word wall, word activities and extension into...

Word Wall, Word Activities and Extension into Writing

Facilitators: Karen Loerke, Implementation Support Facilitator-Focus on Literacy, ERLC Sandra Gluth, Manager, Alberta Education

Meaningful, purposeful communication is at the heart of

learning to read and write.

the greater their growth in learning to read and write.

The more oral language experience that you provide for students,

Connecting Oral Language to Phonological Awareness

1. Oral Language/AAC

2. Alphabetic Code/Phonological Awareness

3. Print Knowledge/Concepts

Oral Language/AAC

The ability to communicate effectively

Should be developed at all times of the day

Activities that encourage active participation

Story props

Poetry exercises

Retellings

Oral Language / AAC

Story Props

Tell stories

Supplement the stories with props (e.g. pictures, objects)

For example, if the story is about a dog that ran away –show a picture, or a small video clip, act it out (helps to remember and connect to the story)

Teacher models a story, using props

Students tell stories to each other (using props)

Oral Language / AAC

Build a Snowman Oral Language / AAC

http://www.learninggrids.com

http://www.learninggrids.com/


Getting Ready for Christmas




Poetry Exercises (Oral Activity)

1. Select a rhyming poem with a predictable pattern (e.g. Mary Had a Little Lamb)

2. Replace the poem with names of students in the class. (Harry had a great big dog, great big dog, great big dog. Harry had a great big dog, his hair was dark as mid-night.)

3. Invite students to read the poem aloud (read several times, rap, stomp). Ask student to point out words that have the same sounds (from the word wall, environmental print or words they know)

4. Add other verses, with other student’s names.

Oral Language / AAC

Summaries and Retellings

After a read aloud ask students to retell the story.

Have students talk about an event in their life (weekend, fieldtrip etc.).

Have students retell the story to a partner.

Listen to others retell the story

Get more advanced by comparing the retellings of stories o How are they the same? Different?

Oral Language / AAC

What successful oral activities do you engage your student in?

Oral Language / AAC

Phonemic Awareness/Phonics

Phonemic Awareness -the ability to focus on and manipulate phonemes in spoken words (sample activities are rhymes, tongue twisters, sound deletions)

Phonics –letter-sound correspondences and their use to read and spell words

Must be systematic and related to real reading and writing (examples include making words, word walls, onset and rhyme)

Phonemic Awareness / Phonics

Research Findings

Phonemic awareness works best when:

Teaching is explicit

Teaching is focused

Students are taught one-to-one or in small groups


Shared Reading

Poems

Hand claps/beats (on table, stomp)

Songs

Other rhyming texts

Examples of poets

Shel Silverstein

Jack Prelutsky

Ogden Nash


A centipede was thirsty, But to satisfy its need, It drank too much for it to hold— And so the centipede!

Syl-la-ble Awareness Line Up: Beats in Name

If you have three beats in your name “Clap, clap, clap Samantha line up.”

If you have two beats in your name “Clap, clap Jason wash your hands.”

If you have one beat in your name “Clap Tom, get your pencil (book, etc.)”.

The idea is that this is done throughout the day for various activities – students start to connect their name to syllables awareness.


Winter Haiku Phonemic Awareness

/ Phonics




Tongue Twisters

Contrast at least two onsets (word beginnings)

Include your student’s names and words they know

Write them on charts

use different colors for each onset

great for SmartBoard use, pocket charts (cut up sentence strips)


Tongue Twisters

• Sandra sang silly songs.

• Tamara told Tom to talk.

• Cindy sold six sandboxes.

• Tiny Tim texted Tony.


Alliteration Books

“Dasher is a dancing dude!”


Sound Substitution

When working say each of the words out loud slowly to help your student hear each sound.

The key to developing phonemic awareness is learning about the individual sounds.

Take the word sat: (onset sound substitution)

• Put an “b” sound at the beginning (show a picture).

• Put an “h” sound at the beginning (show a picture).


Sound Substitution

Replace the ending sound (add pictures).

This kind of substitution is much harder and some students may not be ready –great SmartBoard activity !

Put a p on the end of man = map

Put a t on the end of cup = cut

Put a p on the end of hot = hop


Learning High Frequency Words

Clap the word

Tap the word

Stretch the word

Spell the word

Tell the word

Cheer the word

Start with student’s name done in a rap style –repeated daily, new words are

introduced as students learn


Phonemic Awareness

Make it short, make it fun, make it respectful.

Stay away from worksheets… Keep it interactive!

Phonemic Awareness is foundation… NOT the reading program.

