Using Word Walls to Support the Learning in our K-12 Classrooms
The man with a scant vocabulary will almost certainly be a weaker
thinker. The richer and more copious ones vocabulary and the
greater ones awareness of fine distinctions and subtle nuances of
meaning, the more fertile and precise is likely to be ones
thinking.. Knowledge of things and knowledge of the words for them
grow together.I you do not know the words, you can hardly know the
thing. Henry Hazlitt, Thinking As a Science Many teachers have a
word wall
Many teachers have a word wall.For struggling readers, having a
word wall is not sufficient.You have to do the word wall. Many
teachers have a word wall.For struggling readers, having a word
wall is not sufficient.You have to do the word wall. ~ Patricia M.
Cunningham Word Walls Using Word Walls to Support the Learning in
our K-12 Classrooms
In todays webinar, you will receive the following information
Definition and criteria for a word wall Types of word walls
Purposes and procedures for word walls Samples of effective word
walls Strategies for supporting and monitoring word wall usage Word
Walls Using Word Walls to Support the Learning in our K-12
Classrooms
A word wall is an ongoing, organized systematically displayed
compilation of key words that provide visual reference for
students. Word Walls Using Word Walls to Support the Learning in
our K-12 Classrooms
Criteria Build word walls over time with shared student-teacher
responsibility Display words as uncluttered as possible Use word
wall on a daily basis Make words legible and visible from all areas
of the classroom Make word wall interactive and hands-on Word Walls
Using Word Walls to Support the Learning in our K-12
Classrooms
Types of Word Walls High Frequency Word Walls K-5 classrooms
Focused on high-frequency words found in elementary reading and
writing Content Specific Word Walls K-12 Academic Words Thematic or
UnitSpecific Words High Frequency Word Walls
Using High Frequency Word Walls to Support the Development of
Vocabulary in Grades K-5 Doing a Word Wall Means
Adding words gradually Add five new words (in most cases) each week
The word list and sequence of words will be provided for grades
K-3. Having a Word Wall might mean putting all the words up
somewhere in the room and telling students to use them.In many
cases, struggling readers cant use them because they dont know
them, and dont know which word is which!Doing a Word Wall means
several specific actions are taking place regularly.The first of
these is that words are added gradually.In most cases, five new
words will be added to the Word Wall each week.Cumberland County
will be providing teachers with word lists and sequences for their
Word Walls in grades K-3. ~ Patricia M. Cunningham, Dorothy P.
Hall, Cheryl M. Sigmon Doing a Word Wall Means
Making words very accessible Placed where every student can see
them Written in big, black letters Variety of paper colors used so
most often-confused words (for, from) are on different colors Doing
a Word Wall also means that the words must be very accessible to
students.Words should be placed where every student can see them at
alltimes.The words should be written in neat, big, black letters.A
variety of paper colors should be used so most often-confused words
(such as for and from) are on different colors. ~ Patricia M.
Cunningham, Dorothy P. Hall, Cheryl M. Sigmon Doing a Word Wall
Means
Being selective and stingy about what words go on the wall Limit
words to really common words which children use in their writing
The word list and sequence of words will be provided for each grade
level. Doing a Word Wall also means that a teacher should be
selective and stingy about what words go on the wall.Word Walls
should be limited to really common words which children use in
their writing.To assist teachers with this selection process, we
will provide teachers with the word list and sequence of words for
grades K-3. ~ Patricia M. Cunningham, Dorothy P. Hall, Cheryl M.
