FOR-PD’s Reading Strategy of the Month

Rationale:

(Secondary Science Word Wall)

Every classroom should help students develop a desire to discover new words, learn new meanings, and understand the broad range of word uses. As students move through the grade levels, they are exposed to every more varied and complex reading material; therefore, vocabulary development becomes even more essential to student success (McKeen and Ogle, 2005). Vocabulary refers to knowledge of words, word meaning, and how to use words effectively to communicate. Scientific research on vocabulary instruction reveals that most vocabulary is learned indirectly, while other vocabulary must be taught directly (Armbruster, Lehr, & Osborn, 2001). In their review of instructional research, Blackowicz and Fisher (cited in McKee & Ogle, 2005) concluded that students need teachers who create an interest in words, provide both direct and incidental instruction, and teach core content vocabulary directly. In order to develop deep understanding of words, students need to see, hear, and use new terms in many contexts.

What should teachers know about word learning? Nagy and Scott (Lehr, Osborn, & Hiebert, 2004; Scott & Nagy, 2004) have identify several dimensions that describe the complexity of what it means to know a word.  

Word knowledge is complex: Knowing a word is more than knowing a definition. Word knowledge is multidimensional: Words have multiple meanings and serve different functions in different sentences, text, and conversations. Word learning is incremental: it is a process that involves many small steps. Students need to have many exposures to a word in different context before they “know” it. Word learning is interrelated: knowing one word connects to knowledge of other words. Words are heterogeneous: Different kinds of words require different learning strategies. Definition, context, and word parts each supply important information about the meaning of a word, but each of these sources has significant limitations.

Over the past two decades, research has revealed a great deal about the kind of vocabulary instruction that is most effective in helping students comprehend what they read. Based on its analysis of this research, the National Reading Panel (2000) concluded that no one single instructional method is sufficient for optimal vocabulary learning; therefore, effective instruction must use a variety of methods to help students acquire new words and increase the depth of their word knowledge over time. Effective instruction includes opportunities for both incidental word learning and intentional word teaching.

Developing a Word-Rich Environment

Students must be surrounded by words and motivated to learn them. A word-rich classroom includes frequent use of words that have been taught and interesting words students have encountered in their reading. One strategy many teachers use to create a word-rich environment is the word wall.

(Secondary Word Wall)

A word wall is a systematically organized collection of words displayed in large letters on a wall in the classroom (Cunningham, 1995). Most word walls include the following characteristics (Brabham & Villaume, 1991):

• All are collections of words that are developmentally appropriate for study by students in the classroom.
• Words are selected for specific instructional purposes.
• Collections are cumulative – as new words are introduced, familiar words remain for further study.
• Activities and talk about word walls provide conversational scaffolds that structure the ways that students study, think about, and use words.
• Words on walls serve as visual scaffolds that temporarily assist students with independent reading and writing.

When students work with word walls, the words become anchored in their long-term memory allowing quick and easy access. Word walls also encourage students to make connections between words. Students learn to use the words to construct knowledge in conversations and activities. Word walls also provide a visual record of skills taught and content studied. They are powerful tools, if and when words are discussed and analyzed with students before they are posted on the wall (Routman, 2003). For older students, content area words or key vocabulary words are effective resources in the classroom. Used effectively, word walls assist and support the core instructional program used in the classroom.

(High Frequency Words)

In his book, Word Savvy (2004), Max Brand discusses additional purposes for using word walls. First, word walls support students' vocabulary development. In the content area classroom, word walls can be used to develop academic vocabulary. Word walls provide example words, which highlight difficult concepts. Many teachers create word walls that support students' learning of high frequency words. Teachers and students also collect words found during reading. Students are able to include words that are important to them. And finally, word walls provide a space for students to sort and categorize words and phrases.

How to Use the Strategy:

(Word Wall on Sound Patterns)

Classrooms of all grade levels and subject areas should have words walls featuring language that students need at their developmental stage or words that are unique to the discipline (Tankersley, 2003). It is not enough to simply have a word wall in the classroom. You have to ‘do’ the word wall (Cunningham, 2000). Teachers cannot simply put up words somewhere in the classroom and tell students to use them. Doing a word wall means being selective and limiting the words that are essential to the unit of study. Doing a word wall means making the words accessible by putting them where students can see them. Doing a word wall means adding words gradually; Cunningham (2000) suggests adding five words a week. Doing a word wall means students have time to practice and to write with the words. Doing a word wall means using a variety of review activities to provide enough practice so that the words become automatic for the students. Teachers who ‘do’ word walls report that ALL students can learn critical words.

