Wordwall com portable#
In this situation the student should have a portable word wall instead. Sometimes it is easier because a student is struggling to see the words on the word wall because of their position in the classroom or their vision. The biggest reason I am given is because it is “easier”. There is a very obvious reason for this – I was in a classroom last year where a student had removed the word “the” so that he could copy it into his book and another student was then very annoyed because they also needed to use the word “the”.ĭespite this obvious reason for not removing words from the word wall, I find students (and staff) often want to do so. When using the word wall in writing (or at any other time) we never remove the words from the wall. If we spell the word for them that only teaches them to come to us for help – which isn’t a very transferable skill as we are not with them all the time! This will help them to develop their phonemic awareness. If a student wants to write the word “elephant” and it isn’t on the word wall we encourage them to write down every sound they can hear. Magic words always have a star on them as a cue that these are words a student can use to spell other words. We check their word wall and if there is a word up there from the word family -an then we tell them “there’s a magic word under the letter c that can help you spell man. If a student wants to write the word “man”, once again we don’t spell it for them. It helps them to convert the word to a sight word.
discriminate it from the other words on the word wall.I don’t go over and point it out to them – because I want them to become independent in their word wall use. If they are struggling to find it I will give them cues like the beginning letter, number of letters, or the colour of the background to help them find it.
Wordwall com how to#
So – if a student asks me how to spell “what” I quickly look at their word wall, and if it is there, then I say “it’s on your word wall. These resources are the word wall, their growing sight word vocabulary, and their developing phonemic awareness skills, which they can use to write down every sound they can hear in a word. Instead, we focus on teaching students to use the resources available to them to support their writing. (Did I mention we shouldn’t ever tell them how to spell it?). However, we also need to teach them how they can use the word wall to support themselves in the writing block.ĭuring any writing task, if a student wants to know how to spell a word, we NEVER, EVER, EVER, EVER write or spell it for them.
The word wall activities we do in the working with words block are aimed at converting high frequency words and word family words into sight words – and teaching students the skills to work with these words. For conventional (and transitional) students, we need to make sure they can write words which aren’t phonetically predictable – and that they can read and write high frequency words more or less instantly.
0 kommentar(er)
