WORD WALLS Melinda Carr carrm@wcde

1. WORD WALLSMelinda Carrcarrm@wcde.org

2. Washington County K-8 Curriculum Expectations WORKING WITH WORDS: Phonics (K-2) Word Study (3-6) TN State Academic Vocabulary Word Walls All students will receive research-based word work instruction with appropriate grade-level spelling and vocabulary. Phonics (K-2):Students in grades K-2 will receive systematic phonics instruction through the Benchmark Phonics program. Instruction also includes an emphasis on sight words. Word Study (3-6): Students in grades 3-6 will receive systematic vocabulary instruction through the Benchmark Word Study and Vocabularyprogram.

3. Washington County K-8 Curriculum Expectations • Academic Vocabulary:The Tennessee State Standards emphasize the connection between a student’s vocabulary with his/her academic achievement. Tier I words are the words of everyday speech usually learned in the early grades (mom, cat, today). Tier II words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Tier II words allow students to access complex text. Tier III words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, legislature, circumference) and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier III words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary). • Word Wall: A district-wide Word Wall initiative will be used to introduce and reinforce spelling and vocabulary development in all subject areas, including English Language Arts. Word Wall resources are available online at www.wcde.org/language.

4. College and Career Readiness Anchor Standards for Language The Tennessee State Standards emphasize the connection between a student’s vocabulary with his/her academic achievement. Vocabulary Acquisition and Use 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

5. 3 Tiers of Words • Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization • E.g., lava, aorta, legislature, circumference • Tier 2 –Abstract, general academic (across content areas); They appear in all sorts of texts: informational texts (words such as relative, vary, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered). • E.g., vary, relative, innovation, accumulate, surface, layer • Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level • E.g., clock, baby,

6. Did You Know? • Students learn an average of 3,000 to 4,000 words per school year (Nagy, Anderson, & Herman, 1987). • The gap in students’ vocabularies when they enter school is extensive (Hart & Risley, 1995), and students encounter 180,000 words in school texts (Zeno et al., 1995). • Strategic selection of vocabulary is essential to close the gap. Vocabulary instruction should focus on specific terms that support academic success (Marzano, 2004). Research from Power Tools for Adolescent Literacy

7. Where Should We Focus? • Tier II words allow students to access complex text (including high-stakes tests).

8. Marzano's Six Step Vocabulary Process • Step 1: Provide a description, explanation, or example of the new term. • Step 2: Ask students to restate the description, explanation, or example in their own words. • Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. • Step 4: Engage students periodically in activities that help them add to their knowledge of the terms. • Step 5: Periodically ask students to discuss the terms with one another • Step 6: Involve students periodically in games that allow them to play with terms.

9. A Definition… • A word wall is an ongoing, organized display of key words that provides a visual reference for students. These words are used continually by teachers and students during a variety of activities.

10. Goals of Word Walls • Support the teaching and learning of vocabulary. • Develop a growing collection of words that become part of a student’s reading and writing vocabulary. • Enhance students’ reading and writing.

11. Effective word walls: - support the teaching of key words and subject-specific terminology. - promote independence in reading and writing by building vocabulary. - provide visual clues and reference for language learners. - help students remember connections between words and concepts. Building a word wall can be easily integrated into daily activities. Key words and/or terminologies that relate to the lesson or unit of study can be added gradually as they are introduced. A word wall should be organized in a way that is useful to students with additions reflecting the skills or concepts being taught.

12. FirstSteps… Choose a space in the room that is clearly visible to students from their seats. Alphabet letters form the frieze line. Space is provided to add words above and below the alphabet frieze. Above FriezeLine Below 1st grade Word Wall

13. Adding words… • Words above the frieze line are words that will stay on the Word Wall all year. These may include grade-appropriate high frequency words, academic vocabulary, and spelling pattern words. (Tier I, II) • Words below the frieze line will stay on the Word Wall for a short time. These words may include new words, theme vocabulary, or content specific words. (Tier III) 1st grade Word Wall

14. Color coding… Develop a color code to help students differentiate types of words. Word Wall Code, Kindergarten

15. Choosing Words… • When selecting words for the Word Wall, choose words that students commonly use in their writing and encounter when reading complex texts. • Use words from your content . • Test taking vocabulary can also be added. • Introduce around five to seven words per week. “Words. I seek words. I chase after them.” Cynthia Rylant

16. Frayer Foldable recycle Original activity created by Dorothy Frayer, found online at: http://wvde.state.wv.us/strategybank/FrayerModel.html

17. Games Points to Remember… • The suggested activities are organized as a whole class, small groups/partners, or individual activities. • The Word Wall activities are suggestions only and can be adopted or modified for use within different grade levels and subject disciplines. • In presenting word wall activities, teachers must be sensitive to students who may be uncomfortable with completing a task in front of peers, e.g., spelling exercises are suggested as individual or partner activities.

