Presentation on theme: "Word Bertie Middle School By Carol Mizelle Gonzalo Pitpit."— Presentation transcript:
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.” Janet Allen, (1999) Words, Words, Words Teaching Vocabulary in Grades 4-12. (p. 75).
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 word’s 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 - 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” Janet Allen, (1999) Words, Words, Words Teaching Vocabulary in Grades 4-12. (p. 75). Irene C. Fountas & Gay Su Pinnell: Guiding Readers and Writers, Grades 3-6” Lucy Calkins & Natalie Louis: “Writing for Readers: Teaching Skills and Strategies”