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Word Wall
"Galileo" 2.06
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Plan Author: David Riddick
Date Created: 10/17/2002 11:27:41 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
30 Students. 20 boys and 10 girls. 10 E0s; 10 RFP's 9 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Language Arts (English)
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Goal(s):
Students will have an appreciation of a literature word wall to place interesting,
confusing, and important words from a story.
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Concept(s):
Student will learn strategies such as, word structure, apposition and context
clues to decipher meanings of unfamiliar words.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Understanding and Organizing Subject
Matter for Student Learning
TPE: A. Making Subject Matter Comprehensible to Students
CSTP Description: Teachers exhibit strong working knowledge of subject
matter and student development. Teachers organize curriculum to
facilitate students’ understanding of the central themes, concepts, and
skills in the subject area. Teachers interrelate ideas and information
within and across curricular areas to extend students’ understanding.
Teachers use their knowledge of student development, subject matter,
instructional resources and teaching strategies to make subject matter
accessible to all students.
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• CSTP Key Element : Organizing curriculum to support student
understanding of subject matter.
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 Question : organize subject matter
effectively to reveal and value different cultural perspectives?
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CA- California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Five
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• Area : Reading
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• Sub-Strand 1.0: Word Analysis, Fluency, and Systematic Vocabulary
Development
Students use their knowledge of word origins and word relationships, as
well as histori-cal and literary context clues, to determine the meaning
of specialized vocabulary and to understand the precise meaning of
grade-level-appropriate words.
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• Concept : Vocabulary and Concept Development
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Standard 1.2: Use word origins to
determine the meaning of unknown words.
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Standard 1.4: Know abstract, derived
roots and affixes from Greek and Latin and use this knowledge to analyze
the meaning of complex words (e.g., controversial).
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Objective(s):
Cognitive: Students will use strategies to find the meanings of unfamiliar
words.
Observable behavior: Students will scout the text for unknown words and use
context clues, apposition, and word structure to decipher the meaning.
Criteria: Given a list of words from the word wall, students will write a
short story, 1-2 paragraphs using at least 5 vocabulary words with 85%
accuracy.
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Prerequisite Background Skills/Knowledge:
Students should be cognizant of strategies to figure out meanings of unfamiliar
words such as: apposition, word structure, and context clues.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes from the Word Wall and write them in their
Language Arts section.
Reading: Students read from the Open Court text. The story is "Galileo."
Vocabulary: apposition, word structure, context clues, observe, observatory,
observation, concave, convex, celestial, apparatus, astronomy, astronomer,
alliteration.
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Materials:
1) Pencil & Paper
2) Markers - red, green, blue
3) Transparencies
4) Transparency pen
5) Butcher paper
6) Open Court textbook
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Open Court and will be the first volunteers to place a word on the word wall.
I will give out extra credit points for students who participate and who are
actively engaged.
Procedure: Body
Input:
1st: Point our standards we are working on (posted).
2nd: Establish a sense of academia by introducing vocabulary for this lesson.
Review the background vocabulary they need to know, and deepen their
understanding by illustrating an overhead of Galileo.
3rd: I will model how a Word Wall works. I will make two columns. Students
will be browse the story "Galileo" for words they find interesting,
confusing, or important. They will make a list in their notebooks first,
emulating the word walls. Students will divide their notebooks into two
columns.
1st column will be the vocabulary words.
2nd column will be the synonyms for the word.
4th: As students raise their hands with words they want to add to list the
list I will write them on the word wall. As I write the words on the word
wall, students will write it in their notebooks.
5th: As we write the vocabulary words in the first column, I will call on
students to use their vocabulary strategies to find a synonym for the word in
the 2nd column. I will encourage students to use strategies they know:
apposition, word structure, and context clues.
6th: I will promote high level and/or open-ended questions by having them
write a poem, a play, short story, or a paragraph using at least 5 vocabulary
words from the word wall.
Guided Practice:
I will introduce the word wall and write two heading for the columns,
vocabulary word and synonyms.
Students will browse the desk, and find vocabulary words. We will list the
words on the word wall.
Independent Practice:
Students will use the word wall to write a poem, a play, short story, or a
paragraph using at least 5 vocabulary words.
Procedure: Close
To close the lesson and summarize what was learned, students will reflect in
their journals what they learned and vocabulary introduced. I will hand it
over to the class to discuss what they learned, giving them ownership of
their learning.
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Assessment:
Students will use words from the word wall to make a sentence or short story.
They will write a short story, 1-2 paragraphs using at least 5 vocabulary
words with 85% accuracy. Sample words include:
observatory, observation, convex, concave, constellation, celestial,
apparatus, astronomy, astronomer.
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. The word wall activity supported a
balanced literacy program by having students use their knowledge of word
origins and word relationships to determine the meaning of specialized
vocabulary.
I correctly anticipated the class would be engaged by learning new words and
strategies to define those words. Evidence the lesson went well is supported
by the criteria of the objective. The students wrote a short story based on
the words we created on the word wall with an 85% accuracy.
If I were to teach this lesson again to develop additional word walls, I
would put it in the hands of my students. This would allow them to work in
cooperative groups and establish their own word walls to post in class. I
think this would enable all of my students to become active in learning new
strategies for vocabulary.
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