18. When to Include Word Wall Activities Word Wall activities can be incorporated into daily instruction. • Transitions • Small group instruction • Assessment review • Time fillers

19. Quiz-Quiz Trade Materials: Vocabulary cards (1 card per student) Directions: • Give each student a card with the vocabulary word on the front and the definition on the back. • Students find a partner and give a high-five. • Partner A shows their vocabulary word and Partner B explains what it means or gives a description. • If Partner B cannot answer, then Partner A coaches. • Partner B then shows their vocabulary word and repeats above procedures. • Partners then thank each other, trade cards and each find a new partner. • Play continues until teacher signals “time”.

20. Numbered Dots Materials: Laminated game mats, die, dry erase markers • Students roll die to see who goes first. • Students pick eight words to put in center of mat ( 4 each). • Student 1 starts with first word and spells it out clockwise using the numbered dots. The numbered dot the student ends on is the number of points the student earns. Student 1 then writes his points on his side of the board and draws a line through word. • The game continues until all words are used. • At the end of the game, students add their points to see who wins. 44 array factor product ratio triangle circumference 17 55 Player 2 9 9 Player 1 62 55 26 21 + + 62 36 9

21. What’s the Word?

22. Word-O Materials: Blank "Wordo " sheets with 9, 16, or 25 blocks. Copy of words being studied. • Have students fill in their cards with the words that they are working on. Tell them that each card must be different and to try to mix up the words they are using. • Playing the game is similar to BINGO. The teacher calls out the words and has the students spell it out loud and then mark their spaces. Spelling the words out loud will give those who are unsure of the word some extra help. • The first child to cover an entire row calls out the word "WORDO"! The winner can call out the words the next time.

23. Sample Assessments Vocabulary Rubric: How Well Do You Know These Terms? 6th grade Assessment: Created by Mandy Blackburn

24. Vocabulary Casserole Ingredients Needed: 20 words no one has ever heard before in his life 1 dictionary with very confusing definitions 1 matching test to be distributed by Friday 1 teacher who wants students to be quiet on Mondays copying words Recipe: Put 20 words on board. Have students copy then look up in dictionary. Make students write all the definitions. For a little spice, require that students write words in sentences. Leave alone all week. Top with a boring test on Friday. Perishable: This casserole will be forgotten by Saturday afternoon. Serves: No one. Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

25. Sample Weekly Schedule Monday- Introduce new words Frayer Foldable Tuesday-Friday- Review words Quiz-Quiz Trade or Word-O Friday- assess students’ Word Wall knowledge.

26. Vocabulary Treat Ingredients Needed: 5-10 great words that you really could use 1 thesaurus Markers and chart paper 1 game like Jeopardy or BINGO 1 teacher who thinks learning is supposed to be fun Recipe: Mix 5 to 10 words into the classroom. Have students test each word for flavor. Toss with a thesaurus to find other words that mean the same. Write definitions on chart paper and let us draw pictures of words to remind us what they mean. Stir and play games all week by a teacher who thinks learning is supposed to be fun. Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most. Serves: Many Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

27. Word Wall Planning Guide When planning for my Word Wall, how will I: • Choose an appropriate space for my Word Wall? (e.g. easily viewed from all areas, accessible to students, eye-level, etc.) • Cluster my Word Wall to make connections? (e.g. use Measurement Topics to cluster Academic Vocabulary and related terms by strands, units, themes) • Make it a working tool? (e.g. current, growing, interactive, includes pictures and definitions) • Ensure all students participate, engage, and interact with the Word Wall? (e.g. during lessons, activities, discussions, games, assignments, etc.)

28. References Resource Books: • Beck, Isabel & MacKeown Margaret (2002). Bringing Words to Life: Robust Vocabulary Instruction • Carleton Lindsay & Marzano, Robert (2010). Vocabulary Games for the Classroom • Marzano, J. R. & Pickering J. D. (2005). Building Academic Vocabulary Teacher’s Manual. VA: ASCD. • Rozzelle, J. & Scearce, C. (2009). Power Tools for Adolescent Literacy. Bloomington, IN: Solution Tree Press. • Templeton, et al., (2010). Vocabulary Their Way: Word Study with Middle and Secondary Students. Boston, MA: Pearson Education, Inc. Online Resources: http://tncore.org/english_language_arts/instructional_resources/academic_vocabulary.aspx http://go.solution-tree.com/literacy http://wvde.state.wv.us/strategybank/FrayerModel.html http://www.apples4theteacher.com/asl/flashcards/ http://www.fcrr.org/curriculum/studentCenterActivities45.shtm http://www.engageny.org

29. Please feel free to email with questions anytime. carrm@wcde.org Good luck Building Academic Vocabulary With Interactive Word Walls!