Working Word Walll Interactive Reading/. Writing Strategies. Kay G. Crews lolfo Springs Elementary School 3215 Schoolhouse Road

Transcription

1 Working Word Walll Interactive Reading/. Writing Strategies Kay G. Crews.. lolfo Springs Elementary School 3215 Schoolhouse Road lolfo Springs, FL33890 For information concerning the Teacher to Teacher connection, please contact Susan Copelandat the Polk Education Foundation at , or at To apply for a grant to curtail the cost of implementing this program, please complete the Adaptor Application found in the Idea Catalog of Excellencethat was sent to your school.

2 Working Word Walll Interactive Readingl Writing Strategies Table of Contents 1, Program Overview 2. Program Explanation 5. Lesson Plan 1 7. Lesson Plan 2 8. Lesson Plan Additional Activities 13. Material List..

3 Working Word' Wall - Interactive Reading/Writing Strategies PROGRAM OVERVIEW It is documented that 100 commonly used words make up about one-half of all written material. a structured program of learning new words through the use of a word wall. A word wall isa systematically organized collection of words displayed on a wall in the classroom. It is taught to be a tool that is used daily. The word wall is designated to promote group learning as well as utilizinga student's personal style of learning. Allsubject areas can be addressed through the interactive activities as well as learning basic survival words. Through the use of different activities, the word wall becomes a tool to be used in reading and writing. Content area vocabulary can also be introduced in this manner.. Words are learned through the activities of saying, spelling, chanting, clapping, drawing, acting, arid making. After participating in the various. activities, students should be able to recognize, read, define, spell, and use presented words in sentences. learning should be fun. This process of activities involves physical, mental, and psychological processes. The student is fully engaged in active learning and it shows! The teacher is the facilitator in the process. These activities are easy, materials are cheap and available, and they can be adapted to any sizegroup or abilitylevel... been used in an ESEResource Room. Students range in grade from primarily2ndthrough 5thand most are of limited English proficiency. The group size ranges from 5 to 12 students at a time. Reading levels can varying within the groups. This process has been used with regular education students as well as those who have learning and behavioral disabilities. What an ea$y way to introduce common words in addition to subject area vocabulary!, OVERAll VALUE was created to aid students in learning common words. Through student participation and teacher direction, activities encourage learning and retention of these words. Sunshine State Standards which are addressed through this process are: laa selects from a variety of simple strategies including phonics, word structure, context clues, self-questioning, confirming, simple predictions, retelling and using visual clues to identify words, construct meaning from various texts, illustrations, graphics, and charts; LAD understands that there are patterns and rules in the syntactic structure, symbols, sounds, and meanings conveyed through the Englishlanguage; and laa 1i3 - uses knowledge of appropriate grade-, age-, and developmental-vocabulary in reading.

4 Working Word Wall - Interactive Reading/Writing Strategies "The Reading Teachers Bookof Lists, Third Edition"states that the first 100 commonly used words make up about one-half of all written material. Wouldn't it make sense to teach these words along with the vocabulary from content areas to enable our students to read and understand the written word? I am an ESEresource teacher. I us~ally have about 35 students on my rollwith the majority from third grade. Many of my students come from a low. socio-economic background with limited English proficiency. We have a high rate of migrant families. This limits my students in the amount of words they can learn during their school year. I remediate in reading, language arts, writing, and math. I used this program with 12 third graders whose reading levels range from non-reader to 2.5 grade level. I needed a way to introduce common words in addition to subject area vocabulary. This is how into practice. is a structured program of learning new words through the use of a word wall. A word. wall is a systematically organized collection of words " displayed on a wall in the classroom. It is taught to be a tool that is used. This word wall is designed to promote group learning as well as utilizinga student's personal style of learning (Howard Gardner's Eight Intelligences). Allsubject areas can be addressed through the interactive"activities as well as learnin~ basic survival words. Through the use of different activities, the word wall becomes a tool to be used in reading and writing. Math, science, and social studies ;A ~. ~

