1. Word Walls one component within a balanced literacy program Teaching student to read Independent reading Working with words Writing

2. Word Walls are Designed to: Support the teaching of important general principles about words and how they work. Foster reading and writing. Provide reference support for students during their writing and reading. Promote independence on the part of young students as they work with words in writing and reading. Provide a visual map to help children remember the connections between words and the characteristics that will help them form categories. Fountas and Pinnell (1998)

3. Doing a Word Wall Selecting words Making words accessible Adding words Practicing words Doing activities Hold students responsible for spelling Cunningham, Hall,& Sigmon (1999)

4. Selecting Words Grade level high-frequency word list Students’ names Frequent words from stories being read Letter combinations (ch, sh, th, wh) Hard-to-spell high-frequency words Letter combinations (ch, sh, th, wh, qu, ph, wr, kn) Less common c and g sounds Blends Most common vowel patterns Common contractions Cunningham, Hall,& Sigmon (1999)

5. Selecting Words Homophones Words ending in s, ed, and ing Most frequently misspelled words Most commonly confused homophones Compound words Less common c and g sounds Common endings and suffixes with spelling changes Common prefixes Cunningham, Hall,& Sigmon (1999)

6. Making Words Accessible Put them where every child can see them. Write them in large, clear, black letters. Create portable word walls. Place a row of alphabetically organized library pockets along the bottom of the wall with word wall words in the pockets.

7. Adding Words Add 5 words a week to the word wall. Talk to the students about the words (i.e. how the words sound, look, are connected to other words, and what they mean.) Place the words above or below the letter with which they begin. Place an asterisk next to the words that have common spelling patterns.

8. Practicing Words Monday and Tuesday Have students number paper from 1-5. Call out a word. Have a student find and point to the word on the word wall. Students clap and chant the spelling rhythmically. Students write each word. Lead students to check or fix their own papers. Wednesday, Thursday, and Friday Call out any five words from the word wall. Cunningham, Hall,& Sigmon (1999)

9. On-the-Back Activities On-the-Back Endings On-the-Back Rhymes On-the-Back Cross Checking Be a Mind Reader Ruler Tap WORDO Word Sorts Cunningham, Hall,& Sigmon (1999)

10. Hold students responsible for spelling Word Wall Words.