Word Walls and PWIM

Enhancing Your Language Arts Program

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Agenda Word Walls

Overview Benefits Tips for use Daily activities and strategies Portable Word Walls

PWIM How it works Advantages

Steps Getting started Examples

What are Word Walls? an organized collection of words

prominently displayed in a classroom an interactive tool for teaching

reading and spelling to children come in many different types,

including high frequency words, word families, names, alphabet, themes (seasonal, content area)

Benefits Word Walls teach children to:

recognize and spell high frequency words

see patterns and relationship in words

build phonemic awareness skills apply phonics rules recognize content area words

Benefits Word walls can be used:

to support the teaching of important general principals about words and how they work.

to foster reading and writing. to take away the “permission to

forget build vocabulary

Benefits Word walls can be used: to promote independence on the part

of young students as they work with words in writing and reading

as a visual tool for older students, giving them access to content area words

Benefits Word walls can be used: to provide a visual map to help

children remember connections between words and the characteristics that will help them form categories.

Benefits Word walls can be used: to develop a growing core of words

that become part of a reading and writing vocabulary.

to provide reference for children during their reading and writing.

Make words accessible by putting them where every student can see them

They should be written in large black letters using a variety of background colours to distinguish easily confused words

For young students, having the shape of the word provides another visual connection

Tips for Use

Teachers should be selective about the words that go on the word wall. Try to include words that children use most commonly in their writing

Words should be added gradually - a guideline is five words per week

Tips for Use

Use the word wall daily to practice words - chanting, snapping, cheering, clapping, tracing, word guessing games, as well as writing them

Provide enough practice so that words are read and spelled automatically and make sure that word walls are always spelled correctly in the children's daily writing

Tips for Use

Cross-curricular

Interactive

Colorful

Subject Specific/

Thematic

Seasonal

Portable

use clothespins to pin index cards on word wall

students can take card off and look on back for definition.

Creative

Your Turn Do you have any other creative ways

you have used a Word Wall in your classroom?

Daily Activities for Word Walls

Clap, Chant, and Write Students number a scratch paper

from one to five. Call out five word wall words and put

each in a sentence. When all five words have been

written, point to the words, and have the students clap and chant the spelling of the words as they correct their own papers.

Review Rhymes Have students number their paper from one

to five, and write the word that rhymes with the word you give.

Give them both a first letter and a rhyming clue:o Number 1 begins with t and rhymes with walko Number 2 begins with b and rhymes with my

To check their papers, you say the rhyming word and let students say the word they wrote (and chant) its spelling:

o "Number 1 rhymes with walk, what did you write?" Students respond, "talk, t-a-l-k"

Review Endings Call out the usual five daily words, but

add endings on to some of them. Begin with just one ending at first,

probably "s". Then do another ending, such as "ing", or "ed".

Only do words with spelling changes after you have taught the rule.

Students spell (and chant) the words.

Make Sentences As the year goes on and more words

are on the word wall, you can dictate entire sentences that are made up of word wall words.

You also can use this opportunity to practice punctuation.

Be a Mind Reader The teacher thinks of a word wall word

and gives five clues to that word. Students number their papers from 1

to 5 and try to "read the teacher's mind“.

By the time you give the fifth clue, everyone in the class should guess your word and have written it down on their papers.

Be a Mind ReaderProcedure: First clue is always the same one: "It's one of the

words on the wall." Students write a guess by number 1.

Next clue: "It has four letters." Students write another guess by number two.

Third clue: "It begins with "th". Students again write their guesses by number three.

Fourth clue: "Its vowel is an "e". Write guess by number four

Fifth clue: "It finishes the sentence, "I gave my books to _____." Write guess by number five.

Check (and chant) the correct word, and ask for a show of hands as to who had the word by 1, 2, 3, etc.

Ruler Tap The teacher says a word wall word

and then taps out several letters in that word without saying those letters.

When the tapping stops, the teacher calls on a child to finish spelling the word out loud.

