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Intermediate Word Walls

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Tanya Davis

on 15 October 2013

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Transcript of Intermediate Word Walls

Intermediate Word Walls
Digital Word Walls
By creating an electronic word wall you now have the flexibility to share the word wall with students via a classroom website or email. This would allow students to access the word wall for homework assignments, using the computer labs at school, or projected in the classroom. There are free websites you can access that are teacher and student friendly!
Why?
Invention of the Word Wall
The first spelling word wall was constructed by Patricia Cunningham in 1975. She was working in a small rural school where most of the students were spelling words phonetically.

Effective Use of Word Walls
For word walls to be effective, they must be used regularly.
Review the meaning of word wall words when new words are added to the list.
Provide examples to teach the meaning of new vocabulary.
Ask students to write creative and descriptive sentences with their words once they are comfortable with the meaning.
Find synonyms or antonyms for new words. (which of these means the opposite of fabulous----excellent, terrible, or wonderful?)
Have students use word wall words during morning meeting. (Synonyms for feelings...). Which word is a synonym for fabulous - o.k. or super?
Play bingo games where only words from the word wall are used.
Provide students with riddles to find WW words. Example, "Write the word in which "ey" makes the "long a" sound.
Have students underline or highlight words from the word wall in their writing.
Word Wall Tips
Words should be displayed in an area where all students can see them. If you lack wall space, you could provide students with “personal walls” or have a classroom electronic wall.
Teachers and students work together to decide the words that will be added to the wall. The general rule is to add 5 or fewer words per week.
Refer to the word wall daily. Have students practice words through chants, games, and riddles.
Provide students with sufficient time and practice to learn word wall spellings. Share the expectation that students should always spell word wall words correctly in their writing.
Add high frequency words and content specific vocabulary.
Word walls should be regarded as important tool in your classroom. Therefore you’ll need to consistently remind students to refer to the wall and incorporate activities where the expectation is for students to access the words that have been added.

Padlet
http://padlet.com/wall/ilixtattv
Practicing Words
Chants
Let's snap the spelling of because.
Students clap and cheer because three times.
"b-e-c-a-u-s-e, because!" "b-e-c-a-u-s-e, because!" "b-e-c-a-u-s-e, because!"
Let's snap the spelling of from.
Students snap their fingers and cheer from three times.
Let's stomp the spelling of the there that is the opposite of here.
Students stomp their feet and cheer there three times
Games
WORDO: 9 squares with the word "WORDO" written in the center square. This game is a variation of "BINGO."
Riddles: Students number their papers. The teacher will read aloud 5 riddles. Students are asked to find the missing word from the word wall. (Example: I start with the letter t. I have 5 letters, I am missing from this sentence: Maria, William, and Girard brought _____ lunch boxes today)
Give Me 5: Students are asked to find 5 words from different categories and organize them on the provided template. You can ask them to write 5 verbs, adjectives, math vocabulary words...
Writing
Express student accountability for WW words. If a student misspells a WW word in their writing, simply write "WW" above the word and expect that the student fixes it.
Monthly Charts: You may have students brainstorm their favorite words for a particular month. These words should be displayed on a Monthly Word Chart.
Theme Words: Create a separate board, or use a different color, to add words from a read-aloud, science, or social studies unit.
The possibilities are endless!
Approximately 100 words compromise 50% of the words we use every time we write. Some of the most common words are not spelled the way they sound. For this reason, students need continuous guidance and practice to internalize the correct spellings of these words.
Students are more likely to use words they are comfortable spelling in their writing. This may lead to fewer details, adjectives, and lively verbs being included in their writing.
Even advanced writers confuse homophones, forget where to punctuate contractions, or could extend the depth of their vocabulary.
Research has demonstrated that WW strengthen word recognition, which can result in an increase in WCPM reading rate (Jasmine & Schiesl, 2009).
Resources
Frey, Nancy and Douglas Fisher. Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas. Heinemann. NH, 2009.
Cunningham, Patricia M. and James W. Cunningham. What Really Matters in Writing: Research-Based Practices across the Elementary Curriculum. Allyn & Bacon. Boston, 2010
https://mural.ly
Mural.ly
LiveBinders
http://www.livebinders.com
Which Words Should I Add to the Wall?
Start simple:
Choose high-frequency words. (see Sitton Spelling manual)
You may use the No Excuse spelling list for your grade level.
Add words commonly misspelled in students work: what, they, from, have, said, because, where, friend, beautiful, awesome, favorite...
Add words connected to specific word study or season: homophones, prefix/suffix, contractions, holidays...
Color Code:
Designate specific colors to group words.
Put a clue under the word:
Add a picture or a word clue.
November is National Family Literacy Month
Create a special WW board. Ask parents to send in a word that is meaningful to them. Have them include a description about why the word is meaningful. Review 5 words per week and add them to your special WW.
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