There are many different types of word walls:

• High frequency word walls
• Common patterns, phonograms, phrases
• Content or thematic
• Genre
• Current events
• Personal

• Identify the key vocabulary words that students need to know for a specific topic or reading assignment.
• Print the words in large block letters on cards for posting on a prominent (always visible) wall or bulletin board.
• Post the word cards as the terms are confronted in classroom discussion or reading.
• Regularly review the terms on the Word Wall. Have students read them aloud as a "warm up" exercise. Frequently call on students to "refresh" their classmates' memories of the definitions of these words. Reinforce these vocabulary words by including them in learning games and activities.

(Secondary Math Word Wall)

Teachers assess both the process and products of learning during regular instructional times. Classroom assessments are authentic, multidimensional, collaborative, and ongoing. You might consider the following when assessing student use of the word wall in your classroom.

Teachers can also use activities like the ones below to assess student knowledge of the words.

Mind Reader

In this activity, students are given clues to identify a mystery word that appears on the classroom word wall. The teacher selects a mystery word and then gives the students five clues for identifying the word. Each successive clue should help students narrow down their choice. As you give each clue, students should select one word from the word wall that matches the clue.

For example, the mystery word is pollution.

Clue 1: The mystery word is one of our word wall words.
Clue 2: The mystery word has more than six letters.
Clue 3: The mystery word has three syllables.
Clue 4: The mystery word ends with the suffix -tion.
Clue 5: The mystery word rhymes with the word solution.

After you have given the five clues, have students show their responses. Which student(s) guessed the mystery word with the fewest possible clues? Each student who guesses the correct word at the earliest possible clue earns a point. Tally points at the end of the game to determine which students are the winners.

Hot Seat

This activity can be used as a whole-class activity. If you teach students who can work independently, you might use it as a small group or pair activity once students are familiar with the activity's rules.

In this activity, one student is selected to come to the front of the class and take the "hot seat." The hot seat is located a few feet in front of a chalkboard, whiteboard, or chart. The student sits in a chair facing his or her classmates and with his or her back to the board or chart. The student also should have a clear view of the class word wall.

The teacher or a classmate selects a word from the word wall (or from students' spelling or vocabulary lists) and writes that word on the board or chart. The student in the hot seat is unable to see the word, but it is his/her job to guess the word by asking questions that help to narrow down the possibilities. For example, the student in the hot seat might ask

• Is it a noun?
• Does it have fewer than 10 letters?
• Does it have more than two syllables?
• Is the vowel 'a' found in the word?
• Would this word be found in the first half of the dictionary?

As the student narrows down the word, the questions might get more specific. For example, if the students gets a positive response to the question, "Is it an animal?" Then the follow-up questions might include, "Is it bigger than a fox?" Or "Does this animal live in the rain forest?" If the clues help the student narrow down the word to a handful of possibilities, the student might ask questions to narrow down those possibilities, such as, 'Does the word mean the same thing as [a definition of the word]?" Or "Does the word rhyme with [another word]?" Keep a tally of the number of questions/clues it takes for the student to guess the word. Which student(s) guess the word in the fewest number of clues?

Vocabulary Toss

Before the Game
Purchase and set up in the classroom a mini basketball hoop that comes with a small sponge "basketball." Use masking tape to create on the floor a foul line that shots will be taken from.

Prepare in advance a vocabulary activity employing words that are included on the students' word wall. Prepare at least one question for each student in the class. The following sample question formats will work nicely:

• Provide a definition and ask students to identify the word-wall word that matches the definition.
• Provide the phonetic pronunciation (for example, pro-NUN-see-ay-shun) and ask students to say or point to the word.
• Provide a sentence that has one word missing; that word can be found on the word wall.
• Provide a synonym (a word that means the same thing) or an antonym (a word that means the opposite), and have students identify the word.
• Provide a rhyming word and ask students to identify the word-wall word.
• Provide two dictionary "guide words" and ask students to identify a word wall word that might be found on the same page as those words. (For example, the word wonderful would be found on a dictionary page with the guide words "wall - word."