Sigmon Doing a Word Wall Means
Practicing the words by chanting and writing them Struggling
readers are usually not good visual learners and cant just look at
and remember words. Incorporate rhythm through clapping, stomping,
etc. Doing a Word Wall means that students are practicing their
words through activities such as chanting and writing.Rhythmic
activities should be incorporated whenever possible because
struggling readers are often not good visual learners, and will
therefore not remember the words just by looking at them. ~
Patricia M. Cunningham, Dorothy P. Hall, Cheryl M. Sigmon Doing a
Word Wall Means
Doing a variety of review activities Provide enough practice so
that the words are read and spelled instantly and automatically
Doing a Word Wall means that students need to practice their words
with a variety of review activities.Teachers should be providing
enough practice through calling out, chanting, clapping, writing,
and On-the-Back activities that students can read and spell the
words with automaticity. ~ Patricia M. Cunningham, Dorothy P. Hall,
Cheryl M. Sigmon Doing a Word Wall Means
Making sure that Word Wall words are spelled correctly in any
writing students do! Doing a Word Wall means that students should
transfer their word knowledge to their own reading and
writing.Teachers should hold students accountable for the correct
spelling of Word Wall words in any writing that they do. ~ Patricia
M. Cunningham, Dorothy P. Hall, Cheryl M. Sigmon Procedures for
Word Walls
Each week, five new words are added to the Word Wall.The Word Wall
grows as the year progresses.The words are placed on the wall
alphabetically by first letter.When confusing words are added, they
are put on different colored paper from the words with which they
are usually confused. Procedures for Word Walls
Teachers should do at least one daily activity in which the
children find, write, and chant the spelling of the words.This
should take longer on the day words are added because time must be
taken to make sure students associate meanings with words and can
differentiate new words from words with which they are often
confused. Procedures for Word Walls
On the day new words are added, the new words are called out,
clapped, chanted, and written. The weeks new words are often
reviewed on the second day. On the first day of the week, five new
words should be added to the Word Wall.These words should be called
out, clapped, chanted, and written.On the second day, the five new
words should be reviewed. ~ Patricia M. Cunningham, Dorothy P.
Hall, Cheryl M. Sigmon Procedures for Word Walls
During the rest of the week, any five words from the wall can be
called out.Words with which children need much practice should be
called out almost every day. On days 3-5, any five words from the
Word Wall can be called out.Words with which students need much
practice should be called out almost every day. ~ Patricia M.
Cunningham, Dorothy P. Hall, Cheryl M. Sigmon On-the-Back Word Wall
Activities
Purpose is to extend childrens knowledge of the Word Wall words or
to help them learn to spell other words On-the-back Endings
On-the-back Rhymes On-the-back Cross Checking Be a Mind Reader At
the beginning of the year it will probably take teachers and
students ten minutes to call out, chant, write, and check their
five words.As the year progresses, however, these procedures can be
completed within five minutes.This leaves five minutes to complete
On-the-Back activities.The purpose of these activities is to extend
childrens knowledge of the Word Wall words and/or help them learn
to spell other words.For example, with Be a Mind Reader, the
teacher secretly selects a word from the Word Wall and gives the
students five clues about that word.Teachers will be provided with
directions for how to lead On-the-Back activities. Kindergarten
Word Walls
ABC Ava Ben Carson Allison Kindergarten teachers begin their Word
Walls with the names of the children.Two names per day should be
introduced and added to the Word Wall with the teacher modeling the
clapping and rhythmic chanting that will be used later with
high-frequency words.Many skills such as beginning letters/sounds
and segmenting words into sounds will be introduced through the
student names on the Word Wall.Directions for these lessons will be
provided to teachers. Kindergarten Word Walls
Student Names Color Words High-Frequency Words Following the
introduction of Word Wall procedures with student names,
kindergarten teachers begin adding color words to the Word
Wall.Following color words, kindergarten teachers will add
high-frequency words to their Word Walls.The sequence of the
high-frequency words will be provided for them.On the day new words
are added, the new words are called out, clapped, and
chanted.Teachers should teach the teachable lesson for the new
words.They should look for chunks, compare new words to other
words, talk about sound patterns in the word, and address words
that break the rules. First Grade Word Walls
Begin with an introduction of procedures using student names
Continue with the addition of five high-frequency words each week
Students are expected to read and write all Word Wall words First
Grade teachers will also introduce Word Wall procedures with
student names. Following student names, first grade teachers will
add high-frequency words, five at a time, to their Word Walls.The
