Kindergarten Word Wall Process by byrnetown68

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									        New Brunswick Public Schools Grade K Word Wall/Bank Process


                  Kindergarten Word Wall Process
Beginning of the year:
1. Display student names up on word wall.
2. At the end of an anchor story, move any core reading program vocabulary
   words that are also considered high frequency words, from the vocabulary
   bank to the word wall.
3. At the end of the anchor story move any tier two vocabulary words that are
   not story specific to the word wall.
4. Introduce and add at least five high frequency words a week. The core
   reading program does not introduce high frequency words in unit one for
   each anchor story. Refer to the New Brunswick High Frequency Word List to
   add words during your study in unit one.
5. Use the word wall to engage students in daily vocabulary instruction. (see
   recommended resource page)

Throughout the year:
1. Continue to add the core reading program high frequency words presented
   with each anchor story.
2. Continue to refer to the New Brunswick High Frequency Words List beyond
   those identified in the core reading program.
3. Aim at adding at least five words a week.

When do words come down?
1. Student names need to come down at the beginning of unit two. A list of
   student names should then be added to the writing center for student
   reference.
2. All high frequency words will remain on the wall until then end of the year in
   Kindergarten only.




New Brunswick Public Schools         Page 1 of 2                          2006/2007
        New Brunswick Public Schools Grade K Word Wall/Bank Process


                  Kindergarten Word Banks Process

1. Language Arts: Core Reading program’s vocabulary words from any stories
   presented in an anchor cycle. (big books and read alouds)

                         Display vocabulary words under the title of the related
                          story.
                         At the end of each anchor story, tier two vocabulary
                          words that are not story specific and should be added to
                          the word wall.
                         This bank changes for each anchor story.
                         Words that are retired should be filed alphabetically in a
                          container available for student use.

2. Word Study: Word families related to phonic and spelling patterns in a unit of
   study (words from the core reading program's spelling and phonic lists).
   Other words that follow the patterns of study that students find through
   discovery.
                     Words are temporarily on display throughout a unit of
                        study.
                     At the end of the unit assess students mastery of the
                        spelling and phonic patterns by analyzing the unit
                        benchmark. Spelling and phonic patterns that the
                        majority of the students did not master should remain on
                        display. Those patterns that the majority of the class
                        mastered should be permanently available and stored in
                        containers/folders for student use.
                     Use small group instruction to reteach patterns not
                        mastered.


                               Content Area Banks
You must have a Math, Science and Social Studies Bank. These banks will
follow the procedures below:

                 Words are temporarily on display throughout a unit of study.
                 They must be on display in an area of the room that has been
                  designated for the specific content area. (example: Science
                  vocabulary word bank is posted by science materials and
                  experiments)
                 At the end of the unit, banks should be permanently available
                  stored in containers for student use. Words that will reappear in
                  the next unit of study should remain on display.



New Brunswick Public Schools          Page 2 of 2                           2006/2007

								
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