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Vocabulary:

Using Word Walls

to Promote

Vocabulary Growth,Reading and

LearningCompiled by Bette Mueller

1

Feb. 2006Prairie Spirit School Division

1-204-242-2188 / [email protected]/[email protected]

Vocabulary Knowledge – An Essential Part of Reading and Learning

To make a word part of their reading, writing, listening and speaking vocabulary, students need both a definitional and contextual knowledge of the word gained

through many and varied exposures to it.Research suggests that, on average, students need six – ten exposures before they begin

to learn to recall a new word and make it part of their knowledge.

Vocabulary Instruction As A Way to Enhance Academic Background Knowledge Robert Marzano Building Background Knowledge for Academic Achievement ASCD, 2004

Characteristics of Effective Direct Vocabulary Instruction:

Characteristic 1: Effective vocabulary instruction does not rely on definitions.

Characteristic 2: Students must represent their knowledge of words in linguistic and

nonlinguistic ways.

Characteristic 3: Effective vocabulary instruction involves the gradual shaping of word

meanings through multiple exposures. (linguistic and nonlinguistic

representations, identifying similarities and differences, comparing,

classifying, creating metaphors, creating analogies)

Characteristic 4: Teaching word parts enhances students’ understanding of terms.

Characteristic 5: Different types of words require different types of instruction.

Characteristic 6: Students should discuss the terms they are learning.

Characteristic 7: Students should play with words. 2

Characteristic 8: Instruction should focus on terms that have a high probability of

enhancing academic success.

Effective Use of a Vocabulary Wall Word walls must be active not passive.

Various Uses of a Vocabulary Wall Content specific *** General vocabulary Topics/themes Parts of speech (verbs, nouns) Student generated Words to use in stead of –ie “said”, “get”. These words might RIP while others are explored.

Many classrooms have word walls on display. Begin building a vocabulary wall

At the beginning of the lesson. When new terms are being introduced, discuss the term- if possible embed it in content –make a card (or have it made ahead of time) and place it on the “wall”.( a bulletin board or a designated section of the classroom or in a box.)

Note – don‘t pre-teach terms separately from the content. Try to embed the term in content before students see it.

At the end of a class when new terms have been discussed Identify or have students identify new terms that appear in the lesson. Write the terms on separate cards. Place the terms on the vocabulary wall

Using the Vocabulary Wall Effectively: Research tells us that vocabulary study should provide both definitional and contextual knowledge through multiple and varied exposures to the word. How can the words become an active part of the classroom learning.

Quickly refer to them each day. Put the definitions in a hat and have students draw one out, read it and identify the

term it refers to. (Call a friend if help is needed?) Begin to build other activities into the lesson as the number of terms increases..

“I Have, Who Has” activity using the terms. P.5 Vocabulary Rating p.6,7 Numbered Heads Together p8 Vocabulary Cycle. Have students work in pairs and place terms on a vocabulary

cycle. They could do an oral defense of their choices once they have completed the task. P9 –form p10 (note the text ,”Click to add text” will disappear when the page is copied.)

Once a number of terms have been identified, have students do a Word Sort, Sort and Predict or Sort and Create in small groups p 11,12,13, 14

For difficult terms that are actually concepts, use concept definition maps.P15 -24 Finally, use the Three Point approach to record terms and definitions as a study

sheet. P25, 26

Word walls may also be used to discuss and study interesting nouns, adjectives, adverbs, and other parts of speech that might seem appropriate. Students may bring in words to be categorized on the wall or bulletin board.

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Encourage students to bring words from their reading, discussions and listening and viewing. Use the wall for the different connotations a word might have Similes, antonyms, and homonyms, and parts of speech may also be noted.

How to Use a Word Wall for quick reviews and for “what do we do when we’re done??

Make crossword puzzles using the terms and have them available when students complete their work. Use on-line crossword puzzle makers. See below

Make word searches. See below (not effective for definitions just word recognition –unless the definition is given rather than the tern)

Make word scrambles. See below(not effective for definitions just word recognition)

Have students work in pairs and choose two words each. Then have them explain the relationship of one of their words to the other word.