sequence of the high-frequency words will be provided for them.Just
as with kindergarteners, on the day new words are added, the new
words are called out, clapped, and chanted.Teachers should teach
the teachable lesson for the new words.They should look for chunks,
compare new words to other words, talk about sound patterns in the
word, and address words that break the rules.New words should be
reviewed on the second day.Days 3-5 provide opportunities for the
teacher to review any five words from the wall.First grade teachers
should focus not only on students reading the Word Wall words, but
also writing them.Many teachers include handwriting instruction
with their daily Word Wall activities. Second Grade Word
Walls
Purpose is to support students writing First words added to the
Word Wall are they, said, was, have, and because Remaining words
represent common blends and vowel patterns, contractions, and
homophones Second grade Word Wall words are based on words that
many second-graders can read, but not spell.Second grade teachers
will begin their Word Walls with the words they, said, was, have,
and because.They will then add high-frequency words from a given
list.These words will represent words with common blends and vowel
patterns, contractions, and homophones.Procedures and activities
used to support the kindergarten and first grade Word Walls should
continue in second grade. Third Grade Word Walls
A necessary resource to support children that misspell common,
non-pattern-following words Word Wall words include: most
frequently misspelled words most commonly confused homophones most
common contractions most common compound words examples of words
with common suffixes and prefixes Third grade teachers sometimes
ask if they need to have a Word Wall.This question can usually be
answered by an examination of the first-draft writings of third
graders.Third Grade Word Walls are necessary to support children
that misspell common, non-pattern-following words such as were,
where, could, said, because, and people.They also support children
that still confuse common homophones such as their, there, and
theyre.The Word Wall lists that will be provided for third graders
will contain most frequently misspelled words, most commonly
confused homophones, most common contractions, most common compound
words, and examples of words with common suffixes and
prefixes.Previously established routines and Word Wall activities
should still be utilized in third grade. Fourth and Fifth Grade
Word Walls
The protocol for Word Walls changes in Grades Word Walls for these
students should be created and used according to these six
recommendations: Expose students to commonly misspelled words
through a Word Wall that is ever present in the classroom. The
protocol for Word Walls in fourth and fifth grade changes
slightly.There are six recommendations that should guide the use of
Word Walls with these grade levels: Expose students to commonly
misspelled words through a Word Wall that is ever present in the
classroom. All letters of the alphabet should be displayed and
words should be listed under each letter of the alphabet by the
beginning letter (just as in grades K-3) Words should be added
gradually to the Word Wall, usually with approximately 8-10 words
added per month.This is a fewer number than those added in the
lower grades, however students in the upper grades hopefully have
fewer high-frequency words to learn. If a teacher has more than one
class of students, and each class has different word needs, a
teacher may want to rely solely on portable Word Walls.These Word
Walls can be created on a file folder and can include words that an
individual child or a specific group of children need.These folders
can go with the children to support their writing while they are
away from the classroom where instruction occurs. Fourth and Fifth
Grade Word Walls
Hold students accountable for the words on the Word Wall once
theyve been taught. Ask students to remain accountable, even after
they leave the classroom. Teach students specifics and interesting
tidbits about words that will help them to retain the words. Hold
students accountable for the words on the Word Wall once theyve
been taught. Students should be expected to use the Word Wall words
correctly in all writing.When teachers see students misspelling the
words that have been taught and reviewed, they should simply mark a
WW and ask the students to correct the word. Ask students to remain
accountable, even after they leave the classroom. As discussed
previously, students may need to carry a list of the Word Wall
words or a portable Word Wall with them to other classes and home.
Teach students specifics and interesting tidbits about the words
that will help them to retain the words. Students can be taught
about Close Calls words or phrases that sound similar of have other
confusing characteristics although they have different meanings.
Students shouldbe directed to examine similarities and differences
with homographs and homophones. Fourth and Fifth Grade Word
Walls
Continue to review the words that are placed on the Word Wall
through On-the-Back-type activities. Dont crowd the Word Wall with
words other than the high-frequency and commonly misspelled words.
Continue to review the words that are placed on the Word Wall
through On-the-Back-type activities. Explicit instruction and daily
activities should continue with the Word Wall in grades 4 and 5.
