Understanding the How and Why of Sound Walls
Dr. Mary Dahlgren presents "Understanding the How and Why of Sound Walls" at the June 2019 Literacy Conference hosted by the Ohio Department of Education.
How to Use Sound Walls to Transform Reading Instruction
We now know sound walls should replace word walls in the classroom, but what are the best ways to integrate them into your daily lesson to educate and engage your students, including English language learners? In this informative podcast with literacy experts Dr. Mary Dahlgren and Dr. Antonio Fierro, our educators will share tips about how to use your sound wall to transform reading instruction.
During this podcast, Dr. Dahlgren and Dr. Fierro will discuss:
How to fit sound wall instruction into your daily lesson schedule
The best ways to use a sound wall to increase phonological awareness from an ELL perspective
How to emphasize teaching articulatory gestures as part of Tier 1 instruction
Using sound walls during small-group intervention to increase reading skills
Implementing a Sound Wall: Because We Need to Distinguish Between Sounds and Letters
Sound walls are becoming more common in classrooms thanks to a clearer understanding of the science of reading.
A quick search on the internet shows there is a demand for materials for sound walls, but not all the information out there is accurate. While well-intentioned, we need to understand why a sound wall is set up differently than an A–Z alphabetical word wall and how to use a sound wall effectively. The goal is to elevate daily instruction during Tier 1 by reviewing the 44 speech sounds and the options for spelling each of the sounds. By doing this daily review, it becomes automatic for students to access sounds and know how to match spelling to each sound. A confusion between letters and sounds still exists on the part of the teacher in many situations. For example, the silent letter grapheme kn represents the /n/. (When you see the diagonal lines with a letter in between, this represents the sound.)
Sound Wall Webinars
Kid Lips Guide - /wh/
Due to a technical error in printing, a previous printing of instructional guides had the wrong picture for /wh/. We are sorry for any issue or confusion this may have caused. The information contained on the printed page is correct and should not affect your lesson since the guide is for teachers' reference. We have provided a digital version of pages 69 and 70 so that you may print the /wh/ page double sided so that you can insert into your guide. Click here to download this page.
Examples of Sound Walls in the Classroom
What are Phoneme/Grapheme Cards?
“How do I explain the reason for the different spellings in the English language?”
These cards will give teachers the confidence to answer that question.
There is logic to the language but many teachers find this is missing information which most of us don’t know about.
These generic sound/spelling cards are designed to use in grades K-5th with any reading program.
These cards are for teachers to use as a supplemental resource tool.
Use them as a quick and easy reference guide for the reliable patterns of spelling and reading.
These cards will provide a visual aid for both students and teachers.
Teachers will find basic phonics information and some extra facts on the back of each card.
Lists of words following a pattern and specific phonics explanations are included. The most common patterns are listed on the front of each card.
On the back of each card is a brief explanation for the pattern(s)listed on the front. The slash marks / / indicate the sound (phoneme) represented by the letter or letters (grapheme) on the front of the card.
Color code key:
Short vowels are printed in red. Several spelling patterns are used following short vowels.
For example, we spell with ck after a short vowel. So, the red box __ on the front of the card indicates that a short vowel sound always comes before this spelling pattern.
Long vowel spellings are printed in green – a, a_e
Vowel teams (two or more letters representing a vowel sound) and diphthongs are printed in blue – ai, -ay. These spellings may represent a short, long, or a diphthong sound.
Vowel –r spellings are printed in orange – ar.
Dr. Mary Dahlgren, the author of these new innovative cards, conducts professional development training across the country. She uses best practices from scientifically based reading research to help teachers improve classroom instruction. As a national LETRS trainer, Mary has extensive experience working with individual schools, districts and state departments of education.