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Word Walls: Tools for Becoming Better Readers and Writers

Word Walls: Tools for Becoming Better Readers and Writers. By Maria P. Valdez Clear Creek I.S.D. McWhirter PDLS July 15, 2004. Research. “Words are the writer’s primal tools.” Ralph Fletcher, “What a Writer Needs”, 1993 “Words are the building blocks of reading and writing.”

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Word Walls: Tools for Becoming Better Readers and Writers

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  1. Word Walls: Tools for Becoming Better Readers and Writers By Maria P. Valdez Clear Creek I.S.D. McWhirter PDLS July 15, 2004

  2. Research “Words are the writer’s primal tools.” Ralph Fletcher, “What a Writer Needs”, 1993 “Words are the building blocks of reading and writing.” Patricia M.Cunningham & Richard L. Allington, “Classrooms that Work”, 1999

  3. Research “One of the long, most clearly articulated line of research in literacy education describes the strong connection between the readers’ vocabulary knowledge and their ability to understand what they read.” Camille Blachowicz & Peter Fisher, “Teaching Vocabulary in All Classrooms”, 1996 “ Words are absolutely essential in our classrooms. As teachers and students work through texts together in shared and guided reading, when students encounter familiar words but unfamiliar spellings, and when we build concept-related words or topical categories, we need to have words in full view so that the students can see them and use them in their writing. Janet Allen, “Word, Words, Words: Teaching Vocabulary in Grades 4-12”, 1999

  4. What is a Word Wall? “A word wall is an organized collection of words written in large prints and displayed in an area of the classroom where it can be seen.” Trisha Callella, “Making Your Word Wall More Interactive”, 2001 “A word wall is a place on which important words are posted as references for reading and writing. Regie Routman, “Conversations: Strategies for Teaching Learning, and Evaluating”, 2000

  5. Why use Word Walls? • Provides a visual that helps students remember connections between words. • Serves as an important tool for helping students learn to read and spell new words. • Fosters students’ independence. • Promotes reading and writing. • Holds students accountable for spelling specific words correctly at all times. Trisha Callella, “Making Word Walls More Interactive”, 2001

  6. How do I set up a Word Wall? • Begin with a blank word wall. • Write the words on cards in large print with black ink. • Tape the words onto your word wall, don’t staple them so that the students can manipulate them. • Introduce approximately five words per week depending on your grade level and the difficulty level of the words. Carry over to the next week any words students are having trouble spelling. Trisha Callella, “Making Your Word Wall More Interactive”, 2001

  7. How can I teach a word? Look at the word and study it. Tell someone you know what you notice. Make a mental picture of it. Write it on a wipe board. Check it. If you forget a word, look up at the word wall. If you see the a student copying the word, remind him/her of the process. Lucy Calkins and Natalie Louis, “Writing for Readers: Teaching Skills and Strategies”, 2003

  8. What are the types of Word Walls? • High frequency words • Phonograms (Word families) • Contractions • Antonyms • Synonyms • Homophones • Theme Vocabulary • Personal Word Walls • Any other words that will help your students become better at reading and writing Irene C.Fountas & Gay Su Pinnell, “Voices on Word Matters”, 1999

  9. What are some tips about Word Walls? Make them memorable. Make them useful. Make them practical. Make them hands-on. Make them space efficient. Make them your way. Make them interactive. Janiel Wagstaff, “Teaching Reading and Writing with Word Walls”, 1999

  10. How can we assess Word Walls? Matching each word with an icon or a symbol. Writing a definition or a sentence that makes sense. Writing a story using at least five words and underlining the words. Acting out the words and having other students guess it. Playing “spelling bee” teams. Joan P. Carroll: “Survival Words”, 2001

  11. How do I adapt Word Walls to different kinds of learners? For All Students: Use Total Physical Response (TPR) A technique of learning through actions developed by James Asher. When people learn with their whole bodies, the ideas sticks! ESL Students: Write words in English with their Spanish translation. Joan P. Carroll, “Survival Words”, 2001

  12. Auditory Learners: Have students record themselves on cassette tape, reading the words and their meanings or translations. Have students listen and repeat. Joan P. Carroll, “Survival Words”, 2001 Irene C. Fountas & Gay Su Pinnell, “Guiding Readers and Writers, Grades 3-6”, 2001 Kinesthetic Learners: Allow students to play games that use their entire body or allow movement. GT Learners: Allow students to research historical origins of words and record interesting derivations in their notebooks. Differentiating

  13. Differentiating Students with Developmental Lags: Implement a behavior-modification system that rewards the students’ independent learning. Orton Method: (Multisensory Input) Teacher writes the word in cursive, saying it aloud. The student says the word aloud. The student traces the word with a finger on a textured surface (sand, etc.) saying it aloud. Joan P. Carroll, “Survival Words”, 2001

  14. What are some activities I can try? • Get Moving Activity • Riddles, Riddles, Riddles • Let’s Get Creative Trisha Callella, “Making Your Word Walls Interactive:, 2001 • Wild Word Chant Kathleen Bahr and Lisa Hughes, “15 Minutes a Day to a Colossal Vocabulary”, 2003

  15. Are we on the right track with Word Walls? YES! “It is important for children to develop a repertoire of words they can spell and read without applying any word-solving strategies.” “Many high frequency or word wall words give writers the word-power to read and write other words.” Lucy Calkins and Natalie Louis, “Writing for Readers: Teaching Skills and Strategies”, 2003

  16. 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” • Camille Blachowicz & Peter Fisher: “Teaching Vocabulary in Grades 4-12” • Donald R. Bear, Marcia Invernizzi, Shane Templeton & Francine Johnston: “Words Their Way-Word Study for Phonics, Vocabulary and Spelling Instruction” • Regie Routman: “Conversations: Strategies for Teaching, Learning and Evaluating”

  17. Bibliography • Andrea McCarrier, Gay Su Pinnell & Irene C. Fountas: “Interactive Writing-How Language & Literacy Come Together, K-2” • Irene C. Fountas & Gay Su Pinnell: Guiding Readers and Writers, Grades 3-6” • Lucy Calkins & Natalie Louis: “Writing for Readers: Teaching Skills and Strategies” • Cathryn Falwell: “Word Wizard” • Trisha Callella: “Making Your Word Walls More Interactive” • Kathleen Bahr and Lisa Hughes: “15 Minutes a Day to a Colossal Vocabulary”

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