January 2015
DeAnna Miller
Fulton Independent School

5 Core Components of Reading:
• Phonemic Awareness the ability to hear and manipulate individual phonemes
(sounds that distinguish one word from another), rhymes and syllables.
• Phonics and Word Study a method of teaching people to read and pronounce words by learning the sounds of letters, letter groups, and syllables
• Fluency the ability to read with speed, accuracy, and proper expression.
• Vocabulary the words we need to know to understand what we read
• Comprehension the ability to read text, process it and understand its meaning

“Vocabulary is the glue that holds stories, ideas, and content together… making comprehension accessible for children.”
(Rupley, Logan and Nichols, 1998/99)
Students’ word knowledge is linked strongly to academic success because student with large vocabularies can understand new ides and concepts more quickly than those students with a limited vocabulary.

There is a high correlation between vocabulary and comprehension.
If students do not know the meaning of a sufficient proportion of the words in the text that they are reading, comprehension is impossible.
Experts say that comprehension depends on the reader knowing 90-95% of the words in the text.

Vocabulary Strategies
• Expose students to high quality oral language (use your vocab)
• Read, read, read
• Teach vocabulary directly (pre teach vocab)
• Teach vocabulary indirectly (explaining as vocab arises)
• Teach independent word learning strategies (context clues, word parts, independent use of dictionary)
• Print-rich classroom

Tier 3:
Content
Specific
Tier 2:
High Frequency or
Cross Curriculuar
Words
Tier 1:
Common or Known Words

A good strategy to incorporate Tier 3 vocabulary words into your classroom is to use a

Research
Based
Strategy
Interactive
Tool
Organized
Display
Active &
Current
Interactive for Students
Tier 3
Vocabulary
Key
Concepts
Organized &
Visible

A word wall is an organized collection of words, definitions, and visual representations prominently displayed in a classroom.
This display is used as an interactive tool for teaching vocabulary, spelling, and comprehension to children.

Active Word Wall:
Interactive Word Wall:
Words are current with the lesson, and tied to the current teachings.
Interaction includes activities that involve students with the words on the word wall such as cheers and chants for the new words of the week, activities that expand the students' understanding of how words work and the use of the word wall during writing.

Be creative!
Do what works for you and your students.
There is no right or wrong way to create a word wall
BUT a word wall is just like any type of instructional strategy:
If it is meaningful and memorable, your students will respond well to it.
If it is boring and not current, they will ignore it.

Tips for a Good (Active & Interactive) Word Wall
Make Them Memorable
Use your text for the week’s instruction as the context for identifying key words to place on your word wall.
Make Them Useful
The more you use the word wall the more your students will do the same.
It is important that you show/tell students how to use the word wall.
Putting the words up and not describing to students the purpose and how it will be used in your classroom is setting your word wall up for failure.
Make Them Practical
Incorporate word walls into your daily instruction. By incorporating the word wall in daily instruction, students will gain automaticity in using this classroom reference.
Make Them Space Efficient
If you lack space, use three panel display boards.

Suggested Activities for Word Walls
• Use the Inside of your classroom door as a word wall that holds exit slips info / homework choices, etc.
• This activity words best before a unit of study or a day’s lesson. Before students arrive in class, place 5-7 new words on the word wall. Put students in groups of three and give each student a KWL chart as they walk into class. In their groups, they are to complete the handout for each word. After an appropriate time, call the class back together to discuss the words, specifically what they know (K) already, what they want (W) to know, and what they have learned (L) in other contexts.
WORD What I KNOW WANT to know LEARNED

• Use your word wall to promote student QUESTIONING in class!
Before students arrive in class, place 5-7 new words on the word wall. Put students in groups of three and give each student a Questioning chart as they walk into class. In their groups, they are to complete the handout for each word. After a few short minutes, call the class back together to discuss the words and share what really good questions they developed about the words. Allow another student to answer the question or the TEACHER ANSWERS THE QUESTION WITH A QUESTION.
WORD My Questions about this word What I learned
• This activity words best during a unit of study. Students (alone or in pairs) are directed to go to the actual word wall and select one of the words. They place the word in the center of a word cluster (on paper or on a whiteboard) and connect ideas and words that they have learned in the unit in the surrounding area. After the students have connected the activity, the individual students or pairs present briefly to the class the ideas they have connected with the word from the word wall.

All of these word walls have the words and the definitions for students to use while doing classroom work.

Expand your vocabulary by using similar or dissimilar words on the wall…
Antonym compliment uncertain
Vocabulary Word admonish definitely
Synonym scold absolutely
You can also use color to group words or add addition categories / meanings/ etc to your word wall
VERB NOUN ADVERB ADJECTIVE

Refer to them
Simply refer to words on your word walls as you teach and have conversation across the school day. Depending on the age of your students, have students practice the spelling by air writing (primary students) and “writing” the word on their hand with a finger
(intermediate students).
Review Words
Multiple exposures to new words is key to understanding the nuances of a word’s meaning. Review words and continually use them in new and varied contexts. Have students use words verbally with a partner or in a small group.
Play Games
ElementaryMiddle / Secondary: There are many word wall activities for primary and intermediate students from ranging from Flashlight Fun to Word Sorts.
(See Miller’s webpage for many activities / games for Word Walls: http://www.fulton-ind.k12.ky.us/olc/teacher.aspx?s=56 )

Digital Word Walls
Wallwisher
Wallwisher is an online space to create a collaborative, digital word wall. Getting a leg up on the more traditional word wall, Wallwisher allows users to create sticky notes that can include text, images, links and videos. A great, collaborative tool and virtual classroom space to build online references and key vocabulary for content units.
ThingLink
ThingLink is a tool for making images interactive. To use, simply upload an image, identify hot spots on specific parts of the image, and add text or web links to the image. In the classroom, you could use ThingLink to launch a unit by introducing students to key vocabulary or students could design interactive images as they become more familiar with vocabulary.
TrackStar
TrackStar, a free online program, allows teachers to collect a series of websites and annotate them so that students can follow an online journey. With a little work, teachers can create a visual vocabulary field trip for students. TrackStar is a great way for students to experience multiple exposures to words in varied contexts which is a characteristic of effective vocabulary instruction.

2 Tasks for you to complete in order to receive your PD credit:
1. Stick a Post it Note on the “Didn’t
Stick With Me” board as you leave if there is anything you didn’t quite get and I will follow up with you
2. Draw a “french fry” out of EACH box on the “I’m Lovin’ It” board.
Email me your responses to the four items. This is the PD
Evaluation.