Activities to use with the
Word Wall or Spelling Words
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Clap, Chant, Write--Introduction of New Words
Teacher introduces 5 Word Wall words per week by having students:
see the words
say the words
chant the words (snap, clap, stomp, cheer)
write the words and check them together with the teacher
trace around the words and check together with the teacher
Have the students number a sheet of paper 1-5.
Place one of the 5 new word cards in the pocket chart. Say the word,, use the word in a sentence,
have students write the word on their paper. Continue with 4 additional words.
When all five words have been written, point to the words and have the students clap and chant
the spelling of the words.
Students use a red pen, marker or crayon to trace around the word.
On the following days of the week, teacher practices the new Word Wall words and reviews
previous words with practice activities.

Rhyme with the Word Wall
The teacher says a sentence which contains a word that rhymes with one of the Word Wall words
and is spelled with the same pattern. Children must decide which word rhymes and how to spell it.
Students number their paper just as they do for Clap, Chant, Write, 1-5
The teacher gives the following clues for the lessons words.
Number one begins with a t and rhymes with walk
Student writes talk on paper
Number two begins with an m and rhymes with by
Student writes my on paper
Number three begins with an f and rhymes with end
Student writes friend on paper
Number four begins with a w and rhymes with bear
Student writes wear on paper
Number five begins with a f and rhymes with car
Student writes far on paper
To check the answers, teacher says the rhyming word and lets students
say the word they wrote and chant its spelling.
Cunningham, P.M. (1999). The Teacher?s Guide to the Four Blocks. N.C.:Carson-Dellosa.

Review Endings
This activity helps children learn to spell word Wall words which need an ending.
Students number their papers 1-5.
Teacher calls a word that can have an ending added to it. Begin with just one ending for lesson.
Then add additional endings in separate lessons. Then combine them so that children are listening
for all the endings.
Jumping, The frog is jumping over the log, jumping
Student writes jumping on paper.
Ask what word wall word was used with an ending. Say the word and chant its spelling.
Continue in same manner with 4 additional words.
Looking, I am looking at a new book, looking.
Student writes looking on paper.
Called, She called her mom on the phone, called.
Student writes called on paper.
Taking, We are taking a trip to St. Louis, taking.
Student writes taking on paper
Tells, My teacher tells good stories, tells.
Student writes tells on paper.
Cunningham, P.M. (1999). The Teacher’s Guide to the Four Blocks. N.C.:Carson-Dellosa.

Call out several words that begin with the same letter for students to write on the front, such as
these: went want was what where. Tell students that they will have to decide which word from the
front makes sense in the sentence.
Say a sentence leaving out one of the words.
Students decide which word makes sense and write it on paper.
Say and spell the word.
Do 4 additional sentences.
Cunningham, P.M. (1999). The Teacher’s Guide to the Four Blocks. N.C.:Carson-Dellosa.

Make Sentences
1.Dictate a sentence using several of the word wall words:
Josh will come to my house to play.
2.Students listen as you repeat the whole sentence.
3.Then repeat the sentence one word at a time, giving students plenty of time to find the words
on the word wall and write them.
Remind children to begin sentences with a capital letter. Have days when you dictate questions
and exclamatory sentences. It’s fun to use students names in the sentences. Students also
like to dictate sentences using lots of words from the word wall.
Cunningham, P.M. (1995). Phonics They Use. N.Y.: Harper Collins.

Be a Mind Reader
Be a Mind Reader was a favorite of my class last year. In this game, the teacher thinks of a word
on the wall and then gives five clues to that word.
Have students number their paper 1-5 and tell them that you are going to see who can read your
mind and figure out which of the words on the board you are thinking of. Tell them you will give
them five clues. By the
fifth clue, everyone should guess your word, but if they read your mind they might get it before
the fifth clue.
For your first clue, always give the same clue:
It’s one of the words on the word wall.?
Students should write next to number one the word they think it might be.
The second clue is:
It has four letters.
Student writes word.
The third clue is:
It begins with a digraph ph.
Student writes word
The fourth clue is:
It has a short e vowel sound.
Student writes the word.
The fifth clue is:
It begins the sentence: ____will lunch be ready?
Cunningham, P.M. (1999). The Teacher’s Guide to the Four Blocks.

Ruler Tap
Teacher chooses a word from the Word Wall.
Say the word, then tap and say several letters in that word but not the whole word: come, c-o
Call on a student to finish spelling the word out loud: m-e.
If the student correctly finishes spelling the word, that child gets to call out a word, tap and spell
the word and call on another student to finish.
Do several additional words.
Variations of this activity could be, only the teacher having a ruler, all students having a ruler.
Cunningham, P.M. (1995). Phonics They Use. N.Y.: Harper Collins.

