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FUN WITH WORD WALLS

Quick Activities to Keep Word Walls Alive and Kicking!

Region 10 Education Service Center Reading and Language Arts Program

Region 10 Education Service Center

Funky Cheers

· Teacher introduces a new word wall word or reviews an old one. Students stand up and cheer each word (ex. cat, c-a-t) at a regular pace. · · · · Same thing, but switch to a slooooooow pace Same thing, but super fast Repeat with two or three words. Change the pace by having students clap, stomp, slide, or jump the word.

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Words Undercover

· Use a word wall word in a different form (add prefix, suffix, beginning, or endings) and ask students to identify the word in its word wall form. · For instance, say and/or write a sentence like, "Pat is the best football player on the team." Assume the word "play" is on the word wall. · What word wall word is hiding in the word "player"? · Students say and/or write "play."

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Magic Words

Example · Before the lesson, select which two or three words you want to review. Give 5 clues which relate to the features you would like for the students to notice (beginnings, endings, rhymes, etc.). 1st clue is always, "It's one of the words on the word wall." 1. It's one of the words on the word wall. 2. It has five letters. 3. It begins with sp 4. The vowel is e 5. It makes sense in the sentence, "I ___ all of my money at the movies."

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Finish My Word

· Teacher points to a word on the word wall. · Teacher points to each letter and says each letter aloud. · Midway through the word, the teacher stops and points to a student to finish spelling the word. · For instance, the word is school. The teacher says, "s-c-h... Pedro does the rest!"

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Create Complete Sentences

· Teacher models ways to create complete sentences using only word wall words. Write these sentences on chart paper as you go. · Students and teacher collaborate to create more sentences using only word wall words. · Students write as many original sentences as they can using only word wall words.

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Word Categories

· Find words that have certain qualities in common. Students write them down along with the teacher. · Variation: Give the students the words ahead of time and let them write them on sentence strips. As the teacher calls out the categories, students move their word cards into those categories. · Examples:

­ ­ ­ ­ ­ Words that begin with vowels Words of a certain length Words that describe Words that end with a suffix Words that begin with certain onsets and rimes

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Rhyme Round-Up

· Teacher says a word and asks students to find a word wall word that rhymes with the given word. · Teacher can be specific and say something like, "Find a word that rhymes with cat and begins with h (make sound in addition to saying letter name)."

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Ending Add-On

· Teacher says a word wall word in its original form and asks students to add an ending. · For instance, the teacher points to the word run. "Boys and girls, this word says run. I want you to make it say running." Students write the correct spelling. · Note: Use this strategy to review previously taught concepts. The simple ­s ending is a good start. Also, use this for singular vs. plural.

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Word Wall Bingo

· Either the teacher or the students (or together) make a list of 9 word wall words to put on their bingo cards. · Students write the words in whatever order they please on a bingo card with 9 squares. · Teacher points to words on word wall as students put markers on their cards. · Decide how to "win." Straight across, diagonally, Texas T, etc.

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