Transcript Word Wall Slide Show

The Research Behind
Vocabulary Instruction
Background knowledge and academic vocabulary are strong indicators of how students
learn subject area content.
Student must encounter words in context more than once to learn them (an average of 6
times).
One of the best ways to learn a new term is to associate an image with it.
Direct vocabulary instruction enhances students’ ability to read and learn subject matter
content.
Rote memorization of definitions is ineffective.
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Research supports the following process to teach new vocabulary:
Teacher describes the new term
Students explain the new term in their own words
Students draw a picture to represent the new term, engaging the non-linguistic
learning styles
Students use the words in other contexts
Students discuss the terms with peers
Students participate in vocabulary games
INTERACTIVE WORD WALLS support the latest research in effective vocabulary instruction.
Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement Marzano, Pickering, and Pollock
A Six-Step Process to Teaching Vocabulary
ascd.org
Traditional vs. Interactive
Word Walls
INTERACTIVE
TRADITIONAL
•An organized display of
words
•Effectively supports
vocabulary, spelling, and other
academic standards
•A random display of words
•Words are added all year
•No words are ever removed
•Words are placed on the
word wall before students are
exposed to the words
through teaching
•Both types
provide a visual to
aid in vocabulary
retention
•Enhances learning
•Activities allow multiple
encounters with words
•Non-evaluative opportunities
to practice using the words
•Words are added to the word
wall gradually
•Words are removed from the
word wall when students know
them.
Three Types of Word Walls
Thematic Word Wall
All words are related to a specific theme or unit of
study
Alphabetic Word Wall
Words from various topics are arranged
alphabetically
Review Word Wall
Includes words that were removed from a thematic
word wall but require further review
A Thematic Word Wall
Be selective
when
choosing
words to
add to your
word wall.
Thematic Word Walls
A Thematic Word Wall
 Display words on a bulletin board.
 Add definitions and pictures to make your word wall
more attractive.
Use the Door
 Placing the words on
your door will remind
you to review before
your students leave
the classroom.
Alphabetic
Word Wall
 Alphabetizing the words
on your word wall will
keep them organized.
 If space is an issue, use
a display board with
word pockets.
DEVICES
IN POETRY AND PROSE
Alphabetic WORD WALL
A
B
Alliteration
C
D
Consonance
Dialogue
H
I
Hyperbole
Imagery
M
N
E
Assonance
F
G
First Person
Point of
View
K
L
Metaphor
J
O
Onomatopoeia
Mood
P
R
S
T
Personification
Repetition
Simile
Theme
Poetry
Rhyme
Stanza
Third Person
Point of View
Prose
Rhyme Scheme
Symbol
W
X-Y
U
Q
V
Z
Review Word Walls
 This is a caterpillar
When students
have control of the
words, this teacher
adds them to a
caterpillar for
constant review.
If space is an
issue, use
magnets to add
the words to
your ceiling!
• Give your students
another opportunity to
review the words by
placing them on a wall
in the hallway .
Be creative!
A visually attractive word wall will catch your
students’ attention.
Student-Developed
Word Walls
 Students take ownership of their learning environment
when they are allowed to help you create word walls.
Also, this is a great way to add a touch of creativity.
Creating an
Interactive Word Wall
Use an area in the
classroom that is
visible to all
students:
Bulletin Board
Cabinet Door
Classroom Door
Project Board
White Board
Ceiling (check with your
principal)
Make the words
easily accessible:
Masking Tape
Magnets
Sticky Tack
Tacks
Push Pins
Velcro strips
Rubber Cement
Use any of the
following:
Index Cards
Large Post-It Notes
Sentence Strips
Construction Paper
Card Stock
Window Markers
•Add words gradually, only when you encounter the words in your teaching
•Be selective when adding the words. What is essential to your learning objectives?
•Remove the words from the word wall when your students have “control” over the
words
 Color-code the words, either using colored markers for
lettering or colored paper.
 Consider using a different color for parts of speech, frequently
misspelled words, subjects, topics discussed during different
class periods, etc.
 Laminate the words on your word wall.
 Use a word processing program instead of writing the
words on cards or post-it notes.
The variations above are optional. Hand-written word walls are very successful!
8 Keys to a Successful Word Wall
1. Make it interactive.
 How can students use words in a variety of activities?
2. Be selective.
 How much space do you really have?
3. Review words regularly.
 What motivational games and instructional strategies could you link to
word review?
4. Avoid commercially prepared word walls.
 Will your students enjoy contributing to their learning environment?
5. Take advantage of teaching moments.
 What words are essential in learning the standards or new concept?
6. Remove the words!
 Do your students already have “control” over these words? Has your
purpose changed?
7. Consider the content of your classroom.
 What is essential to your learning objectives (standards, themes, etc.)?
8. Model the use of the word wall during writing.
 How could you demonstrate the use of academic words in reading
response?