If the child correctly finishes spelling the word, that child gets to call out a word and tap some of the letters.

WORDO This is a version of BINGO, only it is

played with word wall words. Students need a sheet of paper that

has 9, 16 or 25 blank blocks on it, and some small pieces of paper or objects to cover words as they fill in blocks.

W O R D 0

WORDO Call on students to pick words from

the word wall they want included in the game.

As each picks a word, everyone writes it in a blank of their choice.

Teacher writes it on an index card. W O R D 0

WORDO Shuffle your index cards and call out

each word. Students are to cover the words

wherever they have written them. The first student to have a complete

row covered/blackout wins. You might let the winner

become the word caller for the next game.

Variation: teacher gives the definition of the words

Reading Bingo Students fill in a bingo card with new

words for a unit. As students complete the unit’s reading, they fill in the page numbers

where the unit’s words appear. Acknowledge the first person who gets

a straight line completed, then assign completion of the entire grid for everyone in the class.

Variation: Students skim text to find words listed on their card.

Word Sorts Students write 10-15 word wall words

on small slips of paper Sort the words into different piles

depending on the features certain words share.

Students may sort for:o # of letterso begin/end with certain lettero have a certain vowel(s)o have a certain letter anywhere in themo semantic features (names, actions)

o teacher gives groups, students tell sorting criteria OR vice-versa

Guess the Covered WordPurpose: practice cross-checking meaning with letter-sound information. The teacher writes 4-5 sentences on

board, sentence strips, overhead, SMART Board.

Cover a word in each sentence with two sticky notes--one covering the onset, the other covering the rime.

Guess the Covered Word Call on a student to read the first

sentence. Students make several guesses for

the covered word. Teacher records. Take off the first sticky note (onset). Guesses that don’t begin with that

onset are erased and any new guesses can be added.

Reveal word when all the guesses which fit both the meaning/onset are written.

Build/Mix/Fix Teacher calls 5 words from the word

wall one at a time. Students write on paper as teacher

writes on board. Teacher directs class to Build the first

word with letter tiles/cards atdesk.

Build/Mix/Fix After all students have the word built,

teacher directs class to Mix up the letters of the word.

Students are directed to Fix the word by arranging the letters to spell the word.

Continue with remaining words.

Word Search Give each student a Word Search

worksheet. Choose 5 words from the word wall. Call out word and students write at

bottom of worksheet. Students place each word in the word

search puzzle and add additional letters to fill in the boxes.

Students trade Word Search puzzles and complete.

Making Words An activity that will have students

interact with letters and words. Assists in developing spelling and

word decoding skills. Engaging - like a puzzle. Procedure:

o Choose letters that are found in word wall words. o Students print the letters at the bottom of the

“Making Words” graphic organizer. o Cut letters out. o Arrange letters to form words. o Print words on chart.

Word Fun Center An activity to have one of your guided

reading groups do while you are busy Choose 5 words from the word wall

and write them on the board Provide different materials to spell the

words:*letter tiles *pasta letters*stencils *Wikki Sticks*play-dough *alphabet stamps*magnetic letters *painted lima beans

Word Ad Divide the class into groups Each group chooses a word, and brainstorms

all the possible uses of the word. They create a radio or television ad to ‘sell’

the word and present it to the class. Variation: students think of a product for

which they create a radio advertisement, using as many words as possible from the word wall. o The group avoids making direct reference

to the product and asks the class to guess what it is that the ad is trying to sell.

Categories Students create categories and group the

words from the word wall to fit those categories.

Set the number of words that are allowed in a “miscellaneous” category and create a maximum and minimum number of categories that can be used.

Could be done individually first; then students share/compare their categories with a partner.

Share their groups of words with the class who guess the principle behind the sorting.

Contextualization Students write about a situation in which a

word wall word would be commonly used. The student reads the situation to the

class, who then guess the relevant word. Variation: students portray multiple

contextual situations – for words with multiple meanings

E.g. “brackets” - something that could be spoken about in both writing and construction contexts.

