Transcript Active Word Wall

Vocabulary Instruction
January 2015
DeAnna Miller
Fulton Independent School
5 Core Components of Reading:
• Phonemic Awareness
the ability to hear and manipulate individual phonemes
(sounds that distinguish one word from another), rhymes
and syllables.
• Phonics and Word Study
a method of teaching people to read and
pronounce words by learning the sounds of
letters, letter groups, and syllables
• Fluency
the ability to read with speed, accuracy, and
proper expression.
• Vocabulary
the words we need to know to
understand what we read
• Comprehension
the ability to read text, process it and
understand its meaning
“Vocabulary is the glue that holds stories, ideas,
and content together… making comprehension
accessible for children.”
(Rupley, Logan and Nichols, 1998/99)
Students’ word knowledge is linked strongly to
academic success because student with large
vocabularies can understand new ides and concepts
more quickly than those students with a limited
vocabulary.
There is a high correlation between vocabulary
and comprehension.
If students do not know the meaning of a
sufficient proportion of the words in the text
that they are reading, comprehension is
impossible.
Experts say that comprehension depends on the
reader knowing 90-95% of the words in the text.
Vocabulary Strategies
• Expose students to high quality oral language (use your vocab)
• Read, read, read
• Teach vocabulary directly (pre teach vocab)
• Teach vocabulary indirectly (explaining as vocab arises)
• Teach independent word learning strategies (context clues,
word parts, independent use of dictionary)
• Print-rich classroom
Vocabulary Tiers
Tier 3:
Content
Specific
Tier 2:
High Frequency or
Cross Curriculuar
Words
Tier 1:
Common or Known Words
A good strategy to incorporate Tier 3 vocabulary
words into your classroom is to use a
Word Walls
Research
Based
Strategy
Interactive
for Students
Interactive
Tool
Organized
Display
Active &
Current
Tier 3
Vocabulary
Key
Concepts
Organized &
Visible
What are word walls?
A word wall is an organized collection
of words, definitions, and visual
representations prominently displayed
in a classroom.
This display is used as an
interactive tool for teaching vocabulary,
spelling, and comprehension to
children.
Types of Word Walls:
Active Word Wall:
Words are current with the lesson, and tied to the
current teachings.
Interactive Word Wall:
Interaction includes activities that involve students with
the words on the word wall such as cheers and chants for
the new words of the week, activities that expand the
students' understanding of how words work and the use
of the word wall during writing.
How do I make a Word Wall?
Be creative!
Do what works for you and your students.
There is no right or wrong way to create a word wall
BUT
a word wall is just like any type of instructional strategy:
If it is meaningful and memorable, your students will respond well to it.
If it is boring and not current, they will ignore it.
Tips for a Good (Active & Interactive) Word Wall
Make Them Memorable
Use your text for the week’s instruction as the context for identifying key words to place
on your word wall.
Make Them Useful
The more you use the word wall the more your students will do the same.
It is important that you show/tell students how to use the word wall.
Putting the words up and not describing to students the purpose and how it will be used
in your classroom is setting your word wall up for failure.
Make Them Practical
Incorporate word walls into your daily instruction. By incorporating the word wall in daily
instruction, students will gain automaticity in using this classroom reference.
Make Them Space Efficient
If you lack space, use three panel display boards.
Suggested Activities for Word Walls
• Use the Inside of your classroom door as a word wall that holds exit slips info /
homework choices, etc.
• This activity words best before a unit of study or a day’s lesson. Before students
arrive in class, place 5-7 new words on the word wall. Put students in groups of
three and give each student a KWL chart as they walk into class. In their groups,
they are to complete the handout for each word. After an appropriate time, call the
class back together to discuss the words, specifically what they know (K) already,
what they want (W) to know, and what they have learned (L) in other contexts.
WORD
What I KNOW
WANT to know
LEARNED
•
Use your word wall to promote student QUESTIONING in class!
Before students arrive in class, place 5-7 new words on the word wall. Put
students in groups of three and give each student a Questioning chart as they walk
into class. In their groups, they are to complete the handout for each word. After a
few short minutes, call the class back together to discuss the words and share what
really good questions they developed about the words. Allow another student to
answer the question or the TEACHER ANSWERS THE QUESTION WITH A QUESTION.
WORD
My Questions about this word
What I learned
• This activity words best during a unit of study. Students (alone or in pairs) are
directed to go to the actual word wall and select one of the words. They place
the word in the center of a word cluster (on paper or on a whiteboard) and
connect ideas and words that they have learned in the unit in the surrounding
area. After the students have connected the activity, the individual students or
pairs present briefly to the class the ideas they have connected with the word
from the word wall.
All of these word walls have the
words and the definitions for
students to use while doing
classroom work.
Expand your vocabulary by using similar or dissimilar words on the wall…
Antonym
Vocabulary Word
Synonym
compliment
admonish
scold
uncertain
definitely
absolutely
You can also use color to group words or add addition categories / meanings/ etc to your
word wall
VERB
NOUN
ADVERB ADJECTIVE
Refer to them
Simply refer to words on your word walls as you teach and have conversation across the
school day. Depending on the age of your students, have students practice the spelling
by air writing (primary students) and “writing” the word on their hand with a finger
(intermediate students).
Review Words
Multiple exposures to new words is key to understanding the nuances of a word’s
meaning. Review words and continually use them in new and varied contexts. Have
students use words verbally with a partner or in a small group.
Play Games
ElementaryMiddle / Secondary: There are many word wall activities for primary and
intermediate students from ranging from Flashlight Fun to Word Sorts.
(See Miller’s webpage for many activities / games for Word Walls:
http://www.fulton-ind.k12.ky.us/olc/teacher.aspx?s=56 )
Digital Word Walls
Wallwisher
Wallwisher is an online space to create a collaborative, digital word wall. Getting a leg up
on the more traditional word wall, Wallwisher allows users to create sticky notes that
can include text, images, links and videos. A great, collaborative tool and virtual
classroom space to build online references and key vocabulary for content units.
ThingLink
ThingLink is a tool for making images interactive. To use, simply upload an image, identify
hot spots on specific parts of the image, and add text or web links to the image. In the
classroom, you could use ThingLink to launch a unit by introducing students to key
vocabulary or students could design interactive images as they become more familiar
with vocabulary.
TrackStar
TrackStar, a free online program, allows teachers to collect a series of websites and
annotate them so that students can follow an online journey. With a little work, teachers
can create a visual vocabulary field trip for students. TrackStar is a great way for students
to experience multiple exposures to words in varied contexts which is a characteristic of
effective vocabulary instruction.
2 Tasks for you to complete in order to
receive your PD credit:
1. Stick a Post it Note on the “Didn’t
Stick With Me” board as you leave
if there is anything you didn’t
quite get and I will follow up with
you
2. Draw a “french fry” out of EACH
box on the “I’m Lovin’ It” board.
Email me your responses to the
four items. This is the PD
Evaluation.