Transcript Interactive Word Walls

Word Walls
Debbie Alli
La Porte I.S.D
College Park Elementary
Texas Essential Knowledge and
Skills - Objectives
(4) Listening/speaking/communication.
The student communicates clearly by
putting thoughts and feelings into
spoken words. The student is expected
to:
 (A) use vocabulary to describe clearly
ideas, feelings, and experiences (K-3);
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Research
“Words remain the most important
tool the writer has to work with”.
Ralph Fletcher, (1993), What A Writer Needs,
(p. 32).
Research
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“Words are absolutely essential in
our classrooms. As teachers and
students work through texts
together, we need to have words in
full view, so the students can see
them and use them in their
writing.”
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Janet Allen, (1999) Words, Words, Words
Teaching Vocabulary in Grades 4-12. (p. 75).
What is a Word Wall?
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“A word wall is a systematically
organized collection of words displayed
in large letters on a wall or other large
display place in the classroom. It is a
tool to use, not just display. Word walls
are designed to promote group learning
and be shared by a classroom of
children.”
McCarrier, Pinnell & Fontas (2000): Interactive
Writing: How Language & Literacy Come
Together, K-2. (p. 46).
Word Wall - Uses
Support the teaching of important
principles about words and how
they work
 Foster reading and writing
 Promote independence of young
students as they work with words
in writing and reading
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Word Wall Arrangement
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Choose a location in the room
where every student can see all
the words. Put the alphabet
headings, A-Z, at the top of the
wall or bulletin board.
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Write the words on cards in large
print with black ink
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Starting at beginning of list
Word Wall - Guidelines
Add words gradually, five a week
 Make words very accessible
 Be selective about what words go
on the wall
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Word Wall - Guidelines
space efficient
 useful
 memorable
 hands-on
 interactive
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Janiel Wagstaff (1999), Teaching Reading and
Writing with Word Walls (p. 65).
Word Wall - Example
Word Wall - Categories
High frequency words
 Contractions
 Antonyms
 Synonyms
 Homophones

Irene C.Fountas & Gay Su Pinnell, (1999): Voices on
Word Matters (p. 104).
Word Wall - Instruction
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Look at the word and study it.
Make a mental picture of it.
Write it down
Check it.
If you forget a word, look up at the
word wall.
Lucy Calkins and Natalie Louis (2003), Writing for
Readers: Teaching Skills and Strategies: (p127).
Word Wall Assessment
Make Sentences
 Rhyming
 Be a Mind Reader
 Word Sorts
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Joan P. Carroll (2001). Survival Words (p. 23).
Word Wall - Activity
Comics Captions
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Procedure:
1. Read through the comics section of the newspaper and
select your favorite series.
2. Cut out three sequential frames from the comic strip you
like best, and glue the frames, in order, onto the boxes on
the reproducible.
3. Re-write the captions/dialogue for each phrase using
as many high frequency words.
4. Students will share their creative endeavors.
Word Wall Modifications
ESL Students:
 Write words in English with their
Spanish translation.
Differentiating
Auditory Learners:
Have students record themselves on
cassette tape, reading the words and
their meanings or translations.
Kinesthetic Learners:

Allow students to play games that use
their entire body or allow movement.
Word Walls –
Differentiating Instruction
GT Learners:
 Allow students to research
historical origins of words, creating
a of their record derivations
Irene C. Fountas & Gay Su Pinnell (2001),
Guiding Readers and Writers, Grades 3-6 (p.
28).
Joan P. Carroll (2001). Survival Words, (p. 93).
Bibliography
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Irene C. Fountas & Gay Su Pinnell: “Voices on Word
Matters”
Ralph Fletcher: “What a Writer Needs”
Patricia M.Cunningham & Richard L. Allington:
“Classrooms That Work”
Andrea McCarrier, Gay Su Pinnell & Irene C. Fountas:
“Interactive Writing-How Language & Literacy Come
Together, K-2”
Janet Allen, (1999) Words, Words, Words Teaching
Vocabulary in Grades 4-12. (p. 75).
Irene C. Fountas & Gay Su Pinnell: Guiding Readers and
Writers, Grades 3-6”
Lucy Calkins & Natalie Louis: “Writing for Readers:
Teaching Skills and Strategies”