My Classrooms Student Generated Alphabet

I have done a few posts about student generated alphabets (we're using the Gomez and Gomez model of dual language instruction, with some components in the non-dual language classrooms as well). Those two posts are Getting Started With Labeling Your Classroom and Making A Student Generated Alphabet and Using Word Walls and Student Generated Alphabets in the 5th Grade Classroom. In those posts, I linked to a template I had come up with for student generated alphabets (you can access that document HERE).

I'll admit that I'm still not fully off the ground with my word wall stuff, but the student generated alphabet, a one time activity that stays up for viewing and reference all year, is complete. Students helped select the words (we worked on 5th grade appropriate words), and they worked in cooperative pairs (another hallmark of Gomez and Gomez) to get this done. Here are some photos of the student generated alphabet up in the classroom:

Getting Started With Labeling Your Classroom and Making A Student Generated Alphabet

As I've previously discussed, my school district recently adopted the Gómez and Gómez model of dual language instruction. Although many of the strategies they utilize make more sense in the dual language environment, they've decided to have the English only classrooms implement some of the model as well. Right now, I'm still focused on set up, which includes the student generated alphabet (a one time project in which students create a grade level appropriate list of each letter with a picture (and a sentence in the upper grades), and the labeling of the classroom environment.

The model asks for English words to be labeled in blue, and Spanish in red.

Of course, what I'm about to link to here can be used in any classroom that does labeling or student alphabets, not just within the Gómez and Gómez model (they hardly invented these things after all, they just repackaged it all).

First up, let's begin by looking at a few resources for labeling the classroom environment, and what I mean by this is actually labeling things like doors, clocks, book shelves, etc, as to immerse students in the language vocabulary.

As with most things that are out there in elementary schools, the materials are made for primary grades. As an intermediate grade teacher, I don't even flinch anymore when I see this. In almost every single adoption that has occurred in my career, the materials that are handed down are meant for primary classrooms, and the older age classes are expected to "adapt" them. This is a fancy way of saying "we didn't take the time to do this right, so you do it."

Because, after all, I don't want the same labels that are in a first grade classroom in my fifth grade classroom. Hopefully my students know what a door, clock, and board are. What we're looking for is some higher level thinking. So think of using "analog clock" in place of clock, "fluorescent lights" instead of lights, and "door hinges" instead of door, just to name a few.

• This first link, to a list of classroom labels at slatersoftware, is obviously primary grade focused. I included it to show how this works.
• This next link is just a list of some suggested words that might work in a 4th or 5th grade classroom.

Finally, I'll end with a few templates that I've come up with on my own:

• This template is printable classroom label blanks. This is a very simple pdf with black rectangles for printing. 
• Finally, here is my student generated alphabet blank template. The box on the top is for the upper and lowercase print version of a letter, and the bottom box is for the cursive upper and lower case letter. The lines next to the print box are for a sentence about the word chosen to represent this letter, and the lines at the bottom are for the same sentence in cursive. The big box in the middle is where the drawing of the chosen word goes, as well as the word written out. 

Using Word Walls and Student Generated Alphabets in the 5th Grade Classroom

My school district recently adopted the Gómez and Gómez model of dual language instruction, which is being implemented in part school wide, even in non dual language classrooms. The one thing I will say is that this model refers to worksheets and language killers. I don't appreciate this black and white view of the learning tools that are used in the classroom, because when it's spoken like that, the administrators who adopt them tend to also take a very black and white view to these things and accept them at face value.

Worksheets aren't the best language learning tool, especially if they're used all the time, but in math, they can be great, because math is all about repetition, especially when a child is learning to multiply or further refine their skills. In social studies, reading, and science, a well timed, properly constructed worksheet can help review skills, or even assess them quickly. So I'm not very appreciative of being told that worksheets are language killers, because just like many other things, they have a place in the classroom if used appropriately and with skill. But that's all I'll say to start.