Needs to be integrated into a complete reading and writing program


Oral Language / AAC

“The brain is a pattern detector, not a rule applier!” ~ Pat Cunningham

Print Knowledge /Concepts

Making Words

Working with Words (7 min. 2 sec.) Teachers demonstrate how they use word walls and related making word activities to build literacy skills of all students in their classroom, including students with significant disabilities.

http://www.engagingalllearners.ca/ip/literacy-for-all/#2










“It is crucial that ALL students have access to learning and using the alphabet.”

- Dr. Caroline Musselwhite

Goals of Word Work

Students will learn:

• core words

• letter and sound patterns

• how words work.


Making Words: Purpose

Activities designed to teach students to:

look for spelling patterns in words

recognize the difference that results when a single letter is changed.


The Word Wall is the focus at the end of every lesson, and it is a critical component in helping students to use words they already know to help them read similar words they encounter in context or in isolation.

There are three levels of word wall lesson activities:

• Introduce new Word Wall words • Daily review of Word Wall words, and • Lesson review

Display your Word Wall in a highly visible location in your classroom and refer to it often to model identifying the key words and/or word patterns that give students the clues they need to decode unfamiliar words.

The Word Wall (Overview)


Portable Word Wall

Advantages to the Portable Word Wall

• Supports students with a visual impairment or other impairment that might make it difficult to access the classroom word wall

• Other words can be listed on the back of the folder

• Portable word walls can move with students

What about personally significant words?

Add student’s first names to the portable Word Wall early in the year

Identify what the significant words are for your students and add them to the student’s portable Word Wall.


DAILY REVIEW

Begin each daily lesson by:

• Calling out five of the Word Wall words.

• Having students chant, write and check their spelling of each word.

• Having students participate in a variety of word activities and games as described in each lesson plan.

Word Wall Words

Beginning with Lesson 1 and every tenth lesson after that, five words are added to the Word Wall.

• Include high-frequency words and an example for each phonics element taught

• Words are displayed under the letter with which they begin AND in the order they were introduced in the lessons (NOT alphabetical order)

• Word cards that begin with the same letters should be created using different colors of paper OR with words outlined using a different colour of pen for each word. This makes it easier for students to visually locate the word they want from a list of words.

• Place a star or a sticker on word cards displaying words with the same rhyming patterns. Students can use this clue to reading and spelling other words with the same patterns.

New Word Wall Words INTRODUCE

Beginning with Lesson 10 and every tenth lesson after that, the entire lesson time is focused on reviewing the letters and words made during the previous nine lessons.

• Students are invited to come to the front of the class and make words they remember from previous lessons by following your spoken directions. (Students do not have their small individual letters for this activity). Make sure AT LEAST the five Word Wall words are made during the course of this activity.

• Students review Word Wall words through reading them aloud, performing motions while chanting the spelling of each word, and participating in a word matching activity.

Review Lesson

Encourage your students who are non-verbal to use their “inner voice” to say that letter names and sounds and their head.


Program new words as they are introduced into the student’s communication devices and communication systems.


Program letters or words on a Step-by-Step in the order that they will be used so that the student can actively participate in learning activities.


Consider variations to the Making Words activities that would allow all students to successfully participate .

Magnetic letters

Sticky notes attached to a clear acrylic eye-gaze frame

Pocket chart on wheels

Digital device displaying letters

Felt board and cards with Velcro on them


Keep the lesson fast-paced to maintain student focus. Do not wait for all students to correctly complete their word before displaying the correct word in front of the class with a large letter tiles.


Use the Word Wall as a reference during reading and writing activities, as well as to provide help with decoding NEW words that use Word Wall word patterns.


Focus on letter-by-letter spelling rather than whole word selection or matching


Minimize the physical demands of:

letter selection

writing


adjust pacing

increase repetition

focus instruction on one thing at a time


Create Word Walls that are:

accessible to all

at child’s height

visible to all

clearly organized


When creating Word Wall cards think about:

size

colour coding

shapes

highlighting of patterns


Choosing words for the Word Wall

Focus on core words that are:

• high frequency words that are tricky to spell

the and would who

• highly useful words for encoding (spelling) and decoding (reading)

tin

fin

thin

in


What about content words? Consider making content words part of

anchor charts for specific units of study

Include photos, illustrations or simple definitions

Boats and buoyancy words

float sink


Word Wall: Build in meaningful repetition

reference for students throughout the day

literacy stations

sponge activities


How can you use Making Words and the Word Wall to support writing?

the greater their growth in learning to read and write.

The more oral language experience that you provide for students,

Remember…

Karen Loerke [email protected] Sandra Gluth [email protected]

mailto:[email protected]

mailto:[email protected]

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