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4/28/2017
Action Research
Dr. Debra Mishak
Action Research Intervention Report
vocabulary words each day improve academic and non-academic vocabulary? The students that
participated in this intervention received extra help with comprehending vocabulary. The
learning goal for this five day intervention is that students will be able to write the vocabulary
words presented in the book Daisy-Head Mayzie By Dr. Seuss in a word journal and use those
words in a sentence. We used additional resources such as worksheets and a matching game to
help ensure understanding of the words and their definition. In addition of my focus question I
hope to answer the follow question as well Can introducing and focusing on a few vocabulary
Diamond, Linda Gutlohn. This article provided me with models of lessons and also ideas of how
to use vocabulary effectively in my intervention. A quote for the article states "Vocabulary
knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies
how that word fits into the world." (pg.1). In the article it provides four components of an
In addition to the information gained from the previous article, I also used Intervention
19 40 Reading Intervention Strategies for K-6 Students. This intervention was used a review
throughout my intervention. This intervention is for focusing on teaching more vocabulary every
Emily Thompson
4/28/2017
Action Research
Dr. Debra Mishak
day. This intervention provided me with a sample five-day lesson plan that used to inspire my
intervention. Rather than focusing on 30 words from a core curriculum, I introduced a total of ten
words during this intervention from the Dr. Seuss story Daisy-Head Mayzie; 4 on two one and
3 on days 3 and 4. When introducing the words, I would as the students to repeat the word with
me and then write the word and definition in their word journals. Then I would ask them to write
the work in a sentence. We would also put an action to the word we just learned. This helped the
Research/Intervention Method
The students included in my Action Research project were Third Grade students from
Sumner Elementary School. In this school, there are three third grade classrooms organized into
a learning suite. My group consisted of three students, two girls and one boy. Two of my students
were of Asian descent. All three of my students were a part of the schools afterschool program
called Academic Stars. This program helped further students education in the areas of Reading
and Math. I met with these students approximately 40 minutes every Tuesday and Thursday
during their Academic Stars time. We sat either on the floor of the third-grade suite or around a
table. These students were picked based on teacher referral. They were able to pick the students
The intervention was a total of five days meeting twice a week for two weeks and once
the week prior. On the first day of the intervention, the students were introduced to the
aloud that story Daisy-Head Mayzie by Dr. Seuss. I would stop at the chosen vocabulary
Emily Thompson
4/28/2017
Action Research
Dr. Debra Mishak
words and would ask for the students input on what they thought each word meant. On the
second day, we finished the story and I introduced the student to their word journals. We spent
the time writing the first four words in their journals. The students along with the words and its
definition wrote the words in a sentence and drew a picture. We also spent some time creating
actions for those vocabulary words. On the last day, the students were assessed and created a
Daisy with the vocabulary words written in the petals. I did have to change a few of definitions. I
found that a few of the definitions I had found were either too vague or too difficult for the
student to comprehend
One thing I should have added to this intervention was a better method of student
progress checking. I would ask the student show my a thumbs up, sideways, or down at the end
of each day to get an idea of how they felt the day went. I should have had them color in a smiley
face sheet or had used another method to collect this data. Each student was provided a folder
that I introduced as their word journals. I would also place any worksheets or activities that I had
planned of that day in the folders. I thought this method of organization proved to be beneficial
because each student always had what they needed for each day.
Due to Girl Scouts and Boy Scouts being on Tuesdays and Thursdays, I would have to
catch up one of my girls who was in Girl Scouts on Tuesdays. I would being my intervention by
getting my two student who were there every day started on that days activity, then being
working one-on-one with her to catch up. Once I was done catching her up, we would then
I will by using three different methods for data collection. First, I will be using a pre-
summative assessment of what the students learned. The third and last assessment that I will be
using a three-sentence story I asked the students to write using three vocabulary words. The story
will serve as summative assessment as well. It will show me their knowledge of how to use the
word properly in a sentence. The three assessments were used to comparison and analysis of
students learning outcomes. As I mentioned before, I should have included a student progress
check. This would have served as another formative assessment allowing me to see what the
Time-Line
Pre-Assessment- Independent, Students were given a matching worksheet where they had to
Read aloud words and definition for to students to better understand the content.