5 vocabulary can also be introduced in this manner. Students are engaged in active learning and enjoy the variety of presentations. Words are learned through saying, spelling, chanting, clapping, drawing, acting, and making. After participating in the various activities, students should be able to recognize, read, define, spell, and use presented words in sentences. I always cut the word out by its configuration (see example) to aid in retention and visualization. I glue common words on different color index cards to distinguish the differences. This concept is used throughout the school year. I find it more successful with students in grades 2-4, but it could be adapted to. other grades easily. Materials are readily at hand to implement this practice. I use both homemade and purchased word cards and picture cards. I find the pictures are beneficial to both ESEand ESOLstudents. I also use a digital camera and clipart from the computer to help the students visualizethe word. I rely on the marker.. ~ boards for instant feedback during some activities. Magnetic letters, letter tiles, and stamps are utilizedto aid in memorization,ofthe words' spelling. All.. students enjoy making the words out of play dough! Wikkisticks are excellent to allow the student to create the words and then feel the formations. Sentence strips and post-it notes are handy to allow the students to create cloze sentences with the given words. I use my school computer, printer and paper as needed. The process begins with lesson plan one and then ~he students engage in various activities for reinforcement. One such activity is to make rhymes. I will

6 call out a word that rhymes with one on the wall (primary grades - words should spell with the same pattern). Students use their marker boards a.nd number one - five. Teacher gives the clue: number one begins with a t and rhymes with walk. Students willwrite talk on their boards. Then they turn it around so the teacher can checkthe entire group at once. Teacher then moveson to the next rhyming clue. This continues through all five words. Students then chant the spelling of the words to the teacher for assessment. I have included a list of activities that I use with this project. I believe that learning can be fun! This process involves physical, mental, and psychological involvement. The student is fully engaged in active learning and it shows! Students must participate for the idea to work. The teacher is simply the facilitator in the process. These activities are easy, materials are cheap and available, and they can be adapted to any size group or ability level. Students use these words in their writing and expressive language. They can't. wait to see what th,enext five words willbe! Sunshine State Standards addressed: LAA 122, LAA 123, LAB 123, LAC 124,. LAC325, LAD 121, LAA 113, LAD 211

7 WWVV.IK::J Lesson Plan 1 ' Objective: Introduction of 5 new words Materials: Pocket chart, index cards containing 5 new. words, pointer, student marker boards and dry-erase markers, paper (1/4 size), pencils, red crayons Outline: Teacher introduces 5 new words by having students: '. see the words. SqYthe words. chant the words (snap, clap, stomp, cheer). write w~rds on marker boards - displayto teacher. hand out paper, students number 1-5. put one new word in pocket chart. Teacher says the word, uses the word in a sentence and has the students write the word on their paper,.. continue with remaining 4 words. point to first presented word in pocket cljart, have students- clap and chant the spelling of the word, continue with remaining words. students trase the words on their paper with a red crayon. students read the words from their paper as a group. review previous words on word wall by teacher pointing to word and students chant the word together. Assessment: Reviewof marker boards and student papers; teacher observation of students' participation

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9 vv VV VV.J.K':> Lesson Plan 2 CEJ. Objective: Review of words Materials: Pocket chart, index cards containing words, teacher's marker board, letter tiles (reading series), magnetic letters/board, alphabet stamps, stamp pad, paper, modeling clay, wikki sticks Outline:Teacher writes 5 words to be reviewedon her marker board. Dividestudents into 6 groups. Each group is given different materials to spell the words..letter tiles. magnetic lettersand board. alphabet stamps, stamp pad, and paper. modelingclay. wikkisticks Assessment: Reviewof students' projects Extension: Expand review into cloze sentences, matching words to definitions, and matching words to pictures Materials: word cards, sentence strips with cloze sentences, definition cards, picture/photo cards Outline: Students willcontinue review of 5 words by:. matching word to definition. matching word to picture/photo. matching word that completes the sentence Assessment: Review of students' work 1

