Running

Head: Vocabulary Strategies 1

Vocabulary the Key to Success

An Action Research Paper by

Kimberly McWilliams
Kansas State University
December 10, 2014

Vocabulary Strategies 2

Abstract
Vocabulary has always been critical in learning, in every content area, in every classroom.
Each teacher must engage their students in discussions that are content specific in a specialized
format and vocabulary. However, when students come to the classroom they dont necessary come
with the vocabulary skills needed to help them succeed. In a science classroom such as Chemistry
this is especially true. Through the course of the semester, students must learn many new words,
definitions and a new writing style. For students to be successful they must learn new vocabulary
through frequent exposure and practice over an extended period of time. Focusing on vocabulary and
increasing their skills will allow students to have a deeper understanding and appreciation of the
material. This research project was focused on establishing a relationship between vocabulary
and student achievement.

Research Questions
Below is a list of questions that helped guide and influence my research.

How will using vocabulary strategies and practices help understanding of Chemistry
content?

How does vocabulary knowledge help students better communicate their

understanding of Chemistry?

Vocabulary Strategies 3

Literature Review

This year vocabulary was the focus for our professional development and our overall district
wide initiative. Our district is heavily Spanish speaking with many of our students coming to school
with little or no English. This language barrier presents many challenges in academia, science in
particular. There has been a focus on reading and writing in our country for many years with the
belief that if students had proficient reading skills, they could then transition these skills to read
successfully in any subject area. However, data suggests that adolescents today read no better, and
perhaps marginally worse, than a generation ago (Shanahan, 2008, p. 41). New standards might
change this statistic.
With new standards from Common CORE and Next Generation Science Standards (NGSS) a
push renaissance has been made for students to stop memorizing information but instead use higher
order thinking skills. Implementing vocabulary strategies allows teachers to do just that. Instead of
simply memorizing definitions students are able to compare and contrast terms (Kucan, Trathen, &
Straits, 2007). For my content, chemistry, vocabulary isnt simply about being able to read a
definition, but rather to transfer that knowledge to a picture, data, or lab. Chemists use different or
alternative representations of an idea to have a full understanding of concepts (Shanahan, 2008, p.
41). Based on Shanahans conclusion, I focused my research on vocabulary strategies that would
help students remember terms and their definitions. I also focused on using equations and graphs to
demonstrate the relationship between vocabulary and their real world application. It is my belief that
with a better understanding of vocabulary, students will be able to deepen their knowledge and use
higher order thinking skills.

Vocabulary Strategies 4

Procedure

My data was collected in multiple ways at various times. Two classes were included in this
project. My 3rd and 5th block classes were chosen because they were similar in size, with similar
levels of learning styles and academic achievement. During the project, 3rd block received the
traditional approach. The traditional approach is my my normal form of teaching without any
emphasis on vocabulary. For 5th block, new adaptations and strategies related to increasing
vocabulary were used. Over the course of the research project, many different types of vocabulary
strategies and exercises were used. To determine if the vocabulary strategies were effective, a pretest was given at the beginning of each unit. Then through the course of the unit, samples of student
materials were kept; field notes were documented. At the end of the unit, a post- test was given to
both classes. The data from the pre and post vocabulary tests were compared in both blocks. At the
conclusion of the unit the pre and post tests were compared. This was data was collected twice
overall. The first set of research was conducted over the Nuclear Chemistry unit. In accordance with
my schools pacing the next unit that data was collected was for Thermodynamics. My original
hypothesis was that the class that received the vocabulary specific strategies would have a higher
overall achievement than the other, more traditional class.

Vocabulary Strategies 5

Vocabulary Exercise 1
Inquiry TermsStudents were given a set of set of vocabulary terms about Nuclear Chemistry. They worked in pairs
to determine each definition and were required to include a picture or real world example to
demonstrate their understanding of the definition.. The only resource students had to determine
definitions was their prior knowledge, readings and contextual clues. We then gathered collectively as
a class to review their work.. A picture or real world example was required along with the definition. .
Special attention was given to not just simply stating the definition, but rather to discuss its meaning.

Vocabulary Exercise 2
Pictures and DefinitionsStudents were given pictures on one sheet of paper and definitions on a separate sheet of paper.
Students then used their problem solving and analysis skills to identify the picture with its correct
definition.

Vocabulary Exercise 3
Equations and TermsThis strategy builds upon the second strategy. Students were given a list of alpha, beta, and gamma.
Also included were a list of facts and characteristics unique to each equation type. Again, students
had to use analysis and synthesis to correctly identify the pairings.

Vocabulary Strategies 6

Vocabulary Exercise 4
Term ChartIn order to introduce students to vocabulary, a term chart was given to them. There were four
columns titled word, definition, example, and drawing. As each term and definition was discussed I
helped lead the discussion and guide their answers. . Once the appropriate definition was given, an
equation using this new vocabulary word was used and explained. Then to reinforce each vocabulary
word, a real world example and drawing was also used to help students understand the term.

