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Promote vocabulary development and spelling in K-8 students through interactive Word Walls. Learn the importance of vocabulary instruction and research-based strategies for successful language acquisition. Spark student interest and facilitate learning.
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Washington County K-8 Curriculum Expectations SPELLING "NO EXCUSE" WORDS WORD WALLS All K-8th students will correctly spell and correctly use in writing the words on NO EXCUSE list. There are designated NO EXCUSE words per grade level in K-2. All NO EXCUSE words are expected to be spelled correctly in grades 3-8 by the end of the first 9 weeks and documented with check marks on each student's NO EXCUSE list. For the remainder of the year, students in grades 3-8 should be strongly encouraged to spell NO EXCUSE words correctly in their own writing. Teachers need to spot-check students' writing from time to time for evidence of this, and put a plus mark (+) on the NO EXCUSE list next to those words spelled correctly in the context of students' writing/composing. A district-wide Word Wall initiative will be used to introduce andreinforce correct spelling and usage of NO EXCUSE words.
Washington County K-8 Curriculum Expectations VOCABULARY DEVELOPMENT, ACADEMIC VOCABULARY, WORD WALLS All K-8th students will be exposed to and taught through research-based strategies the terms and phrases identified in the Tennessee Academic Vocabulary found at the following website: http://state.tn.us/education/ci/doc/academic vocab.pdf A district-wide Word Wall initiative will be used to introduce and reinforce vocabulary development in all subject areas, including English Language Arts, Reading, Math, Science and Social Studies.
WHY WORD WALLS There are many reasons, based in research, for the study of vocabulary as an explicit daily activity. Explicit vocabulary instruction goes beyond simply exposing students to vocabulary words. It allows teachers and students to engage in activities that encourage use of words and interaction with vocabulary. Students are more likely to internalize and better understand new words when they have multiple, sustained opportunities to interact with words.
What does the research say? • Vocabulary is one of five core components of reading instruction that are essential to successfully teach children how to read. These core components include phonemic awareness, phonics and word study, fluency, vocabulary, and comprehension (National Reading Panel, 2000). • The latest research states that students must know approximately 95% of the words they hear and read for successful comprehension. • Vocabulary assists students in expanding their knowledge to raise achievement. • Vocabulary development increases when students have visual images of word. • It takes a minimum of 15 encounters with a new word for a student to understand and apply the word independently. • Vocabulary knowledge is important because it encompasses all the words we must know to access our background knowledge, express our ideas and communicate effectively, and learn about new concepts. • Vocabulary is the glue that holds stories, ideas and content together making comprehension accessible for children.
Points to Remember • Accessible Highly Visible Clutter-Free - All students should be able to see and use the word wall from their desks. • Referred to Often - Make word wall activities a regular and predictable part of the classroom routine. Word wall activities make for natural class openers or closers. The word wall activity should be only about 5 -15 minutes in length unless incorporated with a larger activity. • Memorable - Use a variety of instructional activities/games to review words. • Useful - Words selected must be useful to students, usable by students and frequently used in the subject area. • Practical - Add words in manageable amounts (usually between 5 to 7 new words at a time…per week).
Setting Up Your Word Wall: Above Frieze Line
The following questions may act as a helpful guide as teachers make word selection of 'key vocabulary' for instruction. 1. How much background knowledge might students have about each word or related concept (and how will I evaluate this prior-knowledge)?2. Which words are most critical for understanding the content or text?3. How frequently is the word encountered?4. Is it a word that has multiple meanings or has the potential to mislead or confuse students?5. Does the word have synonyms that can be substituted in context?6. Does the word or concept require previewing to develop background knowledge before instruction, i.e. photosynthesis, satire?7. What words or concepts will require more guided practice before students can use them independently?8. What connections can be made with words students already know?9. What words are difficult for students to grasp the meaning of and are frequently misunderstood?
Remember!!! • If students are not interacting and involved with the word wall, it becomes simply a decoration • Students will only learn from the word wall if it is meaningful to them • Student interest will be sparked when new games and activities are introduced • Make the games and activities fun, playful, and interactive
Word Study Station • A work station is an area within the classroom where students work independently on their own or with a partner, using instructional materials to explore and expand their learning. It is a time for students to practice reading, writing, speaking, listening and working with letters and words (Diller 2003). • In upper grades, students need to continue to learn about phonics, spelling, and vocabulary-the components that make up the Word Study Station. Instruction will look different than in primary grades, as teachers focus on word etymology, Greek and Latin roots, and deeper content-area vocabulary learning. • Your Word Study Station should be set up around your word wall.
Sample Schedule • Monday: Go over the new words for the week. Note strategies for remembering the word. Point out any unusual features of the word, carefully examine, compare, contrast, dissect, look for patterns, notice rhymes, etc. with all five. Introduction of New Words • Students add words to vocabulary notebook/folder *4-Fold Vocabulary *Vocabulary Graphic Organizer *Vocabulary Rubric • Cheers and Chants • Word Shapes • Doorway Drill-Tape this week’s words on classroom door, and explain that whenever students leave the room, they must quietly read and spell the displayed words. When the entire class leaves the classroom, have students whisper the words to a partner and have the partners spell the words or give definition of word. • Clap, Chant, Write • Establish a “Word Jar”
Vocabulary Notebook/Folder Why are they important? • Students need a place to practice and record new words. • Students need a place to store vocabulary work from word study station. • Students need a place to write new words found while reading that can be used during writing.
