Alyssa Zippo

Dr. Kathleen Pierce

Student Learning Study
2 April 2015

Focus of the Case Study:

Reynolds Middle School (Hamilton, New Jersey)

10 males and 11 females, 21 students total
One female and two males will be used for this study
Age range 13-14 years old (8th grade)
General education English Language Arts classroom
First block of the day, periods one and two from 8:35AM-9:58AM
Initials being used for study: O.C.(male), K.D.(male), A.C.(female)

Concerns:

Learners struggling with vocabulary

Memorizing vocabulary, rather than connecting it to content
My concerns fell on the three lowest scoring students who achieved grades between 6369 on a vocabulary test

Goals:

Increase vocabulary by making contextual connections within instruction and strategies

Pre-test/Post-test (Part 1)

I chose focus students based on those who I saw struggling with vocabulary in connection
with the lowest scoring vocabulary test

The vocabulary involved each student memorizing specific vocabulary words based on
an individuals prior knowledge

I changed the idea behind vocabulary by connecting vocabulary with the words found in
a story we would be reading

This involved students making contextual connections with words and using them
constantly in lessons and homework; excluding the memorization and instead making
connections

Rationale (Part 2):

Pre-test involved a vocabulary words which included 20 words which students should
understand the synonyms, antonym, and part of speech

I changed my pre-test, or rather teaching strategies and instruction, after teaching the
vocabulary words in this specific way

My instruction after the pre-test involved relating each lesson plan with the curriculum
at Reynolds middle school and the common core state standards for New Jersey and are as
follows(I have highlighted tasks related to vocabulary instruction along with standards:

Day

Objective(s)

Standards

TLWD:
Knowledge/comprehension/applic
ation of literature by determining
the meaning of words/phrases as
Wednesd
they are used in text; Develop a
ay
well thought out written response

RL.8.1
RL.8.2
RL.8.3
RL.8.4
RL.8.5
RL.8.6
W.8. 5, 10
SL. 8.1
L.8.4 a,c,d 5
TLWD:
RL.8.1
Knowledge/comprehension/applic RL.8.2
ation of literature by determining RL.8.3
the meaning of words/phrases as RL.8.4
they are used in text; Analyze how RL.8.5
Thursday effects of mood, setting, imagery, RL.8.6
and narration affects the tone of a W.8.5, 10
story; of the theme of a story; by S.L.8. 1
applying paraphrasing; Develop a L.8. 4a,c,d 5c
well thought out written/verbal
response; character motivation

Friday

Day

Monday

TLWD:
RL.8.1
Knowledge/comprehension/applic RL.8.2
ation of literature by determining RL.8.3
the meaning of words/phrases as RL.8.4
they are used in text; Analyze how RL.8.5
effects of mood, setting, imagery, RL.8.6
and narration affects the tone of a W.8.5
story; of the theme of a story; by S.L.8. 1
applying paraphrasing; Develop a L.8. 4a,c,d 5c
well thought out written/verbal
response; character motivation

Objective(s)

Differentiation
Technology Use
Assessments
Character Education
Grouping Strategies
Use of Data

-After warm up begin with The

Lady, or the Tiger journal entry #22

-20 vocabulary words relevant to
story(worksheet); work with partner
to complete

-Vocabulary Practice worksheet

(p.48)
-Review vocabulary
-Discuss decision making and
journal entry #22
-Read background information on
The Lady, or the Tiger?
-Begin reading
HW: Vocabulary Practice
worksheet (p.48) due Monday

Differentiation
Technology Use
Assessments
Character Education
Grouping Strategies
Use of Data

-Finish reading The Lady, or the

Tiger?
-Paraphrasing worksheet
-Reason worksheet
-Hand out and discuss rubric and
guidelines for The Lady, or the
Tiger? project and explain when
its due.
-Jeopardy review game
(Vocabulary)
HW: Vocabulary quiz on
Monday

Differentiation
Technology Use
Assessments
Character Education
Grouping Strategies
Use of Data

Standards

TLWD:
RL.8.1
Knowledge/comprehension/applicatRL.8.2
ion of literature by determining the RL.8.3
meaning of words/phrases as they RL.8.4
are used in text; Analyze how
RL.8.5
effects of mood, setting, imagery, RL.8.6
and narration affects the tone of a
story; recognize/analyze theme of aL. 8.4a,c,d, 5c
story; Interpret/analyze a text by
applying paraphrasing;
Analyzing/Understanding character
motivation

Best Practices
(check or include
as appropriate)

Activities

Activities
-Vocabulary Practice

worksheet (p.48)

-Hand out vocabulary quiz

-Discuss tone more by using

slideshow on Google slides

-Text-Analysis-Tone worksheet
(p.43)
-Complete Reading Check
(p.50) and Question Support
(p.51)

Best Practices
(check or
include as
appropriate)
Differentiation
Technology Use
Assessments
Character Education
Grouping Strategies
Use of Data

The highlighted criteria within this lesson plans are the lessons that regarded vocabulary
words, and the common core state standards (CCSS) that connected with each lesson.

