-Post Test Findings: 1 st Grade Mean of pretest Mean of posttest p-value (n=17) 64.68235 81.35294 0.008265

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Pre-testPost-test Student A 100 Student B 5033.3 Student C 100 Student D 5083.3 Student E 33.3100 Student F 83.3100 Student G 33.383.3 Student H 5083.3 Student I 066.6 Student J 83.3100 Student K 83.3 Student L 33.3 Student M 83.3100 Student N 83.3 Student O 83.3100 Student P 83.3 Student Q 66.650

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Pre-post Discrimination Index Question 10.88-0.82 =0.06 Question 20.65-0.24 =0.41 Question 30.71-0.59 =0.12 Question 40.82-0.65 =0.17 Question 50.94-0.82 =0.12 Question 60.88-0.76 =0.12

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Distracter Analysis Question 1 D = 0.06 AB*CD Upper 8 Students 0800 Lower 8 Students 2600

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1 st Grade Discussion Students enjoyed connecting words to pictures Vocabulary graffiti proved effective for circling the picture in relation to the vocabulary word Students excited when they got to do the same test again

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Examples of Student work

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Vocabulary words Gullible Bizarre Mysterious Juvenile Enthusiastic Magnificent Obedient Lush Repulsive Feeble

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Pre-Post Findings: 4 th Grade N= 21 students Pre-test MPost-test M p-value 86.591.0475

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Studentpre-testPost-Test Nekiaya80100 Qwanisha80100 Margaret90100 Abreona90100 Matthew100 Reginald100 Colin100 Tonazja90100 Kabir090 Karina10090 Mya10090 Jordan10090 Janae'90 Alonzo7090 Davon90 Troyele80 Austin9080 Jashen9080 De'Quan6080 Keith5070

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Item analysis- post test ItemPNCItem AItem BItem CItem D 10.919*19011 20.91920*190 30.9191*1910 40.8164*1610 50.95201*2000 60.9520100*20 70.91911*190 80.9520*20001 90.919002*19 100.85181*1811

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Distracter analysis Item 3Answer 1Answer 2 *Answer 3Answer 4Omit p=.9, D-= -.20 Upper 11 Students38000 Lower 11 Students110000 Which of these men would you consider feeble?

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4 th Grade Discussion Students enjoyed this activity Hands on Group work Significant difference between scores on pre/post test The post-assessments for was too easy- consider rewriting

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Does vocabulary graffiti increase students knowledge of vocabulary words? Vocabulary graffiti does increase students knowledge of vocabulary Students scores in both 1 st grade and 4 th grade on the vocabulary posttests improved significantly

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Does vocabulary graffiti increase vocabulary usage in journal entries? We were not able to look into this research question because of a switch in placement Not enough information in the journals in 1 st grade To keep consistent across grade levels, we decided to not use the 6+1 writing traits model to compare journal entries

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Implications Confounding variables Original research design was compromised due to extenuating circumstances

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Next Steps Incorporate into first grade curriculum Tweak design of delivery of vocabulary graffiti Vocabulary graffiti is a fun, engaging activity that should be used to directly instruct vocabulary