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Classroom Protocols in Action: Using an Interactive Word Wall

Created By

EL Education

Topic

  • Classroom Instruction

Type

Videos

Grade Level

Discipline

This video shows primary students using an Interactive Word Wall, a protocol, with words related to the unit of study (both domain specific and academic vocabulary). Students manipulate the words as they discuss relationships among the words and ideas. There are many ways to use an Interactive Word Wall; this video shows students doing concept mapping. First, the teacher restates the guiding question "How does a spider use its body to survive?" She has students pantomime to review key ideas and vocabulary. She then reviews with students the purpose of concept mapping: to articulate how the words are related to each other. Next, students work in small groups, manipulating vocabulary cards and symbols (e.g., arrows, equals) that help convey the relationships. The teacher circulates to check for understanding, clarifying misconceptions, and push student thinking. The teacher ends the class with students reviewing other groups' concepts maps to give specific feedback on what they thought was strong.

Created By

EL Education

Topic

  • Classroom Instruction

Type

Videos

Grade Level

Discipline

This video shows primary students using an Interactive Word Wall, a protocol, with words related to the unit of study (both domain specific and academic vocabulary). Students manipulate the words as they discuss relationships among the words and ideas. There are many ways to use an Interactive Word Wall; this video shows students doing concept mapping. First, the teacher restates the guiding question "How does a spider use its body to survive?" She has students pantomime to review key ideas and vocabulary. She then reviews with students the purpose of concept mapping: to articulate how the words are related to each other. Next, students work in small groups, manipulating vocabulary cards and symbols (e.g., arrows, equals) that help convey the relationships. The teacher circulates to check for understanding, clarifying misconceptions, and push student thinking. The teacher ends the class with students reviewing other groups' concepts maps to give specific feedback on what they thought was strong.