Play “I Have, Who Has” –see handout p.5 Put the words or definitions in a hat. Each student will

draw and give the corresponding word or definition. Do a quick word sort. –see p.11 Make, or have students make, vocabulary concentration

games. Do a semantic feature analysis – alone or in pairs. (See

following example)

Sites for crossword puzzles etc.

http://puzzlemaker.school.discovery.com/code/BuildWordSearch.asphttp://www.varietygames.com/CW/

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http://www.varietygames.com/CW/

http://puzzlemaker.school.discovery.com/code/BuildWordSearch.asp

http://www.teach-nology.com/web_tools/work_sheets/http://www.vocabulary.com/http://www.vocabulary.co.il/ This site has activities for teaching new words such as clicking on the picture and hearing the word.(ESL Learners)http://www.funbrain.com/vocab/ This site would also be good for ESL learners

“I have...........” “Who has....”

I have -

Who has -

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Who has -

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Who has -

I have -

Who has -

I have -

Who has -

I have -

Who has -

I have -

Who has -

I have -.

Who has -

I have -

Who has -

I have -

Who has -

I have -

Who has -

I have -

Who has -

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http://www.funbrain.com/vocab/

http://www.vocabulary.com/

http://www.teach-nology.com/web_tools/work_sheets/

I have -

Who has -

I have -

Who has -

I have -

Who has -

Vocabulary Rating

It is generally accepted that students learn vocabulary more effectively when they are directly involved in constructing meaning rather than in memorizing definitions or synonyms.

Purpose:To expand vocabularyTo become increasingly aware that similar words are often somewhat different.To provide students with many and varied exposures to a word or a group of words.(research says students must have many exposures to a word and use a word in a variety of context, over time.Class configuration: Small groups (3-students)

Identify word(s) to study: Find 5-6 similes in a thesaurusWorking in a small group, have students list and order the similes from most important to least important, from most useful to least useful, from most expressive or emphatic to least, or most Example:

bigenormousmammothsizeable

largehulkingmassive

As a group put the words that have a similar meaning to big in order of the smallest to largest. When the list is complete write a few objects beside each word that might be used with the word. Big mouthful bird step ___________ _____________________________________________________ __________________________________________ ___________ __________________________________________ ___________ __________________________________________ ___________ __________________________________________ ___________ __________________________________________

Follow-up: If the words are important and difficult Form groups of six by joining two groups. (base group of 6)

Give each student in each group one of the words. All the students who have “enormous” meet as a group, all students who have mammoth work

together as a group – and so on.

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Each group now writes a justification –a first person persuasive paragraph – explaining why the word is the most important, or most emphatic or most __________etc.

Before they begin writing, students must identify the criteria for the paragraph and the teacher will write it on the board. (The teacher can add points missed)

Students return to their earlier group of six (base group of 6) and read their persuasive paragraphs to the group.

Finally, one person representing each word, reads the paragraph aloud to the class and each group rates it according to the criteria.

The paragraphs are handed in to the teacher who will may post them on the bulleting board. The rating forms are also handed in.

Using vocabulary rating in the content courses:

Content teachers can use this strategy as students learn specific content words. Geography: For instance, a teacher could choose 4-6 terms being studied in a

geography unit on climate. Students could rate the words from most to least important in the study. They could then write use the words with

Math:Study of the circle

Terms –radius, diameter, circumference, diameter

Working in groups of 4, rate the words from most to least important to the study of a circle –or to the understanding of a circle. Beside each write a brief definition

___________ __________________________________________ ___________ __________________________________________ ___________ __________________________________________ ___________ __________________________________________ ___________ _____________________________________________________ __________________________________________

The following steps might also be used if the words are important and difficult Each student is given (takes) one of the terms. All students with the same terms form a larger group. Each group now writes a justification –a first person persuasive paragraph –

explaining why the word is the most important to the study of the circle.(, or most emphatic or most __________etc.

Before they begin writing, students must identify the criteria for the paragraph and the teacher will write it on the board. (The teacher can add points missed)

Students return to their earlier group) and read their persuasive paragraphs to the group.

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Finally, one person representing each word, reads the paragraph aloud to the class and each group rates it according to the criteria.

