Can our Word Wall Recycle?

Lesson Plan for ELL Strategy #31

Word Walls - Displaying and Organizing Words for Easy Access

Illinois Standards
IL.1.A.1b. Comprehend unfamiliar words using context clues and prior knowledge;
verify meanings with resource materials.

TESOL Standards
Goal 1: To use English to communicate in social settings
Standard 1: Students will use English to participate in social interactions.
Standard 2: Students will interact in, through, and with spoken and written English for
personal expression and enjoyment.
Standard 3: Students will use learning strategies to extend their communicative
competence.
Goal 2: To use English to achieve academically in all content areas
Standard 1: Students will use English to interact in the classroom.
Standard 2: Students will use English to obtain, process, construct, and provide
subject matter information in spoken and written form.
Standard 3: Students will use appropriate learning strategies to construct and apply
academic knowledge.
Goal 3: To use English in socially and culturally appropriate ways
Standard 3: Students will use appropriate learning strategies to extend their
sociolinguistic and cultural competence.

Grade Level/Subject/Topic/Length of Lesson

Grade Level: 3rd
Subject: Language Arts, Science
Topic: Utilizing a Word Wall for correct spelling and meaning using
ELL Strategy #31 Word Walls
Lesson Length: 60 minutes total
Day 1 requires 25 minutes, Day 2 requires 35 minutes

Abstract
The purpose of this two-part lesson is for students to utilize a word wall or word ring
as a resource for spelling and meaning. The lesson introduces new vocabulary words
relating to a science unit on recycling. Students will create illustrations for the words
to assist with meaning. The words and illustrations will be permanently displayed on a
word wall or word ring.

Objective
Students will demonstrate use of a Word Wall by correctly spelling and identifying
meaning for vocabulary words from a Recycling Unit.

Estimate of Students' Prior Knowledge

Ask the students, After the trash collection truck takes the trash away, where
does it go? (If students answer with trash/garbage dump, introduce the word
landfill)
Ask: What is a landfill? (A place where trash collection trucks dump trash.)
Ask: What does it mean to recycle something? (To reuse it or make it into
something else instead of throwing it in the trash)
Ask: Is there more trash or less trash to throw away when we recycle? (Less)
Say: Raise your hand if you and your family recycle at home.
Show your classroom-recycling container. Say: We recycle here at school. What
types of items do we put in our recycling bin? (Answer will vary depending on
school)

Required Differentiation/Modification
I limited this lesson to 7 vocabulary words. Additional words can be added
depending on the ability of the students.
Visual aids are used for the new vocabulary words. These visuals can be pictures,
illustrations, and actual items (plastic, newspaper, etc.).
The word wall index cards are written in English and in the ELL students first
language. For this lesson, Spanish is used.
When students are assigned the illustration/picture assignment on day 2, ELL
students will be paired with non-ELL students in order to facilitate deeper
understanding of the vocabulary.
Students that require more challenging work will be asked to locate the recycling
number on the bottom of containers. They will research which numbers are
easily recycled and which are more difficult to recycle by utilizing books and the
Internet as resources.

Instructional Materials

Pocket Chart
2 colors of markers
Index cards
Hole punch
binder ring
Internet connection
bottle

Aluminum can
Glass bottle
Cereal box
Newspaper
Milk container
Classroom recycling container

Waste-paper basket
Scissors
Glue Sticks
Timer
Books about recycling
2 liter plastic

Magazine/clip art images (aluminum, cardboard, glass, paper, plastic, & rubber items)
Clip art image of the recycling symbol (small copy for an index card)

Anticipatory Set/Establishing Set/ Motivation

Bring class together on rug.
Bring out a waste-paper basket filled with trash items such as a newspaper,
milk container, pop can, glass bottle, and a cereal box.
Say: Raise your hand if you can name something that is recyclable.
Show the recyclable items in the waste-paper basket. As you show each item,
ask the students What do you think this is made out of? Repeat for each item.
(Responses will give you an idea of whether they know and recognize aluminum,
glass, paper, plastic, cardboard, and rubber)
Ask: Which of these items can be recycled? (Responses will tell you how much
they know about recyclable materials)

Sequence of Activities
Day 1: 25 minutes
Prior to starting lesson, write each vocabulary word on an index card in English
and in Spanish (or other language depending on ELL students). Use one color
marker for the English word and a different color marker for the Spanish word.
If students were able to identify any of the materials during the establishing set
exercise, find the correct index cards and display them in the pocket chart
situated in front of the students. Review the words as you place them on the
chart.

