![]() ![]() ![]() And, this type of instruction supports the development of the orthographic mapping process that enables students to become fluent readers by connecting the sounds of words they already know (the phonemes) to the letters in a word (the spellings), and then storing connected sounds and letters of words (along with their meaning) as instantly recognizable words, described as “sight vocabulary” or “sight words”. These types of walls go hand in hand with structured literacy instruction that includes explicit instruction for sound-spelling correspondences, and blending and segmenting of phonemes to decode (read) and encode (spell). Sound-spelling walls help students spell words based on the sounds in a word - they listen for each sound in the word, find the picture prompt word related to that sound, and can then view the different options to spell that sound. Less common spellings can be added as they are taught. Typically, as the teacher focuses on a specific sound, they start by teaching the most common spelling(s) (grapheme) for that sound, which are shown on the card. ![]() The cards are usually grouped by sound – i.e., the vowel sounds together and consonant sounds together. See the examples below - the one on the left uses the first sound in the word “cat” as the key word prompt for the sound /k/, and 3 spellings are listed underneath (c, k, ck). Spellings that represent a sound are listed under the picture. For each sound, a picture is provided of a word that includes that sound – 44 in total that represent phonemes in spoken English. Sound-Spelling Wall: This kind of “wall” includes cards that represent speech sounds (phonemes). A morphology wall can take different forms, as shown in the examples below. The purpose of these walls is to build students’ understanding that words are “constructed” by combining meaningful word parts, to help them build word families, and to learn common prefixes, suffixes, and roots/base words. Morphology Wall: This kind of “wall” focuses on instruction related to word parts (morphemes, including prefixes, suffixes and roots or base words).The examples below are from primary grade classrooms. Instructional suggestions for using this type of word wall are included The Key Vocabulary Routine. Showing an anchor chart with a list of key words serves as a reminder to students and teachers to use these words in context. As Beck and colleagues note (2002), students need “rich vocabulary instruction” that includes significant discussion in a content-rich environment that offers students an opportunity to have purposeful interaction with new vocabulary words. For essential words that teachers want students to really “own”, they need to provide multiple exposures in real contexts to those words. The words might be in a single list, or they might be organized into categories. Unusual words that students find interesting can also be included on a vocabulary word wall. The words are typically chosen because they support important concepts related to current subject area content and reading materials. The words on these lists should change frequently, sometimes with words added and taken off daily. Vocabulary Word Wall: This kind of “wall” is a list of vocabulary terms that the teacher is teaching in-depth.To help clear up some of this confusion, here are some brief descriptions and examples of different types of walls: A hot topic in the field of beginning reading instruction these days is the use of classroom “walls.” Word walls, sound walls, spelling walls, morphology walls – so many different kinds of walls! Understanding the difference among these options, and the different purposes for using them can be confusing. ![]()
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