I taught 3/4th and I did a word wall for everyone w/ high frequency
words. We used it more like a dictionary. Instead, I met with
small groups and did spelling words (5 a week) based on level (I
had 4 groups.) They did an activity each day with the words. It
wasn't four blocks exactly, but I found that it didn't work so well
in a 3/4 class.

however, now I have a 1/2 class and I do the word wall the way you
are supposed to but I do 6 words a week. I do 5 first grade words
and one second grade word. I vary the words from 3 letter to the
second grade words being harder. There is also some cross over on
the two lists. I found it was easier w/ the 1/2 class than the 3/4.
By 3/4 they either seemed to be able to more or less spell
everything or still need some serious spelling instruction.

So my low group would have:

have, said, was, could, from (words they should have learned in
previous years but had not.)

My middle group: (3rd grade list)

Next group (4th grade list)

High group:

prefix and suffix activities

I had the kids each work with a partner. I taught them various
word games and chants to do with one another. They would do 2 of
the following each day:

Write all 5 sticky words in the air using your whole arm. Chant
and cheer your words (whispers, since everyone was working w/ a
partner) Touch it say it: 1. Look at the word and spell it out in
your mind. 2. Touch each letter in the word and spell it out loud.
3. Close your eyes and picture each letter in your mind and spell
the word out loud. 4. Look at the word once more. 5. Close your
eyes and spell it out loud as quickly as possible. 6. Repeat with
each of your Sticky Spelling Words.

Hangman 1. Have a partner write a dash on a piece of paper for
each letter. 2. Have the partner read each word to you. 3.
Without looking at your list, write each letter in the word on the
dashes in the right order.

Visual Imagery Quizzing 1- Have your partner draw a space for
each letter, like in the game hangman 2- Do not write any
letters on the paper. Instead, your partner points to each space on
the paper and you say the letter. 3- The partner will point to
each space in order. 4- Then, point to each space in random order,
over and over again (each letter 3-5 times) 5- Point to each
letter in reverse order. 6- Point to each letter in the correct
order. 7- Repeat this with each word until you are not making any
errors

While working with the small groups, I would introduce the words
and discuss any patterns that could be used to spell other words.
"If you can spell went, you can spell bent, rent, tent, etc."
They had word rings with their words for the week on them. It was
kind of like an individual word wall. I made a card (or 2) with
each letter of the alphabet and put it on a binder ring. Each
week they would write their words for the week on the index card
with the right letter on the front. They kept these at their
tables to refer to and I used them when I helped them edit their
papers.

The word wall words were my "no excuse" words and included the
words from the first and second grade word wall lists. I actually
used a window, not a wall to hang them up, as I don't have much
wall space either.

Hope this helps!! I know it's hard with a multi-age class! I
actually found the book called "Month by Month phonics for the
upper grades, a second chance for struggling readers and ELL
students" to be the best way for me to work with my class, as
neither the 3rd or 4th really worked for everyone. I liked the
upper grades book because it reviewed a lot of the skills the 3rd
graders needed, but introduced vocab and spelling patterns the
fourth graders needed as well. If you use that book, you probably
won't have as many problems.

Hope this is helpful!!

Jessica

On 12/05/08, lisa wrote:
> I could but the real problem is doing word wall activities. I
> don't just want a large scale reference. Also, I have very
> little time. We only have 90 minutes for Reading and Language
> Arts. I feel very pressed for time and don't feel like I can
> do two different sets of activities. My room is so small 20x10
> that I can't get a group far enough away not to disturb the
> others. Any thoughts?
> On 12/04/08, Emily wrote:
>> Lisa,
>>
>> You can color code the word wall or word list using different
>> color markers or different color sentence strips.
>>
>> Emil

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