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Research Notes
Powerpoint
Paper
(pasted by Shannon, from Diana's original email):
Brabham, E., & Villaume, S. (2001). Building walls of words. Reading Teacher, 54(7), 700. Retrieved from EBSCOhost.
What are word walls?
Although teachers make different decisions about how to display, arrange, and use word walls in their classrooms, most word walls share common characteristics.
All are collections of words that are developmentally appropriate for study by students in the classroom.
Words are selected for specific instructional purposes.
Collections are cumulative; as new words are introduced, familiar words remain for further study.
Activities and talk about word walls provide conversational scaffolds that structure the ways that students study, think about, and use words.
Words on walls serve as visual scaffolds that temporarily assist students in independent reading and writing.
AN0004279386-4What purposes do word walls serve?
Some teachers use them to facilitate word analysis; other teachers use them to provide models of commonly misspelled words; still others use them to build vocabulary from units of study.
Word walls not only empower students, they also empower teachers. As students work with them, words on the wall become anchored in long-term memory in ways that allow quick and easy access, promote detection of patterns, and encourage connections between words.
word walls display a visible record of skills taught and content studied.
-We now avoid adding words that offer no new spelling patterns.
Similarly, Pinnell and Fountas (1998) emphasized the importance of interactive word walls. For word walls to be effective with beginning readers and writers, teachers must plan activities that invite students to develop deeper understandings of the relationships between letters and sounds and that explicitly show them how to use word parts as springboards for reading and spelling other words.
Torgenson, J. K., Wagner, R. K., & Rashotte, C. A., (1994). Longitudinal Studies of Phonological Processing and Reading. Journal of Learning Disabilities, 27 (5), 276-286
p. 285 “These findings have important implications for the idea that phonological awareness training prior to reading instruction may be one way to significantly reduce the incidence of reading disabilities among young children.”
“we strongly recommend that training in phonological awareness be included in any preventive or remedial program for children either at-risk for or identified with reading disabilities. However, our experience in training groups of at-risk children suggests that training procedures that are more explicit or more intense than those typically found in the research literature may be required in order to have a substantial impact on the phonological awareness of many children with severe reading disabilities.”
Chall, J. S. (1967). Learning to Read: The Great Debate.
“From about 1930 on…most texbooks for teachers and published reading programs for children agreed on the following principles:
1. …right from the start, not only word recognition, but also comprehension and interpretation, appreciation, and application of what is read to the study of personal and social problems.
2. The child should start with “meaningful reading” of whole words, sentences, and stories as closely geared to his own experiences and interests as possible. Silent reading should be stressed from the beginning.
3. After the child recognizes “at sight” about fifty words…, he should begin to study, through analyzing words “learned as whole,” the relationship between the sounds in spoken words (phonemes) and the letters representing them (graphemes), i.e., phonics. However, even before instruction in phonics is begun, and after, the child should be encouraged to identify new words by picture and meaning clues…
4. Instruction in phonics and other means of identifying words should be spread over the six years of elementary school. Usually, instruction in phonics is started slowly in grade 1, gathering momentum in grades 2 and 3.
5. Drill or practice in phonics “in isolation” …should be avoided; instead, phonics should be “integrated” with the “meaningful” connected reading…
6. The words in…The should be carefully controlled on a meaning-frequency principle…
7. The child should have a slow and easy start in the first grade...
8. Children should be instructed in small groups (usually three in a class) selected on the basis of their achievement in reading.”
Felton, R.H. (1993). Effects of instruction on the decoding skills of children with
phonological-processing problems. Journal of Learning Disabilities, 26,
583-589.
“Children who become overly reliant on letter by letter decoding must be systematically taught to process larger and larger chunks of words. Teaching children to break words into onset and rime (i.e., initial consonant(s) and the vowel plus ending consonant(s) is a very useful technique.” ----Chunking
“Teach for automaticity. Once basic decoding skills are mastered, the child must be exposed to words (which can be decoded) sufficient times so that the words become automatically assessable. In addition, children must learn a set of frequently used irregular words. For some children, particularly with those with retrieval/naming problems, developing automaticity requires tremendous amounts of practice.”
Letter Factory
http://www.youtube.com/watch?v=k1mlsQWJjCE
Electric Company
St- sound
http://www.youtube.com/watch?v=KMLZJVYckIc
-ight
http://www.youtube.com/watch?v=7W1iL9I3XvU&feature=relmfu

Diana's Research Notes

Diana's Powerpoint {Phonics and Word Walls.ppt}
The enclosed are my preliminary slides. More will be added when I can. Please let me know if you have any questions. I tried to include the APA citations in the notes portion of each slide.