Your Turn What ways have you used the Word

Wall in your classroom?

Get them interacting

with the Word Wall!

Get them interacting

with the Word Wall!

___.

_______.

Get them interacting

with the Word Wall!

Attach key words with Velcro strips or sticky tack

Put pockets under your Wall at the children's eye level. Place copies of key words in the pockets

These techniques allow students to go to the Wall, remove a word, use it at their desks, and return it

Get them interacting

with the Word Wall!

Have students record the number of times they use the word wall words in their writing o Sticky notes on the

words o Stickers on the words

Text talk Hang Man “Wheel of Fortune” “Hink Pinks” – riddles

with rhyming pairs Jeopardy

Your Turn Wall space in classrooms is always

limited! What creative ways have you handled

this?

No Wall Space – No Problem! use three-panel display boards or

foam display boards These freestanding materials don't

require any wall space, and can be moved around the room and placed on tables for easy visibility

You can fold one Word Wall down and put up another when a new student group arrives OR for different seasons/subjects

Easy storage!

No Wall Space – No Problem! students take the ring

of cards back to their desks

each subject's vocabulary words are in a different color index card to make the words easy to find

can be used year after year

A great alternate to the traditional word wall

Wonderful if you have limited wall space in your classroom

Perfect for students on the move Available commercially

(check Teacher’s Trunk) Make your own

Portable Word Walls

Portable Word Walls

Portable Word Walls This Portable Word Wall is made up of:

Dolch Words (PP-Gr. 1)

Fountas/Pinnell High Frequency Words (K-1)

first 100 Sitton High Frequency Words

Part of the handout package

To make the word wall list stand out, provide an organizational handout that students glue to three-holed construction paper.

The construction paper fits into a binder, but sticks out a

little more than regular paper, thus making the word wall list easily accessible

Portable Word Walls

Portable Word Walls

http://literacygarden.com/personal-word-walls/ different themes available $2-$3 on TpT

Another idea:

• Students “borrow” the word wall “books” and return when done

Portable Word Walls

Assessment Opportunities word wall reading portfolio of work to show progress

through year assessment rubrics spelling anecdotal records observations by teachers

http://www.teachnet.com/lesson/langarts/wordwall062599.html

http://olc.spsd.sk.ca/de/pd/instr/strats/wordwall/

http://www.scholastic.com/teachers/article/word-walls-work

http://curriculum.org/storage/108/1278503618wordwalls.pdf

On-line Resources

Pat Cunningham:o Classrooms That Work: They Can All Read and

Write. o Making Wordso Making More Big Words. o Making More Words. Carthage, o Month By Month Phonics for First Grade. o Month By Month Phonics for Second Grade. o Month By Month Phonics for Third Grade. o Month By Month Phonics for Upper Grades. o The Teacher's Guide To The Four Blocks.o Word Wall Plus For Second Grade.

Books

PWIMPicture Word Inductive Model

Picture Word Induction Model Developed by Emily F. Calhoun in

1998 uses pictures containing familiar

objects, actions and scenes to draw out words from children’s listening and speaking vocabularies

Picture Word Induction Model helps students add words to their

sight reading vocabulary, as well as their writing vocabulary

also helps students discover phonetic and structural principles present in those words

develops critical thinking and observation skills

Picture Word Inductive Model can be used:

after reading a book when beginning a new science or

SS unit when learning a new concept in

math

How it Works Words are ‘shaken out’ or listed by

the picture by the students. “Shaking out” refers to: o identifying objects o identifying actions o identifying qualities

Words are listed around the picture in a web-like fashion

How it Works Words are placed on word cards. Words are categorized and read and

reread as a class over a few days. Students can be given their own set

of word cards. Individual set of word cards assist the

students in writing and reading sentences using the words.

How it Works Then, depending on the grade level,

the sentences are categorized and formed into paragraphs.

The students then write paragraphs. The strength of using this strategy

from K to grade 6 is that it will help build students’ vocabulary and writing abilities.

