Identifying Patterns:
Patterns
can be identifiable in almost all we do in school settings. We see numerous patterns throughout the
classroom, with number lines, number grids, alphabet charts, seat placement,
book genres, and word walls to name a few. Word walls are very common in elementary schools and with
lower-elementary teachers. They help provide children with a permanent list of
high frequency words used often for writing and reading. A word wall is typically organized by
alphabetical order and words are added as they are introduced. The pattern consists of letters placed
in alphabetical order (A through Z) with words added to the wall gradually as
they are taught. This format helps children to see patterns in words, creating
and building skills for improved letter-sound relationships and spelling
skills. 
Some
teachers place all the sight words or high frequency words typically used for
their grade level (K-3) up right away at the beginning of the year to save
time, but this does not make for practical use. The students are not familiar with how the word wall can be
utilized and typically don’t capitalize on its functionality when it is
pre-made. Even when the teacher
introduces it and informs the children that it is there for their use they
still do not find it useful or take advantage of it’s immense worth. Word walls would be most beneficial if
made WITH the students in a timely manner. One drawback with that procedure is that new words
essentially could be added everyday as they are taught which could make it
difficult for teachers, me included in keeping up. Teachers have a variety of
opinions on which words should be included on the word wall. There are many varying word lists that
teachers use to create their word wall.
Dolch words and Fry Word lists are the most common. With this particular word wall pattern,
it is easily recognizable for the adults to see where to find each word (…it is
alphabetical you see), but for children that are not able to identify the
initial sound for words may be confused.
In addition to that fact, they do not typically know where to find each
letter in the sequence of the alphabet making the task tedious. They have to be able to identify the
sound, find the letter on the wall, and then search for the word on this list.
Creating New Patterns:
The
word wall described above is one pattern a teacher can use for creating lists
of words helpful to students.
After several years of being unhappy with my word wall, I decided to
re-pattern my words into another form. I looked at various styles and ideas from others, like
interactive word walls, individual word walls, and special word walls, to name
a few. One in particular I learned
about from a previous Master’s class is a “genre” word wall. Genre word walls included lists of
words we might use for specific topics.
So lists that include numbers, months, colors, animals, days of the
week, foods, family, school, and clothes were all included. There was a picture next to each list
so the non-readers were able to more easily find the list for the word they
might be trying to spell.
According to Root-Bernstein, “Forming patterns is really nothing more
than combining two or more structural elements and/or functional operations.”
(pg. 115) This is evident in the
new word list being used in my class. By using pictures and topics a new
pattern was created that supports the organization of words, allowing for easy
accessibility.
Final Thoughts on
Patterning:
