Getting Started With Word Walls

TeachThought 2024-08-28

contributed by Samantha Saumell, I Have, Not I Am

All teachers want to help students become successful readers and writers.

Whether students like reading or writing, they are readers and writers, whether they know it or not. Students sometimes think that they only ‘write’ in school. But the truth is they write every time they text a friend, write a list, write a card, or even message a friend on a video game. Students don’t just ‘read’ at school; they constantly read everything around them. As teachers, it is our job to help students become successful at spelling.

Word Walls

Everybody has a different classroom setup, but it is essential to have a place where students can become active learners and look for words they need help spelling. A word wall becomes a great resource when students are writing and come across a word that they can’t phonetically sound out.

A word wall is a space that contains high-frequency words. Studies have shown that students who receive direct sight word instruction increase their sight word recognition, reading rate, and fluency (Rosier). Students who were exposed to and taught sight words increased their reading because they could spend less time trying to decode ‘trick words’ and more time practicing fluency and comprehension.

Introducing Words

Before adding a word to the wall, teaching the words to students is important. In Phonics They Use {affiliate link], author Patricia Cunningham explains that it is not just enough to have a word wall; instead, teachers must teach into it (as cited in Rosier). Helping students learn these words can increase their reading fluency.

For example, Bourne explains that when introducing a new word it is helpful if you have students use the word in a sentence. Having students use the word helps students to connect meaning to the new word, which in turn helps students retain the word (as cited in Rosier). You can begin by writing the word on the board, then take some time pointing out any phonics skills the word may have. After that, have students echo the word and sky write it. After students sky write the word, have students write it by themselves.

Once students have practice spelling the word then have students use the word in a sentence. This may seem like a lot of steps but this multi-model approach is effective when you have a classroom full of students that all learn differently. By going through these steps you help visual, linguistic and kinesthetic learners.