Interactive Word Walls Research Paper

Teacher leads discussion and Introduces new vocabulary terms by giving a description, explanation, and examples of the term. The students will draw pictures, symbols or use graphic organizers to represent new terms. Students will discuss terms in small groups.

A word wall for scientific vocabulary can be created for courses like Chemistry, Physical Science, Earth Science, and Physics core classes. For example, in chemistry a word wall for physical changes, chemical change, and periodic table vocabulary can be constructed by the students. For Physics, words like speed, velocity, kinetic energy, and potential energy can be posted on the wall for a lesson on forces and motion to help facilitate the acquisition of academic terminology for ELL learners in the field of science. Also concepts that are opposite to each other like strong/weak, long/short. Hot/cold, soft/hard, ect. allows students to develop critical thinking skills required for comparing and contract analysis.

al. 2014. p.451). By using questions, it helps engage the students and makes them think about the topic and then share the ideas that they have with the class. It also is important to increase the wait time to let all students think of ideas (Ornstein et. al. 2014. p.451). This allows all students to be active in the classroom. Mrs. Z used this effectively in her classroom.

If we are just allowing readable text, controlled text in our student’s boxes, we lose interest and students are not engaged. Being mindful of content, schema, motivation, variety and purpose will help our students engagement and acceleration as

What is it like? What are some examples? This will help the student to create a more personal connection with the words in the text and more than likely they will recall the vocabulary learn in future references. Another idea is by creating a word wall with all of the vocabulary learn. You will add a photograph to the word so they can visualize the word, the definition, and a translation of the word if pessary for the students who might need

Just next to the erasable board there is calendar that displays the student’s birthdays. On the south end of the the classroom a smart board is available for the classroom. Next to the smart board there is another erasable board that the teacher writes down a list of skills that the students have and will learn for each week. My favorite part about the classroom was the reading section of the classroom and the library of books available to the students. The south-end length of the classroom has book cases filled with a variety of books. The books are organized by subjects ranging from popular chapter books such as the Diary of a Wimpy Kid, Captain Underpants to science and holiday themed books. The reading area has a a colorful round rug and a rocking chair for the teacher to sit in and read to her students. Next to the reading section there is a round table that the teacher has available for students to come sit at when they need additional help. Furthermore when entering the classroom the west side of the classroom is filled with large windows with beige roller shades. The teacher made use of these shades by taping large easel pads onto the shades. These large easel pad are used for visual learning to refer back to when they are working on math, reading, and language

    It was a Monday morning and students were noisy as they entered the classroom.  They slowly retrieved their notebooks from the drawer in the front of the class. This left me with the following idea which I will use in my own classroom of each student using an interactive notebook which is stored in the classroom. They can never “forget” their notebook, because it is kept in class. Also, the students past stories, directions, examples and text from other sources in the notebook and then respond to these in their notebook. The notebook is broken down into different sections such as “literature”, “vocabulary” and “test practice”.  This

Some people are afraid of snakes, others flying or small spaces. I’m afraid of words. Words fail me. They limit me. Words are slippery and inconsistent. They trap the complex, lively pictures inside my head and keep them unshared. Most people think of word walls as a display in a second-grade classroom, a tool used for helping students to learn to

Interactive Notebooks are broadly utilized as a part of classrooms; some school systems have made them required for specific subjects while in other systems, instructors use them independently. The reason behind an interactive notebooks is to help students organize, and synthesize information given to them in class. The thinking behind Interactive notebooks started with instructional procedures, for example, note taking, idea mapping, and association of data as well as brain research about how students learn best. Interactive notebooks combine all of the research into one instructional strategy to advance student learning.

example, Mrs. Black used cards to talk about root words, adding on suffixed and affixed. She had cards for the students to manipulate which was a great idea. However, then the ideas was to tape the cards to the

After introducing the informational text we are looking at, we will discuss what an informational text is. I will explain that when good readers read informational text they use the words, illustrations, and think of questions about things the students may wonder. I will tell the students we are going to watch a video about the 5 W’s, which are type of questions to ask when reading. Once the video is over, I will ask the students to raise their hand and tell me one of the W’s mentioned in the video. Ad the students share their answer orally, I will write the W word on the board. If students need reminding, I will hint towards the one they are missing. Next in the lesson I will introduce the students to a KWL chart. I will explain what each

As I went through the terms, I had them watch my example/illustration and then have them create their own. While most of the students are still at the level where they copy my definition and example, it still allows for the more advanced students to process and comprehend the terms to write paraphrased definitions and construct their own examples/illustrations. Having the definitions already printed for the students who struggle with English helped with the class pacing. Because of that, the students were able to finish filling in their sheets in the time provided. Having the colored pencils also allowed the students to personalize and take ownership of their

The organization of information is the part of the human psyche, we begin organizing images into “categories” from birth; and as we grow up we develop more complex organizational skills to “sort” out daily information (Taylor & Joudrey, 2009, p, 1). From there we are able to retrieve the information we have stored in our brains, when needed.

My observation for Ms. Lydicks class begin with a new lesson for the week. The students went over quadrilaterals such as; pentagon, hexagon, heptagon..etc. This week i was asked to provide a paragraph about the decor of the classroom.

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).