Vocabulary word walls in secondary ELA provide a visual learning opportunity for students.
I use word walls with my high school English teachers and love the process. Previously, I’ve written about teaching grammar and vocabulary together to meet those upper language standards, and I included word walls as a possibility. In this post, I’ll answer other questions:
- How can I keep up with word walls? Short answer: students make the word walls.
- Where do I find the words? Short answer: for a word wall, any words will work!
- What do I do with a word wall after I have created it? Short answer: engage with the words in a variety of ways.
Read on below for more detailed answers to concerning working with word walls in secondary ELA.
How can I keep up with word walls?
Right: Secondary ELA teachers lack a spare minute. Every day is crammed with grading and connecting. Adding another “to do” might seem silly. However, my vocabulary walls take up very little of my time but provide valuable classroom discussions and increased instruction, a great ROI.
My word walls are not fancy—some might even say messy, which is ok. . . because my students made them. My ninth grade classes especially build an interactive word wall.
Some tips for managing the process:
First, use card stock with basic frames for words, and keep a stack ready. Ask students to add the words, definitions, pictures, and “manipulations.” I use the term “manipulations” to show students how a word has different forms. For instance, precarious can be precariously (adverb) or precariousness (noun).
Basically, I help students start the word wall, and then they can add the pieces as we build. The process increases student ownership and removes the process from my plate.
We typically end up with pictures, sample sentences, and inside jokes on sticky notes as well. Truly, the wall is a learning quilt from our class!
Comprehension for all learners.
Yes, we can increase reading comprehension! Our content area is dense. ELA teachers have different tiers of vocabulary and academic vocabulary. No magic PDF or bundle exists. We all want better reading comprehension, and research tells us that stronger vocabulary is part of the puzzle.
Vocabulary word walls in secondary ELA help. Once you design a process that works for your classes, the engagement will help multiple learners.
Since the pieces are small (you can see images of mine in this post), teachers can connect them to whatever lessons they want. For instance, add wall cards to a standard vocabulary program. If you primarily connect vocabulary through literature, the pieces will work there too. If you are working on vocabulary for standardized tests, vocabulary word walls in secondary ELA will work there too. Does an informational text have difficult terms? Break down those terms.
Finally, be sure to clue in older learners about the why of this interaction with a word wall. Older classes want to know why they learn a certain way, and we ELA teachers can embrace that. Tell them that a stronger and larger vocabulary betters their reading, writing, and speaking, and you are working on vocabulary in multiple ways.
Where do I find the words?
For a word wall, literally any terms will work. I use vocabulary from nonfiction texts and literature, but if you have a program that you love, you can easily add your own words to a word wall.
Another collection of words can come from student generated bookmarks. When students find words on their own, they are more invested in learning about the terms. (Again, they have investment in the process.) Students can use these graphic organizers or bookmarks with short stories, independent reading, or class novels. Simply compile students’ lists, ask them to define the terms, and use the pieces to build a wall.
Another option is a graphic organizer. (I have one pictured above.) With whatever students are reading, have them “hunt” down the terms to study. Then, they can turn those terms into part of the word wall.
No quiz is necessary. Giving an assessment over the terms from the wall is fine, but many times, the repetition proves to classes that they can learn tough vocabulary. Remind them that they have learned an important studying skill—repetition.
When I teach The Great Gatsby, for instance, students and I spend time reflecting on Fitzgerald’s language and questioning his structure. Designing the word wall is simply part of the process. After we discuss the words, students take a frame and use one of two with definitions, sentences, and pictures. Throughout our reading of the novel, we consult the wall and integrate more pieces to it. I like to consider it a visual of our learning.
What do I do with the word wall?
We have probably all seen word walls for younger grades. Often, they are made of sight words or commonly used words. This prior use is great; students already have used word walls. With secondary ELA students, though, of course your interactions will be different.
The pieces can hang on an actual wall or bulletin board. Once the new words are displayed, continue with engagement. Sure, they will be pretty and colorful, but for optimal use, engage with them. Over time, your discussions will probably become natural, but for the first few times, I’ve written some notes for you.
Here are some ways to actually utilize the vocabulary word walls in secondary ELA.
Talk about the words.
Looking for a bell ringer? Have three minutes left at the end of class? Perfect. Talk about the definitions from the word wall. Practice comprehension with the definitions. Then practice manipulating the words. Next, discuss the part of speech. Is one word a noun? Does it have an adjective form? How is it functioning in the sentence? Can we add it to a phrase? What about a dependent clause?
Be sure that you are reaching toward those tougher language standards with your wall. Sure, students might recognize nouns. But until they can consult the dictionary and see that noun in different situations and forms, they probably are not meeting those standards.
