Some writers begin with images, others begin with emotion. Either way, the writer MUST use words to communicate the story/image/emotion.
My experience with word walls when students encounter familiar words with unfamiliar spellings, and when we build concept related words or topical categories,
“A word wall is a place on which important words are posted as references for reading and writing. Regie Routman, “Conversations: Strategies for Teaching Learning, and Evaluating”, 2000
Provides a visual that helps students remember connections between words. Serves as an important tool for helping students learn to read and spell new words. Holds students accountable for spelling specific words correctly at all times. Develop a growing core of words that become part of a reading and writing vocabulary
Using a word processor, Print, cut out in the configuration of each word, glue to colored index cards (size 6x3) and laminate. Be sure to use different colors of index cards for most often-confused words. Choose a location in the room where every student can see all the words. Put the alphabet headings, A-Z, at the top of the wall or bulletin board. Starting at beginning of list, add 5 words to the Word Wall each week. Words are place alphabetically on the wall by 1st letter. Do practice and review activities so that words are read and spelled instantly and automatically.
wPractice those words by chanting and writing them Do a variety of review activities using words riting them in big, black letters, and using a variety of background colors so that the most often-confused words (there, their; what, when) are different colors ,imiting additions to those really common words which children use a lot in writing wordsto provide enough practice so that words are read and spelled instantly and automatically
High frequency words - Research has shown that reading skills improve with the growth of a readers sight word vocabulary. These are words that a reader instantly knows without having to decode or figure out the words. The following lists are the most important or frequently used words in written language. Children need to know these words at a quick glance. If a reader can quickly identify these words he/she can focus their attention toward unknown words and comprehension. Phonograms (Word families) Theme Vocabulary Personal Word Walls Any other words that will help your students become better at reading and writing Homophone – words that sound the same, but are spelled differently
If you see the a student copying the word, remind him/her of the process.
Guess the Covered Word http://www.teachnet.com/lesson/langarts/wordwall062599.html
Have students listen and repeat.
La Porte I.S.D
College Park Elementary
Texas Essential Knowledge and
Skills - Objectives
The student communicates clearly by
putting thoughts and feelings into
spoken words. The student is expected
(A) use vocabulary to describe clearly
ideas, feelings, and experiences (K-3);
“Words remain the most important
tool the writer has to work with”.
Ralph Fletcher, (1993), What A Writer Needs,
are absolutely essential in
our classrooms. As teachers and
students work through texts
together, we need to have words
in full view, so the students can
see them and use them in their
Janet Allen, (1999) Words, Words, Words
Teaching Vocabulary in Grades 4-12. (p. 75).
What is a Word Wall?
“A word wall is a systematically
organized collection of words displayed
in large letters on a wall or other large
display place in the classroom. It is a
tool to use, not just display. Word walls
are designed to promote group learning
and be shared by a classroom of
McCarrier, Pinnell & Fontas (2000): Interactive
Writing: How Language & Literacy Come
Together, K-2. (p. 46).
Word Wall - Uses
the teaching of important
principles about words and how
Foster reading and writing
Promote independence of young
students as they work with words
in writing and reading
Word Wall Arrangement
Choose a location in the room
where every student can see all
the words. Put the alphabet
headings, A-Z, at the top of the
wall or bulletin board.
Write the words on cards in large
print with black ink
Starting at beginning of list
Word Wall - Guidelines
words gradually, five a week
Make words very accessible
Be selective about what words go
on the wall
Word Wall - Guidelines
Janiel Wagstaff (1999), Teaching Reading and
Writing with Word Walls (p. 65).
Word Wall - Categories
Irene C.Fountas & Gay Su Pinnell, (1999): Voices on
Word Matters (p. 104).
Word Wall - Instruction
Look at the word and study it.
Make a mental picture of it.
Write it down
If you forget a word, look up at the
Lucy Calkins and Natalie Louis (2003), Writing for
Readers: Teaching Skills and Strategies: (p127).
Word Wall Assessment
Be a Mind Reader
Joan P. Carroll (2001). Survival Words (p. 23).
Word Wall - Activity
1. Read through the comics section of the newspaper and
select your favorite series.
2. Cut out three sequential frames from the comic strip you
like best, and glue the frames, in order, onto the boxes on
3. Re-write the captions/dialogue for each phrase using
as many high frequency words.
4. Students will share their creative endeavors.
Word Wall Modifications
Write words in English with their
Have students record themselves on
cassette tape, reading the words and
their meanings or translations.
Allow students to play games that use
their entire body or allow movement.
Word Walls –
Allow students to research
historical origins of words, creating
a of their record derivations
Irene C. Fountas & Gay Su Pinnell (2001),
Guiding Readers and Writers, Grades 3-6 (p.
Joan P. Carroll (2001). Survival Words, (p. 93).
Irene C. Fountas & Gay Su Pinnell: “Voices on Word
Ralph Fletcher: “What a Writer Needs”
Patricia M.Cunningham & Richard L. Allington:
“Classrooms That Work”
Andrea McCarrier, Gay Su Pinnell & Irene C. Fountas:
“Interactive Writing-How Language & Literacy Come
Janet Allen, (1999) Words, Words, Words Teaching
Vocabulary in Grades 4-12. (p. 75).
Irene C. Fountas & Gay Su Pinnell: Guiding Readers and
Writers, Grades 3-6”
Lucy Calkins & Natalie Louis: “Writing for Readers:
Teaching Skills and Strategies”