I often use Wordles in my classroom.

As seen in the attachment, I will use two of them in conjunction: The first is an attention-getter in English because students see words that interest them (li e internet, friends, mo!ies" and become interested in why a colorful #icture with all those words are on the board. Then I use it as a teaching tool #re#aring students for the !ocabulary we are going to use for the day. As we ado#t and learn the !ocabulary more thoroughly, I then hang the $#anish Wordle with the e%act same content on the board ne%t to the English. &ow students are becoming familiar with the $#anish words as they already are the English. 'ast, I eliminate the English at the end of the !ocabulary section, and #oint out to students that they now e!ery one of the words on that #a#er, and they didn(t when they started. This ser!es as an antici#atory item, and a summary of what students ha!e learned that wee . I ha!e also used Wordles in my &o!els classroom to show the themes of a wor we will be reading. In the case of )atcher in the *ye, a lot of interesting, ris+u, words are dis#layed (li e #honies, #rofane words, #rostitute, etc.". I use summaries of the story, characters, and #lots such as $#ar &otes and -oo *ags, co#y them into Wordle, and the summary of the boo is dis#layed. In the case of things such as )atcher in the *ye, students are sur#rised by the words they see on the board, and this will certainly ser!e to gain their attention and #i+ue their interest.