You can casually use your vocabulary word walls in secondary ELA , but you can also use specific options:
Use Fast Mapping.
Say the word, point to it on the word wall, have students repeat it, immediately give a synonym, then give a synonym that a younger student could understand, then physically act out the word (move your body/hands/etc.).
For example, if the vocabulary word is acceleration, I would introduce it like this: “Okay everyone, the word is acceleration, say it with me acceleration.
Acceleration means to gather speed, or go fast. So, if I’m walking at this pace *walking slowly*, to accelerate I would… *walk faster*”. . .
Vocabulary instruction needn’t be fancy! Once you and your classes have built a community, they will understand your acting out vocabulary words. Some of your students might as well.
Since vocabulary word walls in secondary ELA will have a mature appearance, don’t worry that fast mapping is too young. The process does help.
Repeat Words.
The more students are exposed to or hear a word aloud, the better. In fact, according to a study by Neuman and Wright (2014), only 20% of students who heard a word three times remembered it. They found that after 24 repetitions of the word, the majority (80%) of students successfully remembered what it means.
Ideas to prompt students to talk about vocabulary:
- As a warm up activity, have students engage in a brief 5 minute discussion using a vocabulary term and give them a starter to do so. Emphasize that they must use the starter to begin in order to ensure they are repeatedly hearing/saying the word. For example…Say: “Turn to your partner and begin a discussion using this starter: One example of an object accelerating is…
- Play the example/non-example game with students. Show students a sentence on the board, and ask them to say the vocabulary word if it is an example of the word. For example: If you think the sentence is an example of interior, say “interior. ”On their vacation, the family visited a lake in the middle of Montana.”
Help students understand that they have a way to apply the vocabulary word by prompting them to describe their own experiences. For example: Say: “Have you ever arranged something in an array? How did you do it?” By talking through the process, repetition will naturally occur.
The repetition of words might seem unnecessary when you start practicing them like this, but students will remember the terms the more you deal with them. Once your vocabulary word walls in secondary ELA are established, walking to them and starting a discussion will become natural.
Write the words.
Use the two-column note strategy to break down vocabulary definitions into memorable chunks/phrases. All you need is to make two columns on a Google Document. You could also make a pretty design in Canva—or students can.
For example, use the word “telescope.” (Add the word in the first column with its definition.) In the second column, brainstorm memorable connections to the word:
Instrument to see far away objects.
- Who: scientists, tourists
- What: planets, stars, monuments
- When: during experiments, on vacation
- Where: top of tall buildings, observatory
- Why: to answer questions, to make observations, enjoyment
- How: focus lens
When students write their vocabulary, they sometimes fall into easy patterns, often the subject + linking verb + predicate adjective pattern. (A telescope is fun.) Some guidelines for classes to write words:
1. Require learners to apply the vocabulary term in a different context by giving them sentence starters. Increase the level of complexity as they receive more exposure to the word.
I would be reluctant to _____________ because ___________.
The vista stretched out to the horizon from where we stood on the ___________.
2. Conduct quick writes to expand vocabulary usage. Challenge classes to use a set number of words from the word wall. As a bonus, add the sentences to the wall.
3. Challenge students to incorporate more than one vocabulary term in their writing by answering a yes or no question using two juxtaposed vocabulary words.
Could you find a beautiful vista in the interior of a state? Why or why not?
Starting the sentences for classes will lead to their own creative sentences.
Benefit English class and literacy.
The word walls should become a natural point of conversation. An authentic vocabulary development leads to an increase interest in English class because of better literacy. When students feel better about what they are learning and when they understand the content, their behavior betters, and teachers accomplish more.
Putting a word wall in various places (a wall, bulletin boards, the hallway) can increase natural conversations about the words. As my classes and I continue throughout the year, we add inside jokes, memes, and pictures to the words. The wall builds classroom community which benefits our English class and their literacy.
Vocabulary word walls in secondary ELA have benefited my classes for years. Praise your learners for their engagement and participation so they have positive connections to vocabulary instruction.
Overall use of vocabulary word walls in secondary ELA.
My point? The exercises with the word walls do not need to be preplanned, elaborate, or heavy. Working toward language standards can involve conversations and small activities with students. Will every discussion be a home run as far as understanding and vocabulary use? No. Will your vocabulary walls necessarily be pretty, ready for Pinterest? Maybe not! Will your classes add goofy pictures to help them remember their words? Hopefully!
The purpose of the vocabulary word wall in secondary ELA is to have a visual display of learning. As you work with the words, you will be modeling how to build vocabulary. Sometimes, learning is messy.
My message with vocabulary lessons for secondary ELA students: Engage with the words. Experiment. Play, rearrange, and use. Look at the term in the dictionary and connect to prior knowledge.
And have fun.
