![]() ![]() The Oxford Word List is the high frequency word list that the majority of schools I work with use. They need to be able to READ and WRITE the high frequency words easily and correctly for us to consider them consolidated. The first thing you need to do is use your high frequency word list to determine which words your students know – and which words they are still learning. Planning for a year of Word Wall Step 1: Assess your student(s) word knowledge Weeks 1 to 7 – Introduce 5 words per week Weeks 8 to 10 – Consolidateįor more information on introducing the words across the week and the sorts of activities you can do, check out Word Walls: Using the word wall. Since then, I have had a lot of queries about “now we’ve finished that first year – where to next?” – so here’s a new blog post talking that through! A Year of Word Wallīefore I start, I thought it would help to give an overview of what a year of word wall looks like. And, as part of this, I provided a year of planning for students who were just starting to learn sight words. This blog post is still very useful as it talks through the colour system and other factors in planning word wall work. This blog post will focus on sight words – and the use of the Word Wall to teach them.Ī few years ago I did a blog post called “ Word Walls: Getting the resources ready” where I talked about setting up a word wall. The working with words block consists of work in two areas: phonics instruction and sight words. When we work with transitional and conventional literacy learners, we need to ensure that the Working with Words block occurs as part of their daily literacy teaching.
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