Transcript Word Walls @ Bertie Middle School

Word Walls
@
Bertie Middle School
By
Carol Mizelle
Gonzalo Pitpit
Research
“Words remain the most important tool the writer
has to work with”.
Ralph Fletcher, (1993), What A Writer Needs,
(p. 32).
Research
 “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.”
 Janet Allen, (1999) Words, Words, Words
Teaching Vocabulary in Grades 4-12. (p. 75).
Brainstorm
 If you walk into a middle school classroom, how should
an interactive word wall look like?
NC Standard Course of Study Objectives
 (6.01)
 determining the meaning of unfamiliar
vocabulary words using context clues, a
dictionary, a glossary, a thesaurus, and/or
structural analysis (roots, prefixes, suffixes) of
words;
 extending vocabulary knowledge by learning
and using new words.
Common Core Standards



L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on
grade 8 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,
precede, recede, secede).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of
speech.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.

Interpret figures of speech (e.g. verbal irony, puns) in context.

Use the relationship between particular words to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
What is a Word Wall?
 “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
Word Wall - Guidelines
 space efficient
 useful
 memorable
 hands-on
 interactive
 Janiel Wagstaff (1999), Teaching Reading and
Writing with Word Walls (p. 65).
Word Wall - Example
Word Wall - Example
Word Wall - Instruction
 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
 Joan P. Carroll (2001). Survival Words (p. 23).
Word Wall - Activity
Comics Captions
 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.
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
 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”