10 Objective: Word Fun Spinners Lesson Plan 3. Materials: Pocket chart, index cards containing words, word fun spinners. Outline:Teacher dividesclass into two groups. Assigns a Word Fun Spinner to each group. Students take turns spinning the spinner'and answering the prompt using words from the word wall. Then the next student takes a turn. Assessment:. Review of students' responses. Extension: Students' can answer each prompt individually. Student can say a word that matches one of the prompts and the rest of the group must identifythe proper prompt. Materials: word cards, word fun spinners (th~y can be purchased or teacher made), Outline: Students willanswer prompts where the spinner, ' lands. Questions could be:. spell the word. tell how many syllables. find two words that have the same vowel sound. find two words that rhyme. find a word that ends with a vowel. tell the meaning of a word. use the word in a sentence. say the antonym of a word

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13 [IJ Additional Activities for I 0 Rhyming- providerhymingwords and cluesto guess word 0 Endings - practiceaddingending(-s, -ing, -ed) to word; usein a sentence. 0 Makesense- chooseseveralwords with the same. beginning letter; recite a cloze sentence; have students decide which word makes sense in the sentence 0 Copy - dictate sentencesusingseveralof the words on wall; repeat slowly, allowing students time to find the words on wall and write them down. Remind students that sentences begin with a capital letter and end with some type of punctuation 0 Mindreader- teacherthinks of a word on wall and gives five clues to that word, such as: beginning letter, number of letters in word, short vowel in the middle... 0 Drum line - tap out word's spellingwith a ruler or pointer. Do again and continue with tapping,.but stop after 2 letters and let students provide the remaining letters by themselves. 0 Bingo- provide9 blank bingosheet; let studentsmake their own bingo cards from a given list of words. Teacher calls out words at ra'ndom, students have to spell words before marking on card 0 Sort - havestudentssort out words accordingto a certain feature (beginning letter, blend, short vowels) 0 BUild/mix/fix - teacherwrites a word on board, students make the words with letter tiles. Then students are to mix up the letters. Teacher erases word and ask studentsto fix the word back. 0 Word search- create word search using certain words (I use

14 0 Look, say, cover, write, check - teacher gives word, students look for special features, students say the word, teacher covers the word, students write the word from memory, teacher uncovers the word, and students check their spelling 0 Cheer;"give students large lett;ercards, teacher provides a word and students cheer it out; student holding the letter card called, holds it up. 0 Wordjar -write new words on slips of paper, add to. prior word slips in jar, take turns pulling out the words and reading them 0 Word chain - students picka word, write those letters on paper slips which they make into a chain, then they have to find a word that begins with the last letter of that word and create a new section of chain to attach and so forth..

15 Zolfo Springs Elementary Kay G. Crews 3215 Schoolhouse Road ZolfoSprings,FL Phone Fax PURCHASE ORDER The following number must appear on all related correspondence, shipping papers, and invoices: P.o. NUMBER: To: Classroom Direct P. O. Box Birmingham, AL Ship To: SAME P.o. DATE REQUISITIONER SHIPPED VIA CATALOG # SOURCE CODE March, HC03 QTY PAGE DESCRIPTION UNIT PRICE TOTAL CD Original Pocket Chart SS Assorted 5 Color Index Cards 3" x 5" SS Rainbow Assortment Sentence Strips MMMPost-It Notes Bright Cubes 3" x 3" TFP High Frequency Words Level TFP High Frequency Words Level SS Black Dry Erase Marker Sets EI Magnetic Board Kit , EI Regular Lowercase Alphabet tamps ':'1470EI Regular Uppercase Alphabet Stamps PB912W10 MWC White Marker Board CS100 HARBlack Just for Kids Ink Pads CD Basic Picture Word Flash Cards CD More Basic Picture Word Flash Cards $S Assorted Modeling Dough I also boughtat Wal-marta packageof WikkiSticksfor $5.31 with sales SUBTOTAL tax of.37 =$5.68 SALES TAX This makes the materials list = $ SHIPPING & HANDLING N/A TOTAL