word wall

I can't imagine teaching spelling without a word wall. At my last school, the reading coordinator showed us the benefits of using a word wall. Before that, it was just a bulletin board that I displayed and posted some words every so often. Now, I use it everyday. Here is a copy of the lesson plan I create each week to plan out instruction:


On Monday, I introduce five new words. Four of them are first grade sight words and one rime. Tuesday through Thursday, we review words already on the word wall. My kids grab a whiteboard, dry erase marker, and eraser to do their work. On Friday, we have dictation with paper and pencil. Here is a more detailed explanation of the different activities:

Clap, Chant, and Write
Five words are added to the Word Wall each week. This activity is used to study the five new words (on Mondays) and may be selected to review any words (on other days).

1. Tell students to number their whiteboard 1 through 5.
2. Teach five words, using each one in a sentence, and pointing out salient features of each one: patterns, sounds, connections to other words, etc.
3. Tell students to say the word.
4. Tell students to chant the word (adding a snap, clap, stomp, or cheer).
5. Tell students to write each of the words.
6. Shows the words one at a time. Have students clap and chant the spelling as they correct their own papers. (Example: b clap e clap c clap a clap u clap s clap e- because)
7. On other days, any five words from the Word Wall are called and written for practice; and clapped and chanted as students check their papers.
   

Cross Checking (Meaning and Visual)

1. Tell students they will have to decide which Word Wall word makes sense in your sentence and begins correctly.
2. Write the first letter of each word on the board. Then say a sentence, leaving out a word that begins with that letter.
3. Tell students to decide which word makes sense and writes that word. (Example: Write d on the board and say: “It begins with d and fits in this sentence: ‘We saw a beautiful _____ when we walked in the woods.’” The students write deer.)
4. After five sentences, have students check their work. Read the sentence again, and have students say the word and chant its spelling.
   

Be a Mind Reader
This is a guessing game that students enjoy.

1. Tell students to number their whiteboard 1 through 5, but tell them they are searching for only one correct word from the Word Wall.
2. Give five clues which progressively narrow the choices to one correct word. Students will try to find the correct word early in the game. If she/he is a good “mind reader,” she/he will get the word before the fifth clue and final clue. The last clue should narrow the choices to just one word. Number 1 is always the same clue: “It’s one of the words on the Word Wall.” Other clues might involve the beginning, ending, number of syllables or number of letters, the vowel sound, a word that rhymes with it, etc. At the end of the game, the teacher shows the word and determines who is a “mind reader.” Number 5 is always a sentence using the word.
   

Analogy

1. Tell students to number their whiteboard 1 through 5.
2. Ask, “What word on the Word Wall can we look at to spell _____?” (Example: Look under r. Which word can help us spell pride? The answer will be ride.) At first, you may want to tell students which letter to look under. As they work with the Word Wall words daily, this should become unnecessary.
3. In early lessons, use rhyming words, or word families. As learning progresses, use other phonetic elements. (Example: “What word on the Word Wall can we look at if we need to spell part (party), or quick (quickly), or excite (explain).
   

Dictation
This strategy allows the students to practice listening, reading, spelling, handwriting, and proofreading in one activity. It enables the students to become fluent in writing high-frequency words.

1. Make five sentences that are composed of words on the Word Wall.
2. Say the whole sentence and repeat the sentence one word at a time as the students write the sentence. It is okay for them to look at the Word Wall.
3. Try to make at least one sentence a question. Ask students to compose dictation sentences to be used with the whole class.

Here are the 37 most commonly found rimes:


Word Wall is now a daily part of our school day. My kids constantly reference it for help or I remind them to use it to help them spell. I only expect the words on the word wall to be spelled correctly.

100th Day of School

The 100th day of school is coming up. It was suppose to be February 2nd but we had a snow day today so... now it's February 3rd. Nevertheless, I'm looking forward to the day. It's going to be a lot of fun.

Last year, my team started to celebrate the 100th day in a new way and we are continuing the practice. With the help of parent volunteers, we are going to have 4-5 stations that groups of kids will visit. Here some of the things I plan on doing:

100 Name Game- Students will make a pattern using their name and a 100 Chart.

1. Ask: How many letters are in your name?
2. Pass out a blank hundred chart.
   
3. Have students write a letter in each square to spell their name. Tell them to continue doing this until they reach the last square.
4. (when finished) Ask: How many times did you write your name completely?
5. Have students color the squares following the pattern of their name. Each letter should be the same color.
6. (when finished) Ask: What is your pattern? How many times did your pattern repeat?
   

source: Flickr

Fruit Loops Necklace- Students will string a necklace of 100 Fruit Loops.

1. Have students use the 100 Chart to count the Fruit Loops.
2. Have students identify groups of Fruit Loops. After you ask about the different groups, work with students to confirm the how many groups are in 100.
3. Ask: How many groups of 5 (10, 20, 25, 50, and 100) are in 100?
4. Have students string a necklace of 100 Fruit Loops.
5. Students can wear it now and eat it later for a snack.
   

source: www.apples4theteacher.com

The Wolf’s Chicken Stew- Students will enjoy a story and complete a color, sort, and count activity.

1. Introduce the story The Wolf’s Chicken Stew.
2. Read the story aloud.
3. Pass out the 100 sheet (It has several pictures within the number 100).
4. Have students color the objects following the key. Then sort and count the objects.
   

100 Stickers- Students will use Pixie to complete a 100 sticker project.

1. Have students log on to the computer and open Pixie.
2. Have them label their document: Name('s) 100 Stamps.
3. Have them arrange a sticker on the work canvas ten times in a row. They will continue to do this with a new sticker for each row. It’s complete after they have 100 stickers.
4. Have students identify groups of stickers. After you ask about the different groups, work with students to confirm the how many groups are in 100.
5. Ask: How many groups of 5 (10, 20, 25, 50, and 100) are in 100?
   

Flip a Coin- Students will estimate and test how many times they will get heads or tails.

1. Tell students they will flip a coin to see how many times they will get heads or tails.
2. Talk about the terms- most likely, least likely, and equally likely.
3. Ask: Do you think you will most likely, least likely or equally likely flip heads? Why?
4. Have them predict how many times they will get heads or tails.
5. Either have students flip a coin or you flip a coin.
6. Have students tally if they got heads or tails.
7. Continue to do this 99 more times.
8. Talk about the results.

I hope these are some ideas you can use. Have a great 100th day!