Diana's Paper

As of our meeting prior to spring break, I thought we were planning on starting off with a shared reading activity with the Dr.Seuss Alphabet book. Maria-Regina was going to bring other options in case we couldn't find Dr. Seuss in Big Book form. From there we would segway into the four individual components.
I thought setting up questions on the wiki would help us brainstorm about and develop the manner in which we would present, so I apologize that I was not more specific about this.
*
Per Dr. Scudder's suggestion, here is my understanding of our outline and/or duties:
Diana- Theory of Phonics and Word Walls
Maria Regina- Application of Phonics and Word Walls
Shannon- For whom phonics does not apply
John- (I am not sure what his topic is right now, but is it phonics and how it has changed?)
I will continue the work I have been doing and it will be streamlined and focused. Slides that I have posted may change during my rewrites. I will work closely with Maria Regina, and we understand what it is we need to do, since we spoke earlier today. Maria Regina and I discussed that we can keep our portion to 20 min. And Shannon and John can have the other 20 min. If this is acceptable, then I believe we can all move forward on our own. When I am close to finalizing my portion, I will repost.
Thank you, Diana
*
Shannon:
Aside from the possibilility of this confusing our classmates, it's only a short term solution. When we become teachers, there's certain to come a time when we'll have to work on the same team as people who share different views, and the "you do your thing but I'll do mine" model won't be acceptable. I believe we can use everyone's strengths to develop a collaborative presentation. I emailed Professor Scudder to inquire about strategies that will help us find common ground. I will update you as soon as I hear from her.

Jack and Jill
Hey Diddle Diddle
fLessons from TaskStream Cybrary
Building Words Lesson "Turtle"
Author: Mary Davis 05/24/2004 11:30:00 PM EDT
{http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/logo.gif} TaskStream - Advancing Educational Excellence
VITAL INFORMATION
|| Subject(s): || phonics/word work ||
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|| Topic or Unit of Study: || This is a word building activity that is part of a science based thematic unit on creeks and streams. ||
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|| Grade/Level: || 1 ||
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|| Objective: || After using the individual letter cards to build all 13 words as prompted by the teacher, students will facilitate a word sort according to the following patterns:
short e (let, set, test, rest)
u (us, use, rule, rust, trust, result, turtle,turtles)
ue (Sue, true) ||
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|| Summary: || Students will be guided by the teacher's prompts to make small words that illustrate phonics patterns. Gradually, the possibilities are exhausted and a "mystery word" is discovered and spelled. Once the completed list of 13 words is created students will implement a word sort according to the three vowel patterns in this set. ||
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|||| IMPLEMENTATION ||
|| Learning Context: || Our thematic science unit is based on the study of creeks and streams. During this three week unit we will be looking at the animals that live in this environment. The turtle will be examined, written about, and discussed. By linking a phonics lesson through the use of the word turtle the students are learning and making connections across the curriculum. ||
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|| Procedure: || Children will have their own bag of letter cards and will be seated at their tables. The following are my words (and in parenthesis, my actions) in this lesson:
You saw my list of letters that you need for today's Building Words activity, so you should be ready with "e, u, l, r, s, t, t." Those are the only letters you will need today. (check to see that everyone has the right letters)
Let's make the word 'us.' (pronounce and blend the two sounds slowly)
Now add one letter to make 'use.' What letter can we add to make the 'u' say it's name?
Now let's use these same three letters to create the name 'Sue.' Who can remind me of what a proper noun is? What should we always do to the first letter of a proper noun? What would we need to remember if we were to write the name Sue down on paper? (each time I say the word to be spelled, I slowly pronounce each phoneme again. Also, I will move around the room to be sure each child is getting the correct spelling, moving fingers across the phonemes and reading it softly)
Very good. Now, let's put away the 'u' and bring down a 't'. How would we spell 'set'? If we take away the 's' and replace it with a 'l', what word do we get?
(proceed in the same manner with the following words in this order: test, rest, rule, true, rust, trust, result)
Our mystery word is a retile that lives in and around creeks and streams. We have read a poem about this animal this week. Can anyone guess what this word is and how to spell it?
Yes, it is turtle. This is a tricky word to spell. Remember, we have learned that when the letter 'r' follows behind some letters it can make the word a little tricky to "sound out." Let's build this word together....
If we wanted to make this word plural what letter would we add to turtle?
During centers make sure you stop at the computers. I know you are going to enjoy the turtle web site that I found for you. Also, remember that you will be seeing these words again at the word sort center. Bring your vocabulary notebooks to create your word sorts. We will be sorting accoring to the vowels e, u, and ue.
Ok, let's put our letters away and get started at the centers. ||
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|| Differentiated Instruction: || For children having difficulty with the word patterns, I will position myself close to them and provide prompts if and when needed. I will also establish teams to students to support one another if extra practice is needed. ||
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|| Sample Student Products: || ||
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|| Collaboration: || ||
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|| Time Allotment: || 1 class period. 20 Min. per class. ||
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|| Author's Comments & Reflections: || ||
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|||| MATERIALS AND RESOURCES ||
|| Instructional Materials: || Cards with these letters, individually on them
e, u, l, r, s, t, t. ||
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|| Resources: || ||
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|||| STANDARDS & ASSESSMENT ||
|| Standards: || || || {http://lesson.taskstream.com/i/spacer.gif} || {http://lesson.taskstream.com/i/spacer.gif} || {http://lesson.taskstream.com/i/spacer.gif} || {http://lesson.taskstream.com/i/spacer.gif} || {http://lesson.taskstream.com/i/spacer.gif} || {http://lesson.taskstream.com/i/spacer.gif} || {http://lesson.taskstream.com/i/spacer.gif} || {http://lesson.taskstream.com/i/spacer.gif} || {http://lesson.taskstream.com/i/spacer.gif} || {http://lesson.taskstream.com/i/spacer.gif} ||
|||||||||||||||||||| {http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif} OH- Ohio Academic Content Standards ||
|| {http://lesson.taskstream.com/i/spacer.gif} |||||||||||||||||| • Subject : English Language Arts ||
|||| {http://lesson.taskstream.com/i/spacer.gif} |||||||||||||||| • Standard : Acquisition of Vocabulary
Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension. ||
|||||| {http://lesson.taskstream.com/i/spacer.gif} |||||||||||||| • Grade : Grade One ||
|||||||| {http://lesson.taskstream.com/i/spacer.gif} |||||||||||| • Area : Conceptual Understanding ||
|||||||||| {http://lesson.taskstream.com/i/spacer.gif} |||||||||| || {http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif} Grade Level Indicator : 3: Classify words into categories (e.g., colors, fruits, vegetables). || ||
|||||||||| {http://lesson.taskstream.com/i/spacer.gif} |||||||||| || {http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif} Grade Level Indicator : 4: Recognize common sight words. || || ||
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|| Assessment/Rubrics: || || Rubrics**
**Phonics Rubric for Word Building Activity***
** ||
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Home
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Diana
--Research Notes