Word Jars Materials: Word Jar, word cards • New word wall words are added to previously introduced words in a “Word Jar”. • Students pick a word out of the jar. • They read the word and chant the spelling. • This activity is a great filler when you have a couple of free minutes. Example-use it when dismissing the students. Each student does a word before he/she can stand in line etc. .
K-W-L Students complete the chart using the new words that are introduced.
Clap, Chant, Write • Have the students number a sheet of paper 1-5. • Place one of the 5 new word cards in the pocket chart. • Say the word, use the word in a sentence, have students write the word on their paper or in notebook. Continue with 4 additional words. • When all five words have been written, point to the words and have the students clap and chant the spelling of the words. • Students can use a colored pen, marker, or crayon to trace around the word.
‘Hook’ Them! • Assign one or more vocabulary words to a pair or trio of students. • Explain what a billboard advertisement looks like and provide examples. The purpose of a billboard is to hook the billboard readers to try a product, come to an event, support a cause, or patronize a place of business. The assigned words must appear in print as part of the ad along with any illustrations that are needed to support it. • Students present their billboards to the class and they are displayed.
Give One! Get One! • Have students fold paper to create six or nine squares. Identify a vocabulary word for each box (on board or chart paper), as your students record each word. Allow students to partner and rehearse the meaning or a synonym of each word. After rehearsal, have students walk around the room exchanging the meaning of one word for the meaning of another. Once they have recorded the meanings of all their words on their paper, they sit down. • You can also reverse this process by providing a matrix of definitions. Students then can identify the word that corresponds with the definition.
1.) What are two points to remember when setting up a Word Wall? 2.) What activity are you going to use to introduce new words on Monday? We will meet back in five minutes. What Are Your Thoughts?Stand Up, Hand Up, Pair Up BREAK!
Word Games According to Graves (2000), If we can get students interested in playing with words and language, then we are at least halfway to the goal of creating the sort of word-conscious students who will make words a lifetime interest. Since effective vocabulary learning requires multiple exposures to the effective use of a word, it is logical to use a game format for word play to hook interest and embed the meaning for long-term retention.
Games Points to Remember… • Word Wall games engage students while they learn key vocabulary, whether it be learning to explain a word, to compare it to other key concepts, or to spell it. • 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 modifies 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.
Flashlight Fun Materials: Flashlight(s), paper 1. Turn out the lights. 2. Say the poem together with the class:Flashlight, flashlight, oh so bright,Shine on a word with your light. 3. Shine the flashlight on individual words for the class to read and chant. Flashlight Tag • Divide the class into two teams. One player from each team is given a flashlight and all students have paper and pencils at their desks for spelling practice. • Call out a new or unfamiliar word that can be spelled by analogy with one of the words posted on the word wall. For example, rain is found on the wall, so ask the students to spell strain. • The two players with the flashlights try to be the first to locate the word which will provide a spelling pattern for the new word. The first to highlight rain wins a point for his/her team. • All students then attempt to write the word and the player representing the opposing team is asked to write the new word on the board. If correctly spelled, this response earns one point fir the second team. • New players are selected from each team and the game continues.
Cubing Materials: Make sets of vocabulary cards or write the word on the board. Use a cube and label each side as follows: Describe it – How does it look, sound, feel? Compare it – What is it similar to? Argue for it or against it! Analyze it – How is it made? Apply it – How do you use it? Associate it – What does it make you think of? Directions: (Works best when played in small groups.) Student A rolls the cube. Student B picks a card and reads it to student C. Student C must use the vocabulary term and do what the cube says. Student D is there to coach/praise as needed. Students then rotate “roles” once to the right and begin the next round. Suggestion: The first time you play this with students, try using non-academic items for them to practice with. (i.e. stuffed animal, calculator, pen, CD, etc.)
Word Wall Baseball/Basketball/Football Materials: Foam shaped sport balls • Divide students into two teams. • Students race to get ball, and read directions on back. • The team who gets it correct is awarded the points. First Team to raise hand with correct answer is awarded 2 points. The other team is awarded 1 point if answer is correct.
Word Toss Materials: • Word Toss Board • Die • Vocabulary Cards Directions: • Handout one Word Toss game board, a die and a set of vocabulary cards to each partner set or each small group. • First player draws a card and rolls the dice. • That player performs the task that corresponds to the die. The other partner/players coach and praise. • Rotate turns clockwise. Extension: For Higher Level Questioning, try using MI Word Toss Game.