Dont crowd the Word Wall with words other than the high-frequency
and commonly misspelled words. Upper grade teachers sometimes add
content-related or vocabulary words to the Word Wall.The Word Wall
should be exclusively used for high-frequency words and/or commonly
misspelled words.Additional displays known as Content-Specific Word
Walls or Theme Boards should be created elsewhere in the classroom
to display words related to the content areas (literacy, math,
science, and social studies) that students need to access during
their writing. Content-Specific Word Walls
(Also known as Theme Boards) Using Content-Specific Word Walls to
Support the Development of Content Vocabulary in Grades K-12 The
Need for More Words
Wall space is reserved for really important words that are content
specific and academic Example:content specific integer; academic -
analyze In addition to a Word Wall, elementary classrooms need
display boards/areas for these other important words. Word Wall
space is reserved for really important words words that we want all
students to learn to read and spell automatically, fluently,
correctly, every time, everywhere!In every classroom there are
other words students need but the need changes as units, topics,
and themes change.In addition to a Word Wall, elementary classrooms
need Content-Specific Word Walls or Theme Boards on which to
display these words. ~ Patricia M. Cunningham, Dorothy P. Hall,
Cheryl M. Sigmon Theme Boards Temporary displays to support current
learning in content areas Smaller than Word Walls Contain
vocabulary words, pictorial representations, and definitions, when
appropriate Theme Boards differ from Word Walls in several ways:
First of all, Word Walls and Theme Boards have different
purposes.The purpose of a Word Wall is to support students as they
learn to read and write high-frequency words.The purpose of a Theme
Board is to support students in their vocabulary development
throughout units of study in the content areas. Word Wall words are
displayed all year long, thus the Word Walls grow larger as the
year progresses.Theme Boards are temporary displays, meant to
support a specific unit of study.When the unit concludes, the
display is replaced by a board that will reinforce the vocabulary
of the new unit of study.For example, a teacher might create a
Theme Board to support her Rocks and Minerals science unit.The
Theme Board would contain vocabulary words pertinent to the study
of rocks and minerals with definitions of the terms and pictures to
support the vocabulary terms and general study of rocks and
minerals.When the teacher completes the unit on Rocks and Minerals,
the teacher would take down the Theme Board and replace it with a
new Theme Board to support her new science unit. Theme Boards
should be smaller than Word Walls.A Theme Board just represents the
necessary vocabulary for one specific unit of study.Theme Boards
should be created to support math, science, social studies, and
literacy, so they need to be small enough to fit on the walls, yet
large enough to be accessible to all students while they work.
Theme Boards should look very different than Word Walls.Word Walls
are organized by the letters of the alphabet.Theme Boards are not
arranged alphabetically.A Theme Board should have a title,
vocabulary words to support the theme, definitions when
appropriate, and pictorial representations to assist with concept
development. Theme Boards Theme Boards should be created to support
units of instruction in math, science, social studies, and
literacy.Theme Boards in literacy have been more specifically
designed in Cumberland County, and are referred to as Focus
Walls.The next few slides will show examples of Theme Boards found
in elementary schools in Cumberland County. Theme Boards Theme
Boards Theme Boards Monitoring Words Monitoring the Use of Word
Walls and Content-Specific Word Walls (Theme Boards) in K-12
Classrooms Monitoring Evidence in lesson plans Observed student
interaction
Consistent, neat appearance Evidence in student reading, writing,
speaking, and work products Word Walls should be monitored
throughout the school year.Word Walls can be monitored in several
ways: Lesson Plans should be reviewed to see evidence of explicit
instruction with Word Walls.Lesson plans should detail what words
are being practiced each day, what mini-lessons are being taught
with Word Wall words, and which On-the-Back activities are being
used to reinforce/extend students word knowledge. During literacy
instruction, teachers should be observed using the Word Wall as
described in their lesson plans.Students should be seen interacting
with the Word Walls through student-led reading of Word Wall words,
chanting, clapping, and writing. Word Walls should be monitored for
their appearance.Displays should be neat, easy to read, and
accessible to all students throughout the day.Within a specific
grade level (K-3), Word Walls should have the same number of words
and the words should be the same (from the given lists) with the
exception of student names. The goal of Word Walls is to create
students that can read and write the words with accuracy and
automaticity.One way to monitor Word Walls, therefore, is to read
students writing and check for the inclusion of correctly spelled
Word Wall words. SupportingWords Supporting the Use of Word Walls
and Content-Specific Word Walls (Theme Boards) in K-12 Classrooms
Some teachers have been using Word Walls and Theme Boards much as
they have been described in this presentation, and will therefore
have few changes to make.For other teachers, however, the creation
of proper Word Walls and Content-Specific Word Walls (Theme Boards)
will be a new and possibly daunting task.Support documents have
been referenced throughout this presentation that will provide
teachers (and Instructional Coaches) with explicit directions to
help with implementation.Members of the Elementary Curriculum and
Instruction team will also visit your school to assist with this
initiative.Working together, we can provide allof our children with
the print-rich environments they need and deserve!