The paragraphs are handed in to the teacher who will may post them on the bulleting board. The rating forms are also handed in.

Numbered Heads Together

Students are placed in groups of 3-5.

Students are numbered from 1-to 3,4,or 5 in the groups.

The teacher asks a question.

Students put their heads together and decide on the correct answer and make sure that everyone in the group knows the answer.

The teacher calls a number and students with the number stand or raise their hands.

The teacher asks the students to give the answer. If it is a short answer, all students with the “number “ may answer at the same time. If the answer is longer, one student may be called upon to answer.

Variations Scores may be kept so groups compete against each other.

All students with the “number” may raise their hands when the number is called rather than standing.

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If the answer has several steps or parts, each student with the “number” may give a part of the answer.

After the answers are given all students confirm whether the answer is correct by a thumbs up or a thumbs down.

If the concept is difficult the teacher may call a number and have the students remain seated as each student gives the answer to his own group. Then students in the group decide if or to what degree the answer is correct. The teacher then calls another number and the answers are given publicly.

If an answer is given that isn’t complete, the teacher can ask someone else for more information.

Vocabulary Cycle

Purpose:1. To develop and review vocabulary.

2. To activate prior knowledge - depending on how the strategy is used.

3. To review

4. For assessment

Steps:

1. The teacher (or students) lists nine words in the center of the cycle.

2. Students choose the initial two words and identify the connection between them. The words are placed in the adjoining ovals and the relationships are written between them.

3. Students continue the process until the cycle is complete.4. Students might give an oral defense of their choices.Variation:The words are printed separately on large cards and students make the cycle on the floor.

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Vocabulary Cycle

Place words in the arrows and explain how the words relate to each other in the rectangles.

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Listtermshere

Word SortsWord Sort – with cards (From – Teaching reading in the content areas by Billmeyer and Barton1998

Closed Sort11

Students copy vocabulary terms onto a 3” by 5” cards., one word per card.Individually or in groups, students sort cards into categories. Students might be provided with categories or they might provide their own.

Open Sort - similar to a Card SortStudents generate their own words on a topic, write them on cards and sort.After the cards are sorted into categories students might be asked to re-sort

by re-categorizing the words.

Sort and Predict

Explanation: Sort and Predict is a predicting and categorizing strategy. It can be used to:

5. To activate Prior Knowledge

6. To focus students on terms

7. To make connections with what student know and what

they are about to learn

8. To review

Steps:

- The teacher provides students with 20 - 30 key terms.

- Working in partners or small groups, students predict the meanings of the

words and sort them into categories.

- If students have not done this strategy before or if the terms are very

unfamiliar, the teacher may want to provide categories for students.

- The strategy may be combined with a Word Wall or a Word Box

as a review. The teacher takes the words from the word wall or

word box and types them onto a Sort and Predict frame. Students

work in groups sorting the terms and reviewing as they do.

- A gallery walk makes an excellent follow-up to a Sort and Predict.

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Sort and Predict

Terms

sushi

kimono

judo

sumo

tempura

tatami

futon

chop sticks

jujitsu

miso soup

kabuki

tea ceremony

origami

kendo

tofu

woodblock print

martial arts

obi

rice paper

windows

noh

ikebana

karate

Sort and Predict is found on page 6.33 of the Handbook, Differentiating Instruction, Success for All Learners.

Sort and Predict

Terms

Sort and Predict is found on page 6.33 of the Handbook, Differentiating Instruction, Success for All Learne

SORT AND CREATE - a variation of Sort and Predict

Purpose: To activate and extend prior knowledge.To categorize information and ideasTo help students focus on material.To help students make connections between what they know and what they are about to learn.

Preparation: A number of terms from the unit students are about to learn are typed on a large sheet of paper. One paper is made for each group. The terms may be both familiar and unfamiliar words.Variation - terms are typed on individual cards and each group is given a complete set of cards.