Rhyme with the Word Wall • The teacher says a sentence which contains a word that rhymes with one of the Word Wall words and is spelled with the same pattern. Students must decide which word rhymes and how to spell it. • Students number their paper/dry erase boards, 1-5 • The teacher gives the following clues for the lessons words.Number one begins with a t and rhymes with walkStudent writes talk on paperNumber two begins with an m and rhymes with byStudent writes my on paperNumber three begins with an f and rhymes with endStudent writes friend on paperNumber four begins with a w and rhymes with bearStudent writes wear on paperNumber five begins with a f and rhymes with carStudent writes far on paper • To check the answers, teacher says the rhyming word and lets studentssay the word they wrote and chant its spelling. Cunningham, P.M. (1999). The Teacher's Guide to the Four Blocks.N.C.:Carson-Dellosa.
Cakewalk Materials: • Place foot shaped cut outs with vocabulary words printed on them in a large circle. • Music Directions: • Students start by standing on any vocabulary word. • As the music plays, students walk in a circle around the vocabulary “footprints”. • When the music stops each student stops on a FOOT. • Teacher reads a description, gives and analogy, or uses a context clue sentence about one of the vocabulary words. • The student standing on the matching vocabulary word is “out”. • Repeat until there is only one student standing. Variation: Sight words may be used for the younger students, when the music stops, pick a name stick and have that child read their sight word.
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”.
Be a Mind Reader • Have students number their paper or slates 1-5. • Tell students that you're going to think of a word & they're supposed to try & read your mind. • Tell them that they will be given 5 clues, and that they will write a guess for each clue. (Everyone should get the word by the 5th clue, but some may get it earlier!) • The first clue is always this: It's one of the word wall words. • The students should write their guess next to #1. • Each succeeding clue should narrow the choices down until by clue #5, there is only one possible word. • As you read the clues, students should write a guess for each clue. If succeeding clues confirm the word that the student guesses, he or she should write the same word next to the following number(s). Be a Mind Reader Examples: 1. It's one of the word wall words. 2. It has four letters. 3. It begins with w-h. 4. The vowel is an e. 5. It begins the sentence: _______ will lunch be ready? The mystery word = when 1. It's one of the word wall words. 2. It has more than three letters. 3. It has less than five letters. 4. It has a silent e. 5. It rhymes with smoke. The mystery word = joke
The Clue Review • The students number their papers from 1-5. • The teacher will give one or more clues for each word. For example: Lower grades – “This word is under the letter “p” and is the opposite of ugly (pretty). The second word has three syllables and is on white paper (beautiful).” Upper grades – “The first word has a prefix, a suffix, and the same vowel sound that you hear in ‘more’ (performance).” • Hint: If there are a lot of words on your word wall, give the students enough clues to be able to eliminate all but two choices.
I Spy... • Give clues such as:It is on the wall.It has 3 letters in it.It rhymes with hat.It is an animal.etc. • The students write the word on paper or dry erase board when they figure it out.
Memory Writes 5-10 words on a dry erase board one letter at a time. • Encourage partner to predict what the words will be as you write them. • After all the words have been written and reviewed, have partner put their head down. Erase one word at a time and ask your partner to guess what word you have erased. 1. 2. 3. 4. 5.
Guess the Covered Word The purpose of this activity is to help children practice the important strategy of cross-checking meaning with letter-sound information. • The teacher writes 4 or 5 sentences on board, sentence strips, overhead, or smart board. Cover a word in each sentence with two sticky notes—one covering the onset, the other covering the rime. • Call on a student to read the first sentence. The students make several guesses for the covered word. Teacher writesthe guesses on the board. • The teacher removes the first sticky note that is covering the onset.The guesses that do not begin with that onset are erased and any new guesses can be added. • When all the guesses, which fit both the meaning and the onset, arewritten, the whole word is revealed.
Make Them Laugh • Use humor when you present or explain a word to students. Then, once they know a word’s meaning, pair them up and let them create a way to use humor to teach it to someone else. Pairs take turns sharing their humor with the class. • Example: SWELTERING in a sweater is not the coolest way to diet. As a climber climbs a mountain, the CLIMATE gets colder. Since Santa couldn’t take all the reindeer, Comet became the REMAINDER.
Cartoon It • Students work in pairs to create a cartoon that will help them remember the meaning of words. • Example -ask students to draw A COPIOUS CUP of coffee. A PIOUS PIE. GREGARIOUS GREG was HILARIOUS. ED getting some EDIFICATION while on VACATION.
Word Wall Stories Materials: Wordless picture books, pictures, paintings, etc. • Students use as many of the Word Wall words as they can to write or tell about the picture. • This can be quite a challenge to ensure that the story makes sense yet still uses many of the words and matches the illustration.
Word Ladders meat seat sear fear dear hear
Build/Mix/Fix Materials: letter tiles/cards, paper/dry erase boards, dry erase markers • Teacher calls 5 words from the word wall one at a time. Students chantand write on paper or dry erase board as teacher writes on board. • Teacher directs class to Buildthe first word with letter tiles atdesk. • After all students have the word built, teacher directs class to Mix up the letters of the word. • Students are directed to Fixthe word by arranging the letters to spell the word. • Chant the word. • Continue with remaining words. Fountas, I.C. Pinnell, G.S.: (1998)Word Matters. N.H. Heinimann.
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 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 thought genre triangle tariff there Heredity photosynthesis simile 17 55 Player 2 9 62 Player 1 26 17 26 21 + + 62 36 9
