Word Walls @ Bertie Middle School

By Carol Mizelle Gonzalo Pitpit

Research
Words remain the most important tool the writer has to work with.

Ralph Fletcher, (1993), What A Writer Needs, (p. 32).

Research
Words are absolutely essential in our
classrooms. As teachers and students work through texts together, we need to have words in full view, so the students can see them and use them in their writing. Teaching Vocabulary in Grades 4-12. (p. 75).

Janet Allen, (1999) Words, Words, Words

Brainstorm
If you walk into a middle school classroom, how should
an interactive word wall look like?

NC Standard Course of Study Objectives

(6.01)

determining the meaning of unfamiliar

vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words;

extending vocabulary knowledge by learning

and using new words.

Common Core Standards

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g. verbal irony, puns) in context. Use the relationship between particular words to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

What is a Word Wall?

A word wall is a systematically organized
collection of words displayed in large letters on a wall or other large display place in the classroom. It is a tool to use, not just display. Word walls are designed to promote group learning and be shared by a classroom of children.

McCarrier, Pinnell & Fontas (2000): Interactive Writing: How Language & Literacy Come Together, K-2. (p. 46).

Word Wall - Uses

Support the teaching of important principles
about words and how they work

Foster reading and writing Promote independence of young students as

they work with words in writing and reading

Word Wall - Guidelines

space efficient

useful
memorable hands-on interactive Janiel Wagstaff (1999), Teaching Reading and
Writing with Word Walls (p. 65).

Word Wall - Example

Word Wall - Example

Word Wall - Instruction

Look at the word and study it.

Make a mental picture of it.

Write it down

Check it.
If you forget a word, look up at the word
wall.
Lucy Calkins and Natalie Louis (2003), Writing for Readers: Teaching Skills and Strategies: (p127).

Word Wall - Assessment

Make Sentences

Rhyming
Be a Mind Reader Word Sorts Joan P. Carroll (2001). Survival Words (p. 23).

Word Wall - Activity

Comics Captions
Procedure:
1. Read through the comics section of the newspaper and select your favorite series.

2. Cut out three sequential frames from the comic strip you like best, and glue the frames, in order, onto the boxes on the reproducible.
3. Re- write the captions/dialogue for each phrase using as many high frequency words. 4. Students will share their creative endeavors.

Differentiating
Auditory Learners:

Have students record themselves on cassette tape, reading the words and their meanings or translations.
Kinesthetic Learners:

Allow students to play games that use

their entire body or allow movement.

Word Walls Differentiating Instruction

GT Learners:

Allow students to research historical origins of

words, creating a of their record derivations Irene C. Fountas & Gay Su Pinnell (2001), Guiding Readers and Writers, Grades 3-6 (p. 28). Joan P. Carroll (2001). Survival Words, (p. 93).

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

Andrea McCarrier, Gay Su Pinnell & Irene C. Fountas:

Interactive Writing-How Language & Literacy Come Together, K-2
Vocabulary in Grades 4-12. (p. 75).

Janet Allen, (1999) Words, Words, Words Teaching Irene C. Fountas & Gay Su Pinnell: Guiding Readers and
Writers, Grades 3-6

Lucy Calkins & Natalie Louis: Writing for Readers: Teaching

Skills and Strategies