Updates

The Action Research Project I have implemented on my campus is in progress. Out of the 26 hours I have documented as to having worked on the project, ten of those hours I spent reviewing the literature concerning the benefits of an increased focus on academic vocabulary. Included in the literature that I have used to base my actions upon, I have included Marzano (2010); Beck, McKeown, and Kucan (2008), Bell (2005), and Burke (2012). Based upon this research, my teachers and I have realized that we have to teach two types of academic vocabulary: Tier 2 and Tier 3 (Beck, McKeown, and Kucan, 2008). Tier 3 words are specific to content areas while Tier 2 words are used across content areas. From the results of a survey we conducted amongst teachers, we realized that we were teaching Tier 3 words consistently in the classroom. Tier 2 words were the issue.

            Based upon the research, we then spent ten hours analyzing the STAAR Released Tests for Grades 3-6 for academic vocabulary. First, we compared two lists of Tier 2 academic vocabulary words: Common Core’s Academic Vocabulary Words and Jim Burke’s Academic Vocabulary List. We decided to use Burke’s because it was more user-friendly to us. We then analyzed each question for each STAAR Test. We looked for words from Burke’s list that were contained in the question. If we found a word from the list within the question, we wrote the number of the question down on a list. We then calculated the percentage of questions for each test that contained Tier 2 Academic Vocabulary. Next, we used DMAC to disaggregate STAAR Test data for questions containing Tier 2 Academic Vocabulary. We looked at each question that was missed by 60% or more of the students taking that test. We did this for all students and then broke the information into subpopulations.

            From this process, we have determined that at least 50% of the questions for each test contained at least one Tier 2 Academic Vocabulary word. Out of these questions, at least 60% of the students got the questions wrong. Average mastery for all of the questions was 43%. As far as subpopulations are concerned, we have realized that economically disadvantaged students struggle the most with academic vocabulary, which is supported by the literature review.

            To address this issue, we have created a plan to implement academic vocabulary instruction that targets Tier 2 words. To begin with, we have narrowed down the list of Tier 2 words. We are using Larry Bell’s 12 powerful words for the first 12 weeks and will increase the number of words after that. To facilitate the teaching of Tier 2 words, professional development was presented regarding teaching academic vocabulary.

            Academic vocabulary has also become a focus for our weekly vertical alignment meetings. The teachers came to a consensus regarding having all of the classes learn the 12 Powerful Words song. We made a contest out of it. We are even recording the entire student body of the elementary school singing it together. We will then place the video on the school’s Facebook fan page as a way to promote our vocabulary instruction. Also, each week we choose an academic vocabulary word of the week. If a student approaches me and uses it properly in a sentence, then they are rewarded. The success of the word of the week is palpable. The students are excited about learning vocabulary.

            In addition to this, teachers are required to teach Tier 2 academic vocabulary words each week. We utilize Marzano’s Six Steps to Academic Vocabulary Instruction. I have created a Google site where I update a list of academic vocabulary strategies, games, and ipad apps. We are using ipads to increase focus on academic vocabulary. I am currently including academic vocabulary instruction as one of the things I look for during walkthroughs.

            Soon, we will give a benchmark test to get a baseline of where our students are concerning test performance. We will continue to teach Tier 2 Academic Vocabulary and monitor progress. We will benchmark again around January and make adjustments to the program based upon the results.

            Overall, I am encouraged by the level of interest in the academic vocabulary program displayed by both teachers and students. Teachers have embraced the program. Students actively participate. The superintendent supports the program. Parents comment on their child’s excitement. Now, we have to keep the momentum going for the academic vocabulary to be effective. That task belongs to me. I plan to keep academic vocabulary fresh in everyone’s minds every week.