Day 2 Interactive Word Wall Day!

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Students will evaluate one another's pre-assessment results, and create an interactive word wall that will track their growth and understanding with content area vocabulary.

Big Idea

SWBAT use mathematical practice 3 to have rich discussion that will lead them into creating a classroom resource that will track their growth and understanding with number sense terminology.

Teacher Guided Notes

1 minutes

Teacher Sidebar Notes:  It is important for day 2 of the five day mini unit that you have the pre-assessments graded for each class.  This will determine how you will group your students.  I group my students for this activity in homogeneous groups.  The students who missed like terms will be grouped together.  If the entire class seems to miss the mark on the majority of the terms, group students according to like ability.  This will allow them to grow together at a similar pace. I usually have no more than 6 colors represented, so that would be 6 groups.  I use sentence strips for the students to write their terms on.  I put these sentence strips on a poster on the wall to create a word wall.

The perfect placement for the interactive word wall is on a large whiteboard the length of a large wall.  You may go to your local home improvement store, and they will cut you any size white board material for low cost.  You can opt to hang this on the wall with nails and a hammer, or place it somewhere in the room easily accessible to students. If this is not an option due to space, you can use chart paper as well. 

The word wall should be a place in which students are able to reach and move their sentence strips freely.  The white boards work well because you do not have to laminate the strips.  However, if you laminate the strips, they will move with ease as well. I have also laminated bulletin board paper and used that as the base to my word wall in order for the strips to move with ease. 

The word wall will have three sections.  Section 1 – I DO NOT KNOW THIS WORD, Section 2- I AM LEARNING THIS WORD, Section 3 – I MASTERED THIS WORD

Once you have the base to your word wall created, you are ready to go.  Your local teacher helper stores, dollar stores, and even Walmart sell colored sentence strips.  You may opt to have your students use white sentence strips, but write the word using their designated color marker.  Assign each group a color.  This will be their color for the remainder of the year, or you may opt to move students around according to the unit, or their growth rate.  Somewhere visible in the room, place a chart that labels each group’s color, and the group members under each color.

Red Team

Blue Team

Green Team

Purple Team

Bobby Jones

Heather Saum

Kendall Jackson

Gregg Dorman

Suzie Right

Dan May

Donald Davis

Helen Clark

Mandy Shaw

Mike Thomas

Arron Sawyer

Alisha Gibbs

Melissa Lovelace

Anthony Allen

Latrice Pollard

Victor Ingles

Danny Graves

Sally Sue

Sam Salmon

Kenny Powers


Seat each member according to their designated group.  Now, let’s begin this cool lesson.  This lesson will lend itself to mathematical practice 3. 


20 minutes

Opener:  15 – 20  minutes

As the students walk into the room, have them locate their name on the visible grouping chart.  Tell them to find the table that has their designated color.  At the table they will find, sentence strips, markers, and tape.  If this is the first time using the word wall, discuss how the word wall works in the classroom. 

Once the students are seated pass out their graded pre-assessments.  Instruct the students to discuss the results of the assessment with one another.  What did they miss and why?  What did they get correct? Have the students discuss their justifications and work.  Students should find trends within their table because they are grouped in homogenous groups.  This opener lends itself to MP3.

You will have a good idea of where all of your students are already, so listen for good, rich, mathematical conversations.  You may need to engage in conversations with students who may choose to talk about last night’s t.v shows.  I like to ask questions that will engage the group into conversation and force them to compare results.  Examples of questions I use are “How did each of you tackle question 1?  Did any of you share the same response?  How did you answer the question differently than those of your group?” Once students know the expectation of the conversation, they will do well with actively engaging themselves in meaningful conversation.  I spend about 15 – 20 minutes on this opener. 

This is an important culture to build in your classroom.  Students being able to construct viable arguments, critique the reasoning of others, and compare mathematical thinking, allows them to build best practices within their own learning.  MP3 is the gateway to all other mathematical practices in my opinion.  It is important that each student in each group has a chance to discuss each question from the assessment.  


15 minutes

Activity:  10 minutes

Once the students have concluded their rich and amazing discussions, it is now time to go through the content vocabulary words from the assessment.  Instruct the students to write down each term from the assessment.  According to their results, have the students place the content area vocabulary word on the word wall.  Remember there are 3 sections to the word wall.  Allow your students to place the term in the section in which they feel it should go according to their own self - evaluation, and from what they learned from the discussion in the opener.  Allow each student to place all of their words on the word wall.  

Whole Group Discussion (Close of Lesson)

15 minutes

Whole Group Discussion Closing of Lesson: 10 minutes

Once all of the vocabulary terms are place on the word wall, lead a whole group discussion.  The goal of the whole group discussion is to find trends.  Which words do most students know? How do we know we know them? What were the problems from the assessment that associated those words?  Which words do most student struggle with?  What were the problems associated with those words?  Which words do we know, but we want to learn more about? 

Leave all of the student’s words on the word wall.  As students deepen their understanding through the mini unit and the lessons within the unit, they may add more words, to the word wall, and move their words from one section to the next as they learn and master the terms. 

One fun extra component you can opt to do is use to create a visual that will represent words most frequently missed from the assessment.  You may print this out and this will be another resource for students to have and use for their exploration throughout the unit. 


2 minutes

Students should correct pre-assessments using notes from group discussion and teacher feedback.  

Students should study term list