R.L.8.4: Determine the meaning of words and phrases as they are used
in a text, including analogies or allusions to other texts; analyze the impact
of specific word choices on meaning and tone.
This relates to my lesson plans with the specific vocabulary word because the words were
connected with the story we were reading. Students had to determine the meaning of those words
that were used in this text.

S.L.8.1: Engage effectively in a range of collaborative discussions (one-onone and in groups) on grade 8 topics, texts, and issues, building on others
ideas and expressing their own clearly.
This relates to my lesson plans with the specific vocabulary words because students engage in
independent, partner, and group work when working on worksheets for specific tasks in class.
L.8.4a,c,d Determine or clarify the meaning of unknown and multiple-meaning
words or phrases based on grade 8 reading and content, choosing flexibly
from a range of strategies.
a.Use context (e.g., the overall meaning of a sentence or paragraph; a
words position or function in a sentence) as a clue to the meaning of a word
or phrase.
c.Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses ), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning or its part of speech.
d.Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary)
This relates to my lesson plans with the specific vocabulary words because students listened to
me say the word and then they pronounced it after me. Students then had to look up definitions
of words in a dictionary while noting part of speech and precise meaning(s). When reviewing the
vocabulary, we discussed different meanings (multiple meanings) for the same word and then
highlighted the meaning we would be using for this story. Students constantly used context clues
to help decide the meaning of a word because these vocabulary words were within the story they
were reading.
L.8.5: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
c.Distinguish among the connotations (associations) of words with the similar
denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute)
This relates to my lesson plans with the specific vocabulary words because students needed to
look up words in dictionaries and understand the denotations of words, but also identify the
connotations of the words within the story to infer what the author was actually saying by
understanding the feelings behind the vocabulary word as well.

Instructional Activities (Part 3):

Instruction previous to this, regarding vocabulary worked like this: I would say the words
aloud as the students pronounced it, the students would go around the room reading the
vocabulary word, part of speech, and definition. Students would have a week to complete the
sections within the vocabulary unit, and rewrite the word three times then write sentences for
each. Students did this on their own time, and it would be due the following week to review for a
test that students would have on Friday. This test was multiple choice/matching(the pre-test). I
changed my instruction and strategies in the following ways:
Active Learning

Students retrieved a dictionary and found the meanings of vocabulary words for
themselves, instead of already having a definition to look at.
I decided to connect vocabulary to the curriculum by choosing vocabulary words from a
specific story we would be reading to give the words a purpose.

Highlighted the definition of each vocabulary word that we would be using for the stories
purpose (There is more than one correct definition or meaning for some specific words)

Vocabulary homework for each of the words

Collaborative/Cooperative Learning

Students collaborated together in groups, sometimes with only one other partner, to look
up vocabulary words and work on in class worksheets
Discussion Strategies

Whole-class discussion of the meaning of each vocabulary word

Reviewing vocabulary homework aloud by going around the room and having each
students read their answers.

As the words popped up in our story while we were reading aloud as a class
Critical Thinking

On the post-test students had to think critically and form a sentence of their own that
proved they were comprehending meanings of words. They also had to make sure the word
was in the proper tense and part of speech.
Games

Jeopardy study game for each of the vocabulary words

SETBACK: students seemed confused about specific words during the Jeopardy study game,
so during and after the game I went over the words. To overcome this setback, I tried to give
students studying strategies by not only suggesting making notecards, but also giving hints to
remember specific words.
Test format:
I changed the format of the vocabulary test at the end of the vocabulary unit from matching
and multiple choice, to writing five separate sentences with specific vocabulary words listed in a
word box. I modeled an example of a correct answer and an incorrect answer directly on the test.
I tried to facilitate student learning by suggesting they connect their sentences with the context of
our content; plot or setting of the short story we read with these specific vocabulary words, but it
was just a suggestion, they didnt have to. The exact test was as follows:
Vocabulary Quiz
The Lady, or the Tiger?
Your task is to write five(5) sentences using all the following vocabulary words listed below. Each
sentence may relate to the story, The Lady, or the Tiger?. It could be about specific characters, the
setting, the tone, etc. DO NOT just randomly place the words in a sentence. The sentences must prove
that you understand the meaning of the word. (25 points total) Example: If the vocabulary word is, happy,
an unacceptable answer would be: I am happy. Instead, extend the sentence to show understanding of
the word: I am happy because today is Friday and I will be able to sleep in tomorrow morning.