Introduce remainder of vocabulary words by placing the index cards on the chart.

 Point to each English word on the chart and have the class pronounce it together.
Ask for a volunteer to alphabetize the words on the chart.

Point to each vocabulary word in random order and designate an ELL student to
find the appropriate trash item that corresponds with it. If there is confusion,
ask the ELL student(s) to have a friend help find the item(s). Repeat until each
ELL student has had the opportunity to touch and identify the correct items.

Ask for volunteers to come to the front to lead as we exercise the words.
Instruct students to stand. First they watch the leader exercise the word, then
the entire class repeats the exercise two times (arms overhead for tall letters, on
hips for short letters, arms down for low letters, then clap do twice)

Day 2: 35 minutes
Gather students on rug in front of pocket chart containing the new vocabulary
words from the previous day. Have the trash items from yesterday within view.
Tell students: In a minute, I am going to put you with a partner. You and your
partner will need to sit together at a desk. You will be assigned one of our new
words to illustrate on an index card to be displayed on our word wall. Illustrate
means you can draw items or find a picture and glue it on the index card.
Remind students to label their index card with their assigned word. Show the
students an example of an index card you have already completed with several
pictures glued to it and/or a drawing.
Tell students you are going to dismiss them with their partner and they have 4
minutes to gather 1 set of markers or crayons, a glue stick, and sit with their
partner. Set timer for 4 minutes.
Once seated, pass out index cards, assign words, and show students where the
pre-cut pictures are located.
Allow 15 minutes to complete their illustrations. Circulate around room to ensure
ELL students are assisting with the illustrations.

 When illustrations are complete, call students back to the rug and advise to bring
their index card with them. Assuming a class size of 24 students, you will end up
with two index card illustrations for each vocabulary word. (You will need to glue
a small recycle symbol on an index card and label it recycle)
Ask each pair that illustrated aluminum to come to the front. Have the pairs
state their word and show their illustrations. Thank the students for sharing and
place their index cards next to the word aluminum on the pocket chart. Repeat
with all words and pairs.
Place the recycle index card next to the word recycle on the pocket chart.
Ask: Does anyone know what the recycle symbol means? If not, explain that
whenever you see that symbol it means the item can be recycled or the
container is used to collect recyclable items. (Show your classroom-recycling
container again and point out the symbol).

Assignments/Practice
Play a guessing game. Give the students verbal clues and ask them to guess which
word wall word you are thinking of. (Examples: This is something that can be
recycled and has 8 letters in it (answer=aluminum) This word starts with a p and
we use to write on everyday at school. (answer=paper) This is used to make water
bottles. (answer=plastic)

Conclusion and Summary

Ask: Who can tell me a new recycling vocabulary word we have learned?
(aluminum, cardboard, glass, paper, plastic, recycle, and rubber)
Ask: What does recycle mean? (to reuse instead of throwing away). Which of
our new vocabulary words are materials that can be recycled? (aluminum,
cardboard, glass, paper, plastic, and rubber)
Ask students to call out items made of each of the materials (hold up the word
cards one at a time): aluminum, cardboard, glass, paper, plastic, and rubber.
Tell students, You will use your understanding of these words when we take our
field trip to the recycling center. You can also use your knowledge of these words
for other reasons. Raise your hand if you can think of another way you can use
your knowledge of these recycling words. (recycle at home, encourage other
family members to recycle, buy items that can be recycled)

 Show students that you are putting the index cards on a ring so they will always
have a place to find how to spell the word or get examples. Show them the
recycling symbol on the front and explain that it will be displayed around a
plastic bottle to remind them of plastic and recycle.

Self Evaluation and Reflection

At the conclusion of this lesson, I will reflect on the students learning. Did the
students fully understand the meanings of the words? Was it confusing to define the
words by objects made of the materials instead of a dictionary word? Should I use
dictionaries next time? Will students be able to transfer what they have learned to
other content areas; especially the field trip to the recycling center?

