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Literacy working walls

Literacy working walls. Georgina Graham, ISP Consultant. The 5 rules. Think ahead Teach from it Get children to add to it Looks aren’t everything Let children use it. Why use working walls?. Children have ownership of them and so use them more It encourages independence

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Literacy working walls

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  1. Literacy working walls Georgina Graham, ISP Consultant

  2. The 5 rules • Think ahead • Teach from it • Get children to add to it • Looks aren’t everything • Let children use it

  3. Why use working walls? • Children have ownership of them and so use them more • It encourages independence • Children are more engaged in their learning • Children have a better understanding of expectations • It takes less time for the teacher

  4. The basics • Teach from or at the wall (it aids memory and raises the importance of the work on the wall) • Get children to add to the wall or work on it themselves • Give children an overview and end goal for literacy, at the start of the unit, so they can see how every day’s lesson is for a purpose • Talk to children about the contents and if they’re not using them, take them down • Use the wall to regularly review what we know, including new vocabulary. Don’t just put things up on the wall and the leave them. Use them again.

  5. How to make it work • Plan the working wall when you plan your unit. How will it be part of each lesson? • Don’t double back and laminate everything! It’s a ‘working’ wall. • Let children come up to the wall

  6. Always start with the success criteria (key features), audience and purpose for the text type and get a WAGOLL up as soon as possible. • Plan the wall but you are allowed to use it spontaneously. • Show progress towards the end goal. • Include children’s work. • If you’re not using it, take it down. • Teacher teaches at it. • Children use it.

  7. Plan for activities which continually reiterate and check these success criteria. • Take stages or steps away or ask children to work out what is missing. • Have more than one child WAGOLL up around the class if possible. Highlighting the SC.

  8. The wagoll can be added to with other good examples

  9. The car shows progress through the unit

  10. Strategies to get children to use it • Cover and find – hide something and ask children what is hidden or missing? • Expert – if a child has a piece of work on the wall, they become the expert in that area and other children can ask them for help • Improvement – go back to work done in week one or two and added to the wall and improve it as a class • Spot the mistake – change something so it’s wrong or give them contradictory information so they have to use the working wall • Two minutes – challenge them in small bursts to decide what is the most useful thing on the wall, list features in order of importance, find five adjectives etc • Why? – ask why something is on the wall. How will it actually help us with our work?

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