How Do Teachers at Exemplary Schools Create Word Walls That Teach?

Cindy Riedl
Aug 30, 2010

Are you papering your walls with words? Take a moment to self-evaluate using the list below:

  • My Word Walls are systematically, clearly and logically organized in obvious clusters targeting skills, themes or grade level high-frequency words for easy student access.

  • My Student Learning Maps, word clusters and graphics meaningfully highlight targeted words, distinguishing characteristics and categories.

  • The emphasis on my Student Learning Maps is not on the Lesson Questions but on the concepts and key vocabulary that provide the answers to the Lesson Questions.

  • My Word Walls clearly provide visual maps for students to remember intended connections and learning.

  • The displayed words are grade appropriate and critical to learning.

  • The words are highly accessible to students and visible in large black/blue letters on pastel/white background color for the greatest contrast.

  • I have limited or no commercial slogans that do not relate to the content that I am teaching displayed in my room.

  • I have added visuals and symbols that help students' word comprehension and retention of new vocabulary.

  • My Word Walls are clutter free and color coded for easy identification.

  • My Word Walls are interactive tools that are constantly changing based on the content that I am teaching and my students' needs.

  • I actively involve students in the development of my Word Walls and using the words and concepts during writing activities and guided practice.

  • My Word Walls provide on-going student support.


It is important to remember that Word Walls are not just a display of random words. Going through the motions of getting words up on our walls to remain in compliance with administration expectations is not enough. Word Walls are critical as a tool designed to teach new vocabulary related to the content being taught. That explains why they are not stagnant. If it takes between 15 and 27 meaningful interactions with a new word for the typical student to understand and apply the word independently, then you must plan activities and assignments that provide the necessary exposures for word knowledge to enter long term memory. Words on a wall in the classroom will not greatly impact achievement unless they are used. It is the use of the Word Walls by students that increases learning and achie vement.

So, how do you become a Word Wall expert? Keep in mind that some Word Wall arrangements are not permanent and only appear when instruction requires them. Some teachers with limited wall space or need to be especially careful not to overwhelm students who are easily over stimulated, use pocket charts, chart paper that is clipped to the wall or attached to a strung wire. Other teachers have their students creating their own Word Walls on subject folders that are used during instruction. Keep in mind, only the most critical words are displayed that require a depth of understanding and important words that support them.

Check out the suggestions below:

  • For the primary grade level, grade appropriate high-frequency words need to be organized alphabetically for easy access. The letters must be large enough for students to see. There is an unlimited way words can be color coded for visual connections such as compound words, word families, phonetic features, thematic, parts of speech, number words, directional words, story elements, descriptive words, words about time, etc. If a student has visual issues, outlining the shape of the word can enhance identification.

  • Word Walls for upper grades tend to focus more on ‘content' vocabulary. Key vocabulary can be clustered by theme, i.e. figurative language, "retired" words, i.e. dead word cemetery, literary elements, time line word walls, signal words for extending thinking skills, math concepts with examples, i.e. linear equations or by topics during a course of study.

  • Content words, unless they have overlapping ‘big idea' connections to future instruction, are removed to prepare space for the next unit of study.

  • Model constantly how to use the words on the Word Wall as a critical tool for writing and responding to questions. This will emphasize the importance of these concepts and words. Create interacting games such as Quick Talk or I have ... Who has ....

  • Insist that every student maintains a note-book that is organized for easy access for a reference.

  • Be thoughtful about how many Word Walls you display at a time and how they are arranged. Avoid clutter! Too much of a good thing can cause sensory overload.

  • Make Word Wall activities a multi-sensory experience.

  • Expect students to spell the words displayed correctly. Have a special highlighter to designate a misspelled word is on the Word Wall and must be corrected for credit.

  • Make them memorable, useful and practical.

  • Adapt Word Walls using portable file folders, floor walk, flannel or magnetic boards, art or project boards, or a clothes line where words are posted using clothes pins and students are able to remove the words to rehearse or copy during writing.

There are many more suggestions and guide lines for how to make your Word Walls more accessible, highly visible, clutter-free, and referred to by students during summarizing activities in the LEARNING-FOCUSED notebook, Vocabulary Instruction.

Make a difference tomorrow. Examine your Word Walls and try some of these ideas that exemplary teachers use to get results!