Now, on the plus side, this model is big on subject and age appropriate vocabulary, so that's what I wanted to get into a little more this morning. Of course, the post below is also appropriate for anyone wanting to teach more vocabulary and use word walls and such in their classroom (because, after all, it would be ridiculous to say that the makers of Gómez and Gómez invented such things) could also use these resources.

Now, first of all, to those of you out there using the Gómez and Gómez model, you're asked to do a few various items that will hang up in your classroom. And by things, I mean word walls and the student generated alphabet. I'm going to show some ideas and resources for making these things, as well as what they are, what they mean, and how they can be implemented in any classroom:

In this Gómez and Gómez model, dual language classrooms have English words in blue and Spanish words in red. They label pretty much the entire classroom using these identifying words. This is straight forward in a primary classrooms, where they'll label things like "door," "television," and "computer." As always, with these sorts of models, it's a little less straight forward, and there usually aren't any resources given for the intermediate classrooms. In 5th grade, instead of labeling the door with "door," you might use "door hinge" or something a little more advanced (and this is something that I am currently highly skeptical about using, but enough of that).

Now, the class needs to have an interactive word wall, subject specific word walls, and a student generated alphabet. So there goes every bulletin board in your classroom. UNLESS you can be creative. Use wall space instead of bulletin boards. Step into Second Grade has a great post that shows how to use wall space instead of bulletin board space for the student generated alphabet. I will post pictures of mine once it's done. I just found out about these requirements yesterday afternoon, so I haven't made one yet. The student generated alphabet, in the Gomez and Gomez dual language model must be just that, student generated. It doesn't need to be changed during the school year. Easy enough. Again, expect pictures once I have this done.

Next up is the interactive word wall. What is meant by this is a word wall in your classroom that includes words that students suggest. At most age groups, there can be teacher "suggestions" to get words up there, but the intended use is that any word a kid doesn't know goes up on the word wall. I'm still unsure as to how this will play out in my classroom, but this is how it works.

Finally, there is the most popular, the content word wall. Optimally, your contents should be separated by colors (if possible), or done separately from one another. My classroom will include vocabulary for Math, Reading/Language Arts, Science, and Social Studies.

Here are a few resources for vocabulary word walls that can be used in the 5th grade classroom:

MATH

• A pdf document with visual vocabulary words ready for printing. I like this and will be using it as a resource all year.
• Illustrated Mathematics Dictionary: A cool site with MANY math words. They're presented online, but this is a good place for practice or for teachers to come and find words.
• Word Wall Ideas: There's some neat ideas in this pdf document, including the "5 star words," which I'll be trying out.
• Math Vocabulary Cards: Taken from the Virginia.gov website that offers cards for K-5. There's some good stuff on these pdf documents, a good starting point for any teacher.

READING/LANGUAGE ARTS: It goes without saying that the main source of reading vocabulary should come from the books or passages you are reading with your students. Now, apart from those, here are a few resources:

• Academic Vocabulary: A fairly comprehensive document that includes academic vocabulary, prefix and suffix lists, and definitions as well.
• Edutopia Tips for Teaching Vocabulary: I read this and try to follow it in my classroom. Good tips!
• 5th Grade Vocabulary Words: At Flocabulary. This lists was compiled by analyzing basals for commonly misunderstood words.
• Anita Archer Academic Vocabulary: I'm not all too familiar with Dr. Archer's explicit instruction methods, but I came across some good resources of hers (both are pdfs). Vocabulary Logs and Practice Activities and Secondary Vocabulary Lessons.

SCIENCE: Your science vocabulary will obviously be focused around your content. So these links are a little more general in nature:

• 5th Grade Science TAKS Vocabulary: This is a very large pdf document with tons of visual science vocabulary. I put it first because it really is a great resource that you should take a look at.
• 5th Grade Science Vocabulary: A pretty straight forward pdf.

SOCIAL STUDIES: Again, your vocabulary in social studies is obviously going to be based around your content. Here are some resources:

• Vocabulary Lists K-8: These social studies vocabulary lists come in doc format. 
• 5th Grade Social Studies Vocabulary by Subject: These words are in lists by major events in United States history.