Assert

Subordinate

Conventional

Waver

Anguish

Test Results:

Post-Assessment Findings (Part 4):

K.D.(male) and A.C.(female) dramatically improved on their vocabulary test scores

O.C.(male) did not improve his vocabulary test score, but did show comprehension of
words throughout instruction

The Post-test examples:

Block 1/2 Final Scores (percentages)

Gender

Pre-test

Post-Test

Male

74

80

Male

85

100

O.C. (male)

63

60

Male

91

100

Female

91

100

A.C. (female)

69

100

Female

100

100

K.D. (male)

67

100

Female

72

80

Female

100

100

Male

84

100

Male

96

100

Male

80

60

Female

91

80

Female

93

100

Male

91

100

Female

73

100

Female

90

80

Female

73

100

Male

87

100

Female

100

Reflection (Part 5):

This student learning study proved the importance of not only using different teaching
strategies and instruction to facilitate student learning, but also the importance of making
contextual connections and prove why specific material is important in real-life. Both K.D. and
A.C. surpassed their pre-test(matching/multiple choice) score drastically on the vocabulary
post-test(sentence writing); however, O.C. did not improve his grade for the final post-test,
but this does not mean he did not improve comprehension throughout lessons.

Evidence of student learning was very evident from beginning to end. During instruction
with the pre-test, I noticed A.C. roll her eyes before we started a new unit, and heard sighs
from many students. This shows that some students do not prefer this way of learning and dont
find it engaging. K.D., before the pre-test rarely raised his hand and answered questions.
During instruction for the post-test test, not only did he raise his hand and participate, but he
connected vocabulary words with example sentences that were relatable to students. O.C. was
also one who participated infrequently. Even during post-test instruction, he was still reluctant
to raise his hand; however, when I called on him he was always prepared with an answer,
whether right or wrong. This proves that he is paying attention during lessons. I also noticed
O.C. laugh when K.D. came up with humorous sentences using vocabulary words. A.C.
participated regularly, pre and post test. However, after taking the post-test, A.C. came up
to me at the end of the period and thanked me for fixing the vocabulary test because the other
one hurt my brain. This was all valid evidence that my focus students were learning and
progressing with vocabulary and comprehension, as well as engagement.
If a student does not do well on a final unit test, this does not mean they are not
comprehending material. K.D and A.C greatly succeeded just by a simple change regarding the
format of a test. Its important to accommodate and facilitate all your diverse learners as a
teacher, and that may involve not only having a final test, but, a final project or paper as well. Its
not necessarily ineffective to have multiple choice and matching on a test, but there should also
be short answers as well. Short answers, or even extended responses, give students the
opportunity to critically think and explain their reasoning for a specific response. The post-test
involved in this study made students think about a specific words and prove comprehension by
writing a sentence of their own. This task asks students to critically think about a word and to be
sure its in the right tense and is being used in the proper part of speech.
Teachers should think about differentiating the strategies they use for instruction; if one
technique is not working then experiment with another. If the students do not seemed engaged on
specific content, reel them back in. This could be done by having group work, videos that
connect with content, having students participate and move around, etc. Teaching is a profession
where its important to experiment and try new things to build student engagement, satisfy the
needs of diverse learners, and accommodate when necessary.

Implications for My Teaching:

When I teach, I will accommodate and facilitate my students by differentiating whole

group, not only instruction, but also final unit tests. Not every lesson or unit needs to have a final
test to prove comprehension. Projects, or even papers, prove comprehension just as well as a test
would. By understanding the vast majority of diverse learners, a teacher can help satisfy the
needs of all students by differentiating instruction and assessment. For example, I have just
completed a project for Oliver Twist that involved students writing a letter and using specific
vocabulary words we have been studying from Oliver Twist. The focus was not on vocabulary;
however, this could have easily been a vocabulary comprehension check, to see if students were
able to use vocabulary words properly in a sentence for this specific project. This would be a
great assignment to have students do in the future, regarding assessing vocabulary
comprehension. Not only will a writing assignment with vocabulary words as a requirement be
evidence of student learning, but it will also expand their vocabulary and teach students how to
use their increased vocabulary within their own writing.
If I had the opportunity to teach this unit again, I would make some changes regarding
final unit tests. For this unit, The Lady, or the Tiger?, students not only had a test, but also a
project where they were to construct a door (including one quote and a picture of a lady or a tiger
inside) and write their own ending. I did not make one of the requirements to include vocabulary
words. However, reflecting back on this project, it would have benefited students to work with
these vocabulary words one final time within this unit. On the rubric, I would have added a point
requirement for using at least five vocabulary words, correctly, in their conclusion that they
developed. This could have been used as another post-test for summative assessment.
Also, making connections to material in class will benefit student learning greatly, and
prove to students why they need to know specific material. For example, in this study,
comprehension of the vocabulary was necessary to understand the short story we were reading in
class, and may even help when they read their independent novels. Connections like this can be
made all the time in a classroom. If you were having students write a final paper, the connection
of the vocabulary words would benefit the student because they would become a better writer by
expanding their vocabulary. Showing students why certain material connects with their
developing minds to improve academically, or even socially, will give a purpose for learning and
retaining information.