The Game
Arrange the class into 2 to 4 teams. Ask one of the questions you prepared (see Before the Game above) of the first student on the first team. If a student identifies the correct word-wall word, that student earns a point. He or she also gets a chance to double his or her score (earn two points for the team) by trying to shoot a basket. A successful shot earns that second point; there is no penalty for a missed shot. If the student does not identify the correct word-wall word, pass the question to the first player on the next team. At the end of the game, the team with the most points is declared the winning team.

Word Sorts

There are two types of word sorts: closed and open. In closed word sorts the teacher defines the process for categorizing the words. This requires students to engage in critical thinking as they examine sight vocabulary, corresponding concepts, or word structure. In open word sorts the students determine how to categorize the words, thereby becoming involved in an active manipulation of words. Word sorts are a great assessment tool for content area classrooms.

List, Group, Label

The List/Group/Label strategy offers a simple three-step process for students to organize vocabulary. This strategy stresses relationships between words and the critical thinking skills required to recognize these relationships.

Select a main topic or concept in a reading selection. Have students list all words they think relate to this concept. Write student responses on the chalkboard. Note: Since the concept is presented without a specific context, many of the student suggestions will not reflect the meaning of the concept in the reading selection. Divide the class into groups of 3 or 4 students. Have these teams join together related terms from the larger list. Have the teams provide "evidence" for this grouping—that is, require the students to articulate the common features or properties of the words collected in a group.

Resources:

Interactive Word Walls - This site provides great ideas and activities to use with word walls to make them more interactive.

Word Wall Resource Page - This site provides a wealth of information on building word walls, activities that can be used with students, and other Internet resources.

Make a Word Wall - This site will assist you in developing word cards. All you have to do is type in your word list.

Word Wall - This resource provides a brief explanation of word walls and how to create them. Be sure to check out the video clip of a teacher using the word wall for instruction.

Using Word Walls in the Secondary Classroom - This site will assist secondary teachers who wish to develop word walls for their classrooms. The article provides three strategies to be used during vocabulary instruction.

References:

Armbruster, B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: The U.S. Department of Education.

Brabham, E. G., & Villaume, S. K. (1991). Building Word Walls. The Reading Teacher, 54 (7), p. 700-702.

Brand, M. (2004) Word savvy: Integrated vocabulary, spelling, and word study. Portland, ME: Stenhouse Publishers.

Cunningham, P. M. (2000). Phonics they use: Words for reading and writing. New York, NY: Longman.

Lehr, F., Osborn, J., & Hiebert, F. (2004). A focus on vocabulary. Honolulu, HI: Pacific Resources for Education and Learning. Available: http://survey.prel.org/cs/rel/create/rvb?x-template=pdf_co.form

McKee, J., & Ogle, D. (2005). Integrating instruction: Literacy and science. New York, NY: Guilford Press.

Report of the National Reading Panel (NRP) (2000). Teaching children to read: An evidence-based assessment of scientific research literature on reading and its implications for reading instruction. Washington, DC: US Department of Health and Human Services. Available: http://www.nichd.nih.gov/publications/pubsky.cfm?from=nrp

Routman, R. (2003). Reading essentials: Specifics you need to teach reading well. Portsmouth, NH: Heinemann.

Scott, J., & Nagy, W. “Developing word consciousness.” In Baumann, J., & Kame’enui, E. (Ed.) (2004). Vocabulary instruction: Research to Practice. New York, NY: Guilford Press.

Tankersley, K. (2003). The threads of reading: Strategies for literacy development. Alexandria, VA: Association for the Supervision and Curriculum Development.

Wagstaff, J. (1999). Word walls that work. Instructor, 110 (5), p. 32-33.

Go to Adobe PDF instruction page.

Last Updated May 25, 2005
forpd@mail.ucf.edu | (866) 227-7261 (FL only)

FOR-PD is a project of the ITRC @ UCF College of Education and administered
under a grant from the Florida Department of Education and Just Read, Florida!