![]() Sometimes, you just have to play with the document to see if what you have will work. Make sure the font is big enough that students will be able to read it from anywhere in the room. ![]() Incorporating color in word walls helps students to transfer the information from short-term memory to permanent memory storage. Using color meaningfully heightens our awareness of information by drawing our attention to it. Color is a brain-based learning approach. It’s more beneficial for students to have meaningful and repeated exposure to fewer words per week than to be drilled on twenty or more words at a time, most of which they will forget soon after the quiz. I would suggest not adding more than five to ten words per week to your word wall. If you’re interested in using a word wall in your classroom, keep reading for some specific tips that will help you to maximize its effectiveness. Have students contribute all of the information, but the teacher can be in charge of creating the actual display piece.Teach students how to create content for a word wall.There are two ways to address this concern: Plus, students don’t always understand how to design pieces for a word wall so that they are truly a valuable reference. Speaking from experience, it’s really hard for a word wall to be effective when its illegible. Word walls are most valuable when students take ownership. They are especially helpful for English Learners and struggling readers, but they certainly don’t hurt students who are proficient. While there are many ways to scaffold literacy in ELA and other content area classes, word walls have been proven to work. Each subject has its own set of unique terms students need to master in order to be able to fully comprehend important skills. Consider temporary or permanent divisions on the wall into important categories for your class, such as the division into “academic” and “everyday” language (see citation in Research Basis, above).English, math, science, history, art, physical education – No matter what the content area, students have to be able to speak the language of the class.Make time for students to share instances in which they encounter words from the wall in their own reading and everyday life.As the collection of words grows, invite students to find new ways to arrange them-by linguistic features (same initial letter, rhymes, root families), by synonyms or antonyms, by topical relationships, and so forth. ![]()
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