Activity Description

Preparation:

1. Choose word wall words you would like to review with students
2. Write down five clues for each chosen word
   1. Choose clues that will help draw students’ attention to the way the word is spelled, or to other features of interest such as what part of speech it is or its meaning
   2. Make sure that the 5 clues will lead them to only one word
   3. Examples of possible clues:
      • It is a one syllable word
      • It has five letters
      • It is not a compound word
      • The last letter is a t
      • It begins with the sound /l/
      • It rhymes with “bright”
      • It has a three-letter pattern that makes the long-i sound (“igh”)
      • It can be used as a noun or a verb
      • It works in the sentence “When it is dark, I turn on the _____.”

Implementation:

1. Explain to the students that you will give them five clues about a secret word you have chosen from the word wall
   1. After each clue, they will write down their prediction for the word
   2. They should all be able to guess the word by the time the last clue is given, but you will be astonished if they can “read your mind” and guess it sooner!
2. Instruct students to number their lined paper from 1 to 5
3. Provide the clues
   1. Before giving the clues, always state “It is a word from the word wall” to direct students’ attention to it
   2. They should all be able to guess the word by the time the last clue is given, but you will be astonished if they can “read your mind” and guess it sooner!
      • Guide student reasoning with questions such as, “How does this word reflect the clues given so far?”
4. Have a few students share their final predictions with the whole class after all five clues are given
   1. If students have difficulty with the word, walk them through the clues or provide more clues until someone arrives at the answer
5. Hold a class discussion about how each clue is related to the word
   1. For example, if the clue is ‘It is a three syllable word’, have the students name and clap out the syllables
6. Ask students if anyone “read your mind” and guessed the word sooner
7. Repeat the process with more words if desired

Adaptations For

English Language Learners/ESL:

- Partner student up with a peer who can explain the clues to him/her
- Review terminology that would be used in clues such as 'syllable', 'verb', 'noun', and so on

LD/Reading & Writing Difficulties:

- In a one-on-one session, review over the clues and how they are related to the word with the student

Differentiated Instruction:

- Make clues of different difficulty levels to ensure that all students are engaged and can participate

Related References

Source:
Cunningham, P & Allington, R. (1994). Classrooms that Work: They Can All Read and Write, Harper Collins College Publishers.

Evidence:Jasmine, J., & Schiesl, P. (2009). The effects of word walls and word wall activities on the reading fluency of first grade students. Reading Horizons, 49, 301-314.