ACTION

RESEARCH
4th grade
Emily Freeman

THE STUDENTS

THE STUDENTS
Student 1
ELL
Focus: vocabulary and comprehension
Student 2
ELL
Focus: vocabulary and comprehension
Student 3
Focus: mainly comprehension
Student 4
Focus: mainly comprehension

THE QUESTION

VOCABULARY AND
UNDERSTANDING BE
IMPROVED TO BETTER
COMPREHENSION
SKILLS WHILE
READING?

RESEARCH

RESEARCH
Vocabulary should connect to prior knowledge
Implicitly taught, not explicit
Encourage ELL students to apply previous knowledge to English
vocabulary
Have students play a role in vocabulary acquisition
Connect learning to other subjects
Vocabulary understanding is a necessity for full comprehension

DATA

PRETEST ASSESSMENT
All fairly low
Except student 3- 100% on comprehension!
Told me where to start
Behavioral notices too
Quiet
Cant foucs

STRATEGIES
Supporting what happened in the classroom
Vocabulary journals
Repeated readings
Choral readings
Interactive readings

FINAL ASSESSMENT
All students had a higher score on the final assessment than they did
on the initial
Some small increase (10-15%)
Some larger increases (up to 40%)

Vocabulary Assessment
Vocabulary Assessment
90
80
70
60
50
40
30
20
10
0

Student 1

Student 2
Initial Assessment

Student 3
Final Assessment

Student 4

Comprehension Passage
Assessment
Comprehension Passage Assessment
120
100
80

PErcent Correct 60
40
20
0

Student 1

Student 2

Student 3

Student

Initial Assessment

Final Assessment

Student 4

REFLECTION

Reflection
I learned A LOT
About supporting what is going on in the classroom
About what to do and what not to do
Students should lead skill/topic
Organization is key

Teacher must serve as a model

Kids can make great strides and successes if you support them