Steps: Working in groups, the students place the cards in categories. If the terms are on one sheet of paper, they will have to cut them out first.Once all terms are placed in categories, the categories are labeled.Students generate two or three more terms per category and add them to their terms.The students, then, move around the room and look at each others categories and new terms. When the students return to their own tables, they add to their categories and re-categorize if they wish.Students make a poster with their cards. They may add drawings or diagrams as well.Each group does a short presentation, explaining its poster to the class.Teachers will often have the groups redo their posters as the unit progresses.

Variations: Use pictures.Use this strategy to review terms or ideas .

In the Early Years, this strategy may be used at an Activity Center.

Concept Definition Map

Concept mapping is a strategy for teaching students the meaning of key concepts. They are graphic organizers that help students understand essential attributes, qualities or characteristics of a word’s meaning. Students describe what the concept is, make comparisons, tell what it is like and cite examples. Teaching Reading in Science, Barton and Jordan

Concept Definition MapFor a Polygon

Taken from Mid-continent Research for Education and Learning

What is it like/

Characteristics

Examples

What is it? (category? definition)

Mathematical ShapeClosed

Plane Figure

Each side meets exactly two other sides

Word/Concept

Polygon

Example

Pentagon

Example

Hexagon

Example

Rhombus

Sides are Segments

Brief note/diagram:

Concept definition Map

What is it like/

Characteristics

Examples

Brief note/diagram:


Example

Word/Concept

Example

Example ExampleExample


Taken from Mid-continent Research for Education and Learning

What is it like/

Characteristics

Examples

Brief note/diagram:

What is it? (category? definition)Number concept fraction with

denominator 100(percent)

Percents can be written in fraction or decimal form

Additive when base is same: 70% of 130=50% of 130 +20% of 130

Benchmarks percents 10% 25% 50%

Comparisons

Ratio

Word/ConceptPercent

ExampleInterest rates

ExampleTest scores Example

Discounts

Comparisons

Fractions

N% of A is the same as A% of n


What is it like? Characteristics

Examples

Brief notes/diagram:

What is it? (category?-definition)

government

Form of government

People guaranteed the right to choose the government

People guaranteed civil rights

ExampleCanada

Comparisons/contrast

Anarchy

The Word

democracy

ExampleSweden

ExampleUnited States

ExampleUnited Kingdom

ExampleJapan


What is it like/

Characteristics

Examples

Brief note/diagram:


Example

Comparisons/contrasts

Word/Concept

Example

Example ExampleExample

Comparisons/contrasts

Concept organizer 1

Characteristics

Concept or Key Word

Draw a representation (picture/diagram) List at least 5 facts about the concept.

Write 2 questions. Give examples

Characteristics

Concept or Key Word

Definition

Frayer plus

Concept - Term Essential Characteristics What is it always? Non-essential Characteristics What is it sometimes?

Concept –term:

Examples Non-examples: What is similar but not an example?

Drawing or diagram

Definition

Essential Characteristics Always

Feathers Hollow bones

Warm-blooded Breathe air with lungs Wings beaks

Non-essential characteristicsSometimes

Ability to fly Live in a next in a tree

ExamplesRobinsMeadowlarksParrotsEaglesEaglesOstrichespenguins

Non-examples – what is similar but not an example?

BatsFlying reptilesInsectsFlying squirrels

Diagram/figurative representation

Essential CharacteristicsAlways


WordBirds

Set of ordered pairs with no two

pairs having the same first element.Has a domain and range

May be one-to-oneMay be linear (has a straight line graph)

Inverse may be a function

Examples

F(x)=2x+1

Y= 1x1 Area of a circle with given radius

Non-examples: What is similar but not an example?

y < xPerimeter of a rectangle with given area


Essential characteristicsAlways


Examples Non-examples What is similar but not an example?


Word Function

Word

Essential characteristicsAlways


ExamplesNon-examples What is similar but

not an example?


Vocabulary -Three Point Approach

Definition:

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Term:

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Synonym, Formula, Example

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Visual Representation (Diagram, sketch)

Definition:

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Term:

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Definition:

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Term:

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Word

Vocabulary -Three Point Approach

Definition:

_____________________________________

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Term:

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Definition:

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Term:

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Definition:

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Term:

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Vocabulary Frame

Vocabulary Term Visual Representation

Definition Personal Association



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