Sources:
Illinois State Board of Education website: www.isbe.net/ils
Herrell, Adrienne and Jordan, Michael (2004) Fifty Strategies for Teaching English
Language Learners (2nd Ed.) Pearson, Upper Saddle River, N.J., p172-177.
Classroom instruction provided by Kathy Watson

Assessment

1. Title: Can our Word Wall Recycle?

2. Content Areas Addressed: Language Arts, Science

3. Grade Levels: 3rd
4. Brief Description of the Lesson:
The purpose of the lesson is for students to utilize a word wall or word ring as a
resource for spelling and meaning. The lesson introduces new vocabulary words

relating to a science unit on recycling. Students will create illustrations for the words
to assist with meaning. The words and illustrations will be permanently displayed on a
word wall or word ring.
5. Targeted Illinois Learning Goals, Standards, Benchmarks:
IL.1.A.1b. Comprehend unfamiliar words using context clues and prior knowledge;
verify meanings with resource materials.
6. Student Assessment:
There are two assessments, an authentic performance assessment and a selected
response quiz.
Authentic Performance Assessment
I will set up a mock recycling center in the classroom as follows:
1. Label 4 containers with aluminum, cardboard, paper, and plastic.
2. Provide real (empty!) items made from these materials. I will gather at least
3 of each material. Suggestions: pop can, aluminum foil, aluminum take-out
food container; cereal box, paper towel tube, TV dinner type box; newspaper,
notebook paper, construction paper; milk container, butter tub, water bottle.
3. Mix up items and ask students (individually or in a group) to sort the items
into the correct containers.
This assessment will allow me to assess students understanding of the
vocabulary words and give the students an opportunity to use their new
knowledge in a real-life situation.
Selected Response Quiz
Please see quiz on pages 8 and 9. Students will be allowed to utilize the Word
Wall during this quiz because the goal of ELL Strategy #31, Word Walls:
Displaying and Organizing Words for Easy Access, is to provide a Word Wall and
show students how to utilize it. While the students are taking the quiz, I will be
monitoring whether or not they are using the Word Wall. When I grade the quiz,
I will be looking for accurate spelling of the vocabulary words. This will help
determine if the Word Wall was being used.

7. Description of the Student Assessments:

The formative Authentic Performance Assessment will be used to check students
understanding of the vocabulary words and their meanings. The summative Selected
Response Quiz will assess students recognition and spelling of the vocabulary words as well
as their understanding of the word meanings.
8. Criteria for judging the quality of the Assessment and Scoring Guide:
The Authentic Performance Assessment will be used for mastery. If students
incorrectly categorize any of the items, we will discuss the error and the student
will correctly categorize. All students will master this assessment.
The Selected Response Quiz is purposeful for future instruction. Students need to

know the information contained on the quiz for a future field trip to a recycling
center.
Quiz Scoring Guide:
A student can receive partial credit for questions #8 and #9, so the scoring
guide contains a range of points. The quiz is worth a total of 18 points.
18 pts
= Mastery (student did not miss any questions)
16-17 pts = Secure Knowledge (student missed one question or 1 point total)
14-15 pts = Developing Knowledge (student missed two questions or 2 points
total)
<14 pts = Beginning Knowledge (student needs one-on-one instruction)
9. Instructional Process:
Please see lesson plan on pages 1-5.
10. Resources:
Standards: Illinois State Board of Education Website, www.isbe.net/ils
Assessment Concept: Illinois Report Card Website, www.iirc.niu.edu,
Reuse, Reduce, Recycle/Science/K-1st Lesson Plan Authored by:
Mrs. Karen Ellen Walkosz, Alden-Hebron Elementary School, District #19
Overall Assessment: Based on instruction and examples provided by Kathy
Watson, Aurora University, EDU 5300

Attachment A (Selected Response Quiz)

Name ___________________________________________________________
Date ____________________________________

Can Our Word Wall Recycle?

Lets check to see what we have learned about our recycling vocabulary words.
Each question is worth 2 points.
You may look at the Word Wall during this quiz!

1. Circle the recycle symbol.

2. Circle the item made from aluminum.

3. Circle the item made from glass.

Coffee cup
Gas Can

Can Our Word Wall Recycle?

(Page 2)

Spelling is important - You may look at the Word Wall!

4. What recyclable material is a cereal box made from? (circle the correct answer)

cardbord

cereal

paper

cardboard

5. What recyclable material is a water bottle made from?

paper

plastic

bottle

plastic

(circle the correct answer)

aluminum

plaque

6. What recyclable material are tires made from? (circle the correct answer)
rubber

plastic

rock

rubbing

tar

7. What recyclable material is a salsa jar made from? (circle the correct answer)
aluminum

gas

glas

salsa

glass

8. Where can you find the recycling unit spelling words in our classroom?
________________________________________________________________
________________________________________________________________

9. Tell me what recycle means.

________________________________________________________________
________________________________________________________________