Vocabulary Word Walls
Most of us know about traditional word walls: high frequency words arranged alphabetically on a bulletin board to support emerging writers. However, in many cases, these walls were often static, becoming little more than pretty wallpaper that would eventually be ignored. Words were displayed in September and rarely changed throughout the year. In addition, the executive function challenges of transferring spelling from the wall to their paper was often overwhelming for our young writers, interrupting their composition.
Knowing this, some teachers would create individual portable word walls to house in writing folders. Others put the words on key rings (by initial letter) to hang on hooks under the marker rail of a white board. But again, composition was disrupted as the writer needed to leave their piece to get the correct ring and then flip through it to find - hopefully - the word they were searching for.
Vocabulary Word Walls are different. First of all, they are not arranged alphabetically. Rather, they are structured by topic or unit - for both ELA and content areas. This display often resembles a type of graphic organizer, making connections and showing relationships between words. Since these walls are topic/unit-related, they are not static. They change as the unit changes.
In an effort to make these walls interactive, students often contribute to their creation - choosing words to add or drawing pictures to represent meaning. Messier than pretty TpT displays, but more effective as a visual scaffold for word acquisition. The words are not displayed in isolation. Often they will have an image or example, a student-friendly definition, or even a brief sentence to model usage.
Pocket charts, velcro dots and large sticky notes allow words to be moved and sorted as a unit progresses. If stapled, teachers may use yarn to make connections between words. However you set up your wall, be sure it is visible and accessible. Students should be able to view it from their desks and, if possible, be at a height they can reach.
What happens when the unit is over? You can take a photo and have students add it to their vocabulary notebooks. Some teachers prefer students to copy the words and framework as it emerges across the unit.
Gone is the mere pretty display. Now you have a real tool for word learning!
Resources:
Mossflower Reading and Writing Project
Coming Next Month: Vocabulary Notebooks