Shannon: Last June, a retiring teacher handed me a couple bags worth of classroom material. I didn't really know what I was looking at the, but I went through it and realized there're are a great deal of books and posters that may prove useful in our presentation. Please feel free to put a star and comment next to anything that sparks an idea.
Books:
Literacy by Design Grade K Preview Book (Includes alphabet lessons with poems for letter sounds)
Literacy by Design Grade 1 Preview Book (includes full lessons like "Words with Long U")
ALPHABETivities: 175 Ready-to-Use Activities from A to Z
The Creative K-1 Classroom: Making and Managing a Playful Learning Environment
Kindergarten Teacher's Helper: Skill Builders (rimes)
Kindergarten Teacher's Helper: Reproducibles (Sounds of Spring/Phonemic Awareness)
Learning Centers in Kindergarten
Center Chart (Wordo, Sound Sort, Make a Sentence, Boo, Memory Game, Rhyme Sort [or match puzzle], Alphabet Match Puzzle, Sequencing, Cut and Paste, Word Hunt, Letter Cubes, Spill and Spell)
Cardboard Letters and Numbers
Laminated Posters
T Is For Turkey (onset and rhyme, "say the names of the pictures below. Then write the letter t on the line to begin each word. fore example __iger)
What is Pink by Christina Rossetti
I Like Bugs by Margaret Wise Brown
Three Little Kittens
Nursery Rhymes
Hickory Dickory Dock
Humpty Dumpty
Jack and Jill
Hey Diddle Diddle
f

Thank you, Diana
*
Shannon:
Aside from the possibilility of this confusing our classmates, it's only a short term solution. When we become teachers, there's certain to come a time when we'll have to work on the same team as people who share different views, and the "you do your thing but I'll do mine" model won't be acceptable. I believe we can use everyone's strengths to develop a collaborative presentation. I emailed Professor Scudder to inquire about strategies that will help us find common ground. I will update you as soon as I hear from her.