Advantages of PWIM emphasizes phonics, grammar,

mechanics, and usage of Standard English.

Pictures provide concrete referents for the learning of new words, phrases, and sentences.

picture word chart serves as an immediate reference to enable students to add these words to their

sight vocabulary.

Advantages of PWIM teacher can choose to emphasize

almost any sound and symbol relationship

Students can see the patterns and relationships of the English language - apply this learning to newly encountered words.

Advantages of PWIM Students hear and see words spelled

correctly and participate in the correct spelling and writing.

Learners benefit from the teacher modeling of the key words and concepts.

With practice, students can begin to learn how to create sentences and paragraphs related to the subject

under study.

Advantages of PWIM Perhaps the biggest advantage of

PWIM is that of the role of the teacher In a deductive classroom, the teacher

conducts lessons by introducing and explaining concepts to students, and then expecting students to complete tasks to practice the concepts; this approach is very teacher-centred.

Advantages of PWIM This PWIM inductive instruction is a

much more student-centred approach. They are the ones that take the stage. The students are encouraged to be

critical thinkers and they are often working collaboratively as a class community.

Advantages of PWIM The strategy can be used with a

whole class, small groups, pairs, or individually

Leads students into inquiring about words and, thus, adding them to their vocabularies

Helps them discover phonetic and structural principles

Engages students in meaningful reading and writing activities.

Steps in the PWIM 1. Select a picture.2. Ask students to identify what they

see in the picture.3. Label the picture parts identified.

(Draw a line from the identified object or area, say the word, write the word; ask students to spell the word aloud and then to pronounce it.)

Steps in the PWIM 4. Read and review the picture word

chart aloud.5. Ask students to read the words

(using the lines on the chart if necessary) and to classify the words into a variety of groups. Identify common concepts (e.g., beginning consonants, rhyming words) to emphasize with the whole class.

Steps in the PWIM 6. Read and review the picture word

chart (say it, spell it, say it).7. Add words, if desired, to the picture

word chart and to the word banks.8. Lead students into creating a title for

the picture word chart. Ask students to think about the information on the chart and what they want to say about it.

Steps in the PWIM 9. Ask students to generate a

sentence, sentences, or a paragraph about the picture word chart. Ask students to classify sentences; model putting the sentences into a good paragraph.

10. Read and review the sentences and paragraphs.

Getting Started The picture word chart is the basic

material for the PWIM lessons and units.

The picture word chart comprises the picture and the words that are identified or “shaken out” of the picture by the students.

Getting Started The chart is used throughout the

sequence of lessons and is a source of curriculum content.

As the teacher writes words on the paper surrounding the picture, the chart becomes an illustrated dictionary.

Getting Started The illustrated dictionary that you

and your students create will support language use by the class as a group and as individuals

It needs to be posted where students can use it to support their reading, their writing, and their independence as learners.

Getting Started Using the chart to help them

pronounce the words encourages children to notice and comment on spelling and phonetic structure.

Until the words are part of the student's sight vocabulary, they are anchored by their representations on the picture word chart.

PWIM in Action

PWIM in Action

PWIM in Action

PWIM in Action

PWIM in Action

PWIM in Action

Your Turn – what words would you “shake out”?

Another Twist

Image of the Week

On-line Resources: http://olc.spsd.sk.ca/DE/PD/instr/strats

/pwim/

http://www.ascd.org/publications/books/199025.aspx (Calhoun’s book)

Pearltrees: http://goo.gl/0jtCca

What to Do Now … Send me a quick email to ask me to

forward the handout package to you shirley.barclay@sunwestsd.ca

If you have any other ideas that we haven’t talked about today, please send those in an email as well so that I can share them!

What to Do Now …Look for the complete presentation and handouts on:

BrainShark the Reading Strategies wikihttp://readingstrategiesthatwork.wikispaces.com/

the ELA wiki http://supporting-ela.wikispaces.com/

Questions Comments

Last Chance to Share!

Thank you so much! Enjoy the rest of your school year!

Merry Christmas!