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Interactive Word Walls: They’re Up, Now What?

Interactive Word Walls: They’re Up, Now What?. Using Interactive Word Walls as an Instructional Tool January 13, 2011. Classroom Environment. Influences literacy development Print-rich environments foster literacy A variety of artifacts are present. Word Wall Uses.

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Interactive Word Walls: They’re Up, Now What?

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  1. Interactive Word Walls: They’re Up, Now What? Using Interactive Word Walls as an Instructional Tool January 13, 2011

  2. Classroom Environment • Influences literacy development • Print-rich environments foster literacy • A variety of artifacts are present

  3. Word Wall Uses • Elementary: display basic words, word families, showcase interesting words • Middle and High School • Language arts: may display challenging words • Math: to display mathematical symbols • Social Studies: to categorize important historical terms

  4. Uses cont’d • Instructional potential for enhancing vocabulary learning • Powerful tools for supporting specific word learning objectives of middle school curricula

  5. Study Findings • 43.1% used the term word wall • 12% could not identify the word wall • Almost 60% had a general understanding that word walls were for learning new vocabulary • 50%could not explain how the word wall helped them learn new words • 16% thought word wall was only helpful when they already new the word meanings

  6. Effective Vocabulary Instruction • Falls on a continuum • Need for multiple exposures • Students need to understand how and why some words are used and some are not. • Associative learning • Active Engagement • Student Choice

  7. Ineffective Vocabulary Practices • Research has shown the ineffectiveness of the following vocabulary instructional practices: • Define words and then write sentences • Using dictionary definitions as primary instructional tools

  8. Word Wall Activity • Students can help to select the vocabulary • Introduce the words • Make Connections With the Vocabulary • Apply the Word to Real Situations • Present Words to the Class

  9. Next Steps • Students need to do more than the superficial definitional level of word meaning • Students need opportunities to engage in higher levels of cognitive processing

  10. Thanks! • If you liked this show, tell your friends!

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