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Introduction
English Language Learners must learn how to read while they are learning a second
language (Paul and Vehabovic, 2018). Essential to mastering English, or any second language,
is learning vocabulary (Schmitt, 2008). This Action Research Project aims to identify the best
practices for improving the literacy skills of English Language Learners by focusing on effective
ways to learn new vocabulary. While there are myriad ways to address teaching new words to
any student, the focus will be on strategies that present new words and allow for practice over a
period of time. Hopefully, students will develop both an understanding of the meaning and usage
of these new words, with the goal of applying this new word knowledge to reading and
Action Plan
For any student, but especially the English Language Learner, there are innumerable
opportunities to learn new words in every subject. Based on the findings from the Literature
Review, vocabulary instruction is best delivered via a multipronged approach that includes the
presentation of new words, explicit instruction of the meaning and usage of them, and
opportunities for practice. For increased student achievement in literacy, these strategies must be
employed throughout every instructional opportunity. However, for the purposes of this Action
will occur during the English Language Development period. This instructional focus, during
this time period, will hopefully facilitate the acquisition of a larger vocabulary, which is essential
for increasing student literacy (Newton, Ferris, Goh, Grade, Stoller, and Vandergrift, 2018).
Teaching students to use vocabulary strategies to determine the meaning of new words is
an explicit instructional activity is key. These include teaching students to find contextual clues,
word analysis, cognates, and how to use a dictionary (Carlo, August, McLaughlin, Snow,
Dressler, Lippman, and White, 2009). Each strategy will be taught so that students can apply
them in text, practicing with new words presented at the start of a week.
Knowing that incorporating realia and visuals can help to reinforce new word meaning
(Goldenberg, 2008), students will have an opportunity to integrate these strategies with writing
the definition and part of speech. This practice produces work that can be maintained as a
Opportunities to practice the new word meanings is also essential. One strategy involves
students practicing new words with already acquired words. Students have to provide the
definition and a sentence. If they miss the word, they are provided the definition, asked to repeat
To assess the efficacy of the vocabulary strategies implemented with students, various
means of data collection will be utilized. Student work samples, consisting of vocabulary work,
which includes definitions and illustrations, will be collected and assessed for accuracy.
Students will be observed during group and partner discussions to see if they are using new
vocabulary correctly. Interviews will be conducted with the students chosen to elaborate on their
feelings about reading during the initial phase of this Action Research Project. Formative
assessments will be used to inform instruction. An initial quiz, where targeted vocabulary
knowledge is assessed, will be used to provide a baseline measure. This will be used to ascertain
the effectiveness of implemented vocabulary strategies, by comparing the scores on the initial
quiz to the end of the week test. These results will help shape subsequent teaching cycles. A
summative assessment will be used at the end of a vocabulary cycle. This measure will be
essential to determine if certain vocabulary practices were helpful in learning new words.
Timeline
Over three weeks, I will be utilizing several instructional strategies and assessing their
efficacy. Day 1 of each week will begin with an initial assessment of the five vocabulary words I
will present for the week. Then, I will teach a vocabulary strategy. I will present the words and
provide both a definition and part of speech. Day 2 will consist of beginning the practice cycle.
I will review the vocabulary strategy and the definitions for the vocabulary presented on Day 1.
In addition, on Day 2, students will create a four-part vocabulary activity where they write the
definition, part of speech, a sentence, and an illustration. On Day 3, the words will be identified
within a text and the vocabulary strategy will be practiced with the text. Students will practice
the definitions using flash cards with a partner. Day 4 will serve as a review day. Students will
have time to practice the vocabulary words by quizzing each other and in the context of a text,
working on fluency and retelling what they have just read. Day 5 is assessment day. All students
At week’s end, scores from the end of the week vocabulary test will be compared to the
initial quiz. If 70% of the students have shown that they have learned 3 of 5 words, as
demonstrated by providing the correct definition for the words, the second week will continue
the same cycle of instruction, save for a different vocabulary strategy to be presented on Day 1.
If this threshold of progress is not met, the Literature Review will be revisited to choose another
Date March 12, 2018 March 13, 2018 March 14, 2018 March 15, 2018 March 16, 2018
Teaching 1. Context Clues 1. Review 1. Use Context 1. Review 1. Final review
Vocabulary Vocabulary Clues with vocabulary of vocabulary
Strategy Strategy vocabulary words
2. Vocabulary 2. Review 2. Student 2. Fluency
Words Vocabulary Practice practice with
3. Introduce Words text.
Fluency form 3. Vocabulary
Activity
Assessment Initial Observation Observation Observation 1. Vocabulary
Vocabulary Test
2. Interview
students
Date March 19, 2018 March 20, 2018 March 21, 2018 March 22, 2018 March 23, 2018
Teaching 1. Word 1. Review 1. Use Word 1. Review 1. Final review
Structure Vocabulary Structure with vocabulary of vocabulary
Vocabulary Strategy vocabulary words
Strategy 2. Review 2. Student 2. Fluency
2. Vocabulary Vocabulary Practice practice with
Words Words text.
3. Introduce 3. Vocabulary
Fluency form Activity
Assessment Initial Observation Observation Observation 1. Vocabulary
Vocabulary Test
2. Interview
students
Spring Break
Date April 3, 2018 April 4, 2018 April 5, 2018 April 6, 2018 April 9, 2018
Teaching 1. Apposition 1. Review 1. Use 1. Review 1. Final review
and Cognates Vocabulary Apposition and vocabulary of vocabulary
Vocabulary Strategy Cognates with words
Strategy 2. Review vocabulary 2. Fluency
2. Vocabulary Vocabulary 2. Student practice with
Words Words Practice text.
3. Introduce 3. Vocabulary
Fluency form Activity
Assessment Initial Observation Observation Observation 1. Vocabulary
Vocabulary Test
2. Interview
students
References
Carlo, M. S., August, D., McLaughlin, B., Snow, C., Dressler, C., Lippman, D., and White, C. E.
(2009). Closing the gap: addressing the vocabulary needs of english-language learners in
Goldenberg, Claude, (2008). "Teaching english language learners: what the research does - and
does not - say". ESED 5234 - Master List. 27. Retrieved from
http://digitalcommons.georgiasouthern.edu/esed5234-master/27
Newton, J. M., Ferris, D. R., Goh, C. C., Grabe, W., Stoller, F. L., and Vandergrift, L.
Paul, C. M., & Vehabovic, N. (2018). Lost in comprehension: addressing english language
Petersen-Brown, S. and Burns, M.K., (2011, September 1). Adding a vocabulary component to
Quarterly, 26 (3),245-255.
Research, 12(3).