Results

Classes
3rd Block Chemistry Traditional Approach
5th Block Chemistry New Strategy Approach

Approximately 24 students
Approximately 24 students

3rd Block- Nuclear Chemistry- Results

Pre

Post

Summary:
Points Possible
Average Points
Number of Low Scoring Questions

Summary:
22 Points Possible
11.0625 Average Points
15 Number of Low Scoring Questions

22
14.8125
9

Overall Test Score Average:

5 Block- Nuclear Chemistry- Results

61%

th

Pre

Post

Summary:
Points Possible
Average Points
Number of Low Scoring Questions

Summary:
22 Points Possible
10.4375 Average Points
15 Number of Low Scoring Questions

22
14.3125
9

Overall Test Score Average: 71%

3 Block- Thermo- Results
rd

Pre
Summary:
Points Possible
Average Points
Number of Low Scoring Questions

Post
Summary:
20 Points Possible
10.023 Average Points
14 Number of Low Scoring Questions

20
11.2581
8

Vocabulary Strategies 7

Overall Test Score Average:74%

5 Block- Thermo- Results
th

Pre

Post

Summary:
Points Possible
Average Points
Number of Low Scoring Questions

Summary:
20 Points Possible
9.0422 Average Points
15 Number of Low Scoring Questions

20
12.0625
8

Overall Test Score Average: 65%

Interview
Julia

11th grade

Hispanic Female

Current Grade: C

Analysis
Overall my 5th block, the experimental group, did perform better than my 3rd block, the
control group. The results table above represents the results from pre/post tests that were given at
the beginning and end of each unit. Also included, is the overall test average score, which includes
the pre-post test questions plus additional equations and essay problems. When the pre-post tests
were given, 5th block scored lower initially than 3rd block, both times, but had a greater growth at the
conclusion of each unit. This was a positive trend. On the other hand the test average scores were
given for both tests. For the Nuclear reactions test, 5th block scored 10% higher than that of 3rd block.
However, during the Thermochemistry unit, 3rd block scored higher by 9%. The results of these tests
contradict themselves. My experimental group performed better overall on the 11-question pre/post
test, but missed points elsewhere on their overall average test for Thermodynamics. Im unsure as to
why they would perform better on the multiple choice portion of the Nuclear test, but less so during
the remainder portion of the overall test .
I interviewed a student from the block 5, New Strategy Approach which was very insightful. I
choose a female who was neither my best performing nor least performing student. In particular, I
also chose her because her primary language is Spanish, with English as her second language. This
student confided she liked the vocabulary strategies very much. The strategies I implemented worked

Vocabulary Strategies 8

well with her learning style. She enjoyed the group strategy because she felt that she was able to
demonstrate her knowledge, and if she was unsure, she was allowed to lean on her peers for help/
support. Besides working in groups, she liked how the material was explained several different ways
and more specifically in ways that allowed her to make meaningful connections. In addition to the
term chart she found matching terms and definitions very beneficial. She noted that it helped her
understand more difficult concepts further along in the unit. It was also mentioned that it helped her
memorize and retain information.
What I found most insightful from the interview was when this student pointed out to me that
vocabulary hasn't been emphasized since she was in the 5th grade. While at the same time she did
admit it helps her learning and understanding of the material. When she learns the vocabulary upfront
it saves time for her learning new concepts. The student stated that after learning the vocabulary
terms from the beginning it alleviated the worry, particularly because she no longer had to
simultaneously learn new content and remember the meaning of items.

Limitations of the Study

Initially, I had assumed the new strategies would make a significant impact. The test results

and comparisons were not as dramatic as I had expected. However, as I began to think more in
depth, I believe that my chosen style of experimenting was a poor decision. My classes at the
beginning of the semester were about the same size, but as the semester progressed I lost students
in my control group while the experimental group remained about the same However, the
demographics of students were not the same. I had a few more over achieving students in my
control group and a few more underachieving students in my experimental group. In hindsight
these were factors I had not considered which also drastically affected my data. Instead of looking at
the data from a strictly quantitative stand point, it would have benefited me to include tests and
results from a qualitative position. I never had the opportunity to switch my control group and my
experimental group. If more time was allotted, this adaptation would have been made.

Vocabulary Strategies 9

Conclusion

My students at the end of the units did a great job with the vocabulary strategies. My
observations show the class with the vocabulary strategies had a better understanding of more
complex concepts and equations. I credit the vocabulary strategies because students were able to
break down the equations or materials into smaller parts. The strategy that was most effective was
presenting the vocabulary terms at the beginning of each unit. Having the prior knowledge of terms
helped students to better understand concepts.
The vocabulary strategies that were most beneficial were the matching of pictures and
definitions. Anytime something is fun there will be a stronger correlation for learning. Specifically it
allowed students to collaborate and learn from one another. If the students understood the terms,
they were supported and validated by their peers. On the flip side if a student was unsure they could
learn from their peers.
As compared to previous semesters and the control group, students from the experimental
group spelled and spoke the words more accurately. When listening to their answers and reasoning
skills the experimental group had more thorough answers.

Reflection
My take away is that the vocabulary strategies do help with students knowledge and depths of

material. Further research is needed to decide which vocabulary strategies do work best. It is my
recommendation that teachers need to start implementing vocabulary strategies that fit the needs of
their classroom. For the remainder of the school year I will continue to research and implement
vocabulary strategies. As I find new strategies and implement them, I will monitor, note, and track
their success. When I have found strategies that work well in my science classroom I will share them
with my department. My next challenge is to find ways to strengthen vocabulary development across
all content areas and not just in my own classroom?

Vocabulary Strategies 10

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