Word Wall, Word Activities and Extension into Writing
Transcript of Word Wall, Word Activities and Extension into Writing
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
Getting Ready for Christmas
http://www.learninggrids.com
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
Phonemic Awareness / Phonics
Shared Reading
Poems
Hand claps/beats (on table, stomp)
Songs
Other rhyming texts
Examples of poets
Shel Silverstein
Jack Prelutsky
Ogden Nash
Phonemic Awareness / Phonics
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.
Phonemic Awareness / Phonics
Winter Haiku Phonemic Awareness
/ Phonics
http://www.learninggrids.com
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)
Phonemic Awareness / Phonics
Tongue Twisters
• Sandra sang silly songs.
• Tamara told Tom to talk.
• Cindy sold six sandboxes.
• Tiny Tim texted Tony.
Phonemic Awareness / Phonics
Alliteration Books
“Dasher is a dancing dude!”
Phonemic Awareness / Phonics
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).
Phonemic Awareness / Phonics
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
Phonemic Awareness / Phonics
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 / Phonics
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
Phonemic Awareness / Phonics
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
Print Knowledge /Concepts
“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.
Print Knowledge /Concepts
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.
Print Knowledge /Concepts
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)
Print Knowledge /Concepts
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.
Print Knowledge /Concepts
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.
Print Knowledge /Concepts
Program new words as they are introduced into the student’s communication devices and communication systems.
Print Knowledge /Concepts
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.
Print Knowledge /Concepts
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
Print Knowledge /Concepts
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.
Print Knowledge /Concepts
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.
Print Knowledge /Concepts
Focus on letter-by-letter spelling rather than whole word selection or matching
Print Knowledge /Concepts
Minimize the physical demands of:
letter selection
writing
Print Knowledge /Concepts
adjust pacing
increase repetition
focus instruction on one thing at a time
Print Knowledge /Concepts
Create Word Walls that are:
accessible to all
at child’s height
visible to all
clearly organized
Print Knowledge /Concepts
When creating Word Wall cards think about:
size
colour coding
shapes
highlighting of patterns
Print Knowledge /Concepts
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
Print Knowledge /Concepts
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
Print Knowledge /Concepts
Word Wall: Build in meaningful repetition
reference for students throughout the day
literacy stations
sponge activities
Print Knowledge /Concepts
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]