Day 1
Day 2
Emily Thompson
4/28/2017
Action Research
Dr. Debra Mishak
Write vocabulary words, definition, sentence, and draw picture in word journal.
Days 3-4
Focus on three vocabulary words Day 3: Yank, Declared, Wilting; Day 4: Herbaceous, Swarm,
Charging.
Write vocabulary words, definition, sentence, and draw picture in word journal.
Day 5
Findings
10
0
Student 1 Student 2 Student 3
Pre-Assessment Column1
0
Nye Bu Kylee
Difference in assessment
The first two graphs I have included are data from the pre-and post- assessment. The first
graph shows a comparison for each students results on the assessment. The assessment was out
of 10 points. Figure B shows the difference in the students scores from the pre-and-post
assessment. As you can see, each student that was included in this intervention showed increase
Student 1, Nye, had the lowest gain out of my students. She received zero points on her
pre-assessment and five points on her post-assessment. Nye was gone for three full days of the
intervention due to Girl Scouts being on Tuesdays. She missed out on three days of essential
instruction the other students received. When she was there I felt she seemed rather pressured to
catch up and it seemed like her mind was preoccupied with other things as well. These are the
reasons the I believe we did not see as much growth with her. I am still impressed with her
results in the sense that I only meet with her twice and she went from zero to five on the
Emily Thompson
4/28/2017
Action Research
Dr. Debra Mishak
assessments. This is the student that also required more one-on-one assistants. I am wondering if
Student 2, Bu, had the greatest gain out my students. He received two points on his pre-
assessment and ten points on his post-test. Bu was present all five days of the intervention and
showed full engagement in all activities. With him I saw the most the growth, I saw that he
benefited from seeing the words and sentences written on the white board. Im very impressed
with his results because he was a rather quite individual and although he was engaged in the
Student 3, Kylee, had the second greatest gain out my students. She received three points
on her pre-assessment and ten points on her post-assessment. Kylee was present all five days of
the intervention and showed full engagement in all activities. I was pleasantly surprised with
results because she was my outgoing students. She was very talkative and would sometimes get
off task, but with some redirection I was always successful in gaining back her attention.
2.5
1.5
0.5
0
Nye Bu Kylee
Column2
Figure C is a graph of how well the students were able to use the vocabulary words in a
sentence to create a short story. I used a rubric with a scale of one to three. One being they could
not write a proper sentence with the vocabulary words, two being they used the word correctly,
but the story made no sense, and three they were able to use the words correctly and the story
made sense.
I found this activity to be rather difficult for the students because they didnt know what
to write about. Once I provided an example of what I wanted, the students were able to complete
Emily Thompson
4/28/2017
Action Research
Dr. Debra Mishak
the activity. Notice that the student who wasnt present for most of the intervention proved to be
Overall, I was happy to see the progress these students made as a result of my
intervention given our short time together. All of these students met at least part if not all of the
learning objective, and I feel they have gained some strategies to fulfill the objective completely.
An important part of this intervention was that the students were there every day. If a student
missed a few days of the intervention it was hard to catch them up without having the others
If I were to change one thing, I would have added a student progress assessment. I feel
that it is important for students to see their progress and think they would have benefited from
something like this. I also believe that I would have benefited from this assessment as well. It
would have given me the opportunity to see how well my students are understanding the content
of the intervention.
Another thing I wish I could have done differently is have had the opportunity to have the
choice when to meet with my students. Our Action Research time was already a planned-out time
with our students. It was a scheduled 40-minute block, during an afterschool program, over a
five-day period. I believe that if I was allowed more time to implement this intervention I would
have been able to gain more conclusive results. With more time, I would have been able to plan
more in-depth materials and spend more time on certain aspects of the intervention.
Emily Thompson
4/28/2017
Action Research
Dr. Debra Mishak
Name:__________________________
Vocabulary Matching
Peculiar To rush in
Name:__________________________
Word Scrambler
Direction: unscramble the words using the definition.
References
Diamond, Linda, and Linda Gutlohn. "Teaching Vocabulary." Reading Rockets. N.p., 26 Apr. 2017.