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It describes how an instructional coach models noticing new words during daily read-alouds, then shifts responsibility to students to record definitions, antonyms, sentences, and drawings on index cards with an artistic “graffiti” finish. The routine strengthens explicit strategy learning, supports incidental vocabulary growth through authentic texts and pictures, and reduces teacher preparation through gradually released accountability, review, universal participation, and collaboration.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/get-all-jazzed-up-for-vocabulary-instruction-strategies-that-engage/410450/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/get-all-jazzed-up-for-vocabulary-instruction-strategies-that-engage/410450.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the Graffiti Wall strategy used for?","Question",{"text":113,"@type":114},"It helps students notice and investigate new vocabulary during daily read-alouds, then communicate word meanings on index cards through definitions, antonyms, sentences, drawings, and graffiti-style writing.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do students participate in the vocabulary routine?",{"text":118,"@type":114},"Students record new words as they are heard during read-alouds, then each Friday select one word to complete an index card and share it with classmates before hanging it on the wall.",{"name":120,"@type":111,"acceptedAnswer":121},"How does making the strategy routine benefit learning and teaching?",{"text":122,"@type":114},"Turning the strategy into a normal routine reinforces explicit instruction, increases student ownership and accountability, supports retention through pictures and review, and requires less preparation from teachers as responsibility shifts to students.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},410450,1791391291,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","FEATURE ARTICLE  \nGet All “Jazzed Up” for Vocabulary Instruction: Strategies That Engage  \nMelissa A. Gallagher, Blythe E. Anderson  \nThe authors describe two teacher-generated strategies for vocabulary instruction and share teachers’ suggestions for making vocabulary instruction engaging for students.  \nM  \nrs. Singh (all names are pseudonyms), an elementary instructional coach, introduced the idea of a vocabulary strategy to Ms .  \nCunningham’s grade 5 class. She called this strategy the Graffiti Wall:  \nIt’s so important to notice new words as we read because learning new words can help us understand what we read and can also help us be creative writers and engaging speakers. Today, you are going to listen as I read aloud. Stop me when you hear a new word so we can record it and talk about it.  \nShe began the read-aloud by modeling noticing new words but quickly turned this task over to the students. Once they had noted 10 new words, Mrs. Singh came to a stopping point. She said to the students,  \nGreat job today noticing so many new words. This is what readers do every time we read. Now your job is to partner up and choose a word from the list we generated to put up on our new Graffiti Wall. First, you will write a definition of the word. Then, you will write some words that are opposites of the word you chose. Next, you will write a sentence with the word. Then, you will draw a picture of what the word means. Lastly, you will write the word in a fancy print in the middle of the card.  \nMs. Cunningham remembered,  \nThey were so jazzed up about it. I said,“OK, we’re going to put these away. I’ll let you work on them when we do read-aloud tomorrow.” And it was so awesome to hear “Aww!” You know, when they’reso engaged in something! I think just making it more interactive is huge. And they were really proud, too. I said to them, “Pick a hook where you’re going to stick your word.” They were really proud to do that.  \nThis vignette illustrates the lesson in which the students in Ms. Cunningham’s class were first introduced to the Graffiti Wall, a strategy that then became a routine in her class. Using this strategy, students record words during the daily read-aloud and then choose a word each Friday to describe on an index card by writing a definition, writing antonyms, drawing a picture, constructing a sentence, and then writing the word artistically in the style of graffiti. Students then share their word cards before hanging them up on the Graffiti Wall.  \nMaking this strategy a part of the normal routine reinforced the reading strategy that Mrs. Singh had explicitly taught: to notice new words and to investigate those words. Additionally, as it became routine and the responsibility for noticing words was turned over to the students, it required less preparation on the teachers’ part. Furthermore, this instructional strategy built upon many research-based practices for supporting learning and engagement, including explicit strategy instruction, gradually releasing the responsibility for finding new words to students, using pictures to support retention of vocabulary, ongoing review, universal participation and accountability, encouraging student ownership of words, using authentic texts, and fostering collaboration.  \nMelissa A. Gallagher is a doctoral candidate at George Mason University, Fairfax, VA, USA; e-mail [mgallag5@gmu.edu](mgallag5@gmu.edu).  \nBlythe E. Anderson is a doctoral student at Michigan State University, East Lansing, USA; e-mail [andersb@msu.edu](andersb@msu.edu).  \nThe Reading Teacher Vol. 70 No. 3 pp. 273–282  \n273  \ndoi:10.1002/trtr.1498  \n© 2016 International Literacy Association  \nFEATURE ARTICLE  \nIn this article, we first describe what the re- In addition to explicitly teaching some words,  \nsearch literature says about important aspects of teachers must help students develop the skills to vocabulary instruction as well as practices that fos- learn words incidentally. Incidental word learning ter ","cbCaigWGue8AZ2qz","https://ap.wps.com/l/cbCaigWGue8AZ2qz","pdf",406433,"English","# Vocabulary Instruction\n## Graffiti Wall routine\n## Research-based practices supporting engagement","[{\"question\":\"What is the Graffiti Wall strategy used for?\",\"answer\":\"It helps students notice and investigate new vocabulary during daily read-alouds, then communicate word meanings on index cards through definitions, antonyms, sentences, drawings, and graffiti-style writing.\"},{\"question\":\"How do students participate in the vocabulary routine?\",\"answer\":\"Students record new words as they are heard during read-alouds, then each Friday select one word to complete an index card and share it with classmates before hanging it on the wall.\"},{\"question\":\"How does making the strategy routine benefit learning and teaching?\",\"answer\":\"Turning the strategy into a normal routine reinforces explicit instruction, increases student ownership and accountability, supports retention through pictures and review, and requires less preparation from teachers as responsibility shifts to students.\"}]","Get All “Jazzed Up” for Vocabulary Instruction - Strategies That Engage | PDF",1790585321,25]