You will need photocopies sheets of 9 or 25 blocks (see appendix 2 ). Students will need objects
to cover words.
Call on students to pick words from the wall they want included in the game.
As each word is picked, students will write it on their Bingo sheet in any blank block they choose
and you will write it on an idex card.
When all students have filled up their sheets you are ready to play.
Shuffle your index cards and call the words one at a time.
Have students chant the spelling of each word and then cover it with their object.
The first student to have a complete row covered wins Bingo.
Students can clear their sheets and play again.
Cunningham, P.M. (1995). Phonics They Use. N.Y.: Harper Collins.

Word Sorts
1. Write 10-15 words on large index cards and place in a pocket chart.
Have students write these words on separate smaller cards or papers at
their desks.
Have students sort the words into different piles depending on some features certain words
share. Students may sort all words that begin with a certain sound, have a certain vowel sound,
contain a certain blend or digraph.
Cunningham, P.M. (1995). Phonics They Use. N.Y.: Harper Collins.

Guess the Covered Word
The purpose of this activity is to help children practice the important strategy of cross-checking
meaning with letter-sound information.
The teacher writes 4 or 5 sentences on board, sentence strips, or overhead. Cover a word in each
sentence with two sticky notes--one covering the onset, the other covering the rime.
Call on a student to read the first sentence.
Students make several guesses for the covered word. Teacher writes the guesses on the board.
The teacher takes off the first sticky note that is covering the onset.
Guesses that don’t begin with that onset are erased and any new guesses can be added.
When all the guesses which fit both the meaning the whole word is revealed.

Word Work
Teacher calls a word wall word, class chants and then writes word in first box on Word Work
sheet (see appendix 3).
Continue with 4 additional words.
Student uses letter cards/tiles to build the word in the next space on the Word Work sheet.
Student uses a marker to write the word in the last space.
Continue with the 4 remaining words.
Fountas, I.C. Pinnell, G.S.: (1998)Word Matters. N.H. Heinimann.

Teacher calls 5 words from the word wall one at a time. Students chant
and write on paper as teacher writes on board.
Teacher directs class to Build the first word with letter tiles/cards at
After all students have the word built, teacher directs class to Mix up the letters of the word.
Students are directed to Fix the word by arranging the letters to spell the word.
Chant the word.
Continue with remaining words.
Fountas, I.C. Pinnell, G.S.: (1998)Word Matters. N.H. Heinimann.

Word Search
1. Pass out a copy of the Word Search worksheet to each student (see appendix 4).
2. Teacher chooses 5 words from the word wall.
3. As teacher calls out word, students chant and write on blank at bottom of worksheet.
4. When all 5 words have been written, students place each word in the word search puzzle and
add additional letters to fill in the boxes.
5. Trade Word Search puzzles.
6. When each word is found, trace around it with a colored pencil, pen or marker or use a
highlighter to highlight the word found.
Fountas, I.C. Pinnell, G.S.: (1998)Word Matters. N.H. Heinimann.

Look, Say, Cover, Write, Check
Take a paper with three or four columns (see appendix 5).
Teacher calls out 5 word wall words.
Students write the list of words in the first column.
Begin with the first word. SAY it and notice parts to remember.
LOOK closely at the letters to notice the visual details.
COVER the word with a card and think about how the word looks.
WRITE the word from memory.
Uncover and CHECK it with the word in the first column.
Cover and write the word again and check.
Do all five words.

Flashlight Fun
Turn out the lights.
Say the poem together with the class:
Flashlight, flashlight, oh so bright,
Shine on a word with your light.
Shine the flashlight on individual words for the class to read and chant.
Gruber, B. (1998). Instant Word Wall High Frequency Words. CA:Practice & Learn Right

Let’s Cheer
1. Choose 5 words from the word wall.
2. Print each letter boldly on paper for each word.
3. Cheerleaders face the class holding the letter papers to spell the word.
4. Call out the first letter of the word.
5. The student holding that letter steps forward and raises the letter paper as the class says the
6. Continue until the entire word has been spelled.
7. Say the word 3 times in unison.
8. Take turns being cheerleaders and spelling the rest of the words.
Gruber, B. (1998). Instant Word Wall High Frequency Words. CA:Practice & Learn Right

Word Fun Center
1. Teacher chooses 5 words from the word wall and writes them on the board.
2. Divide the students into 6 groups.
3. Each group is given a different center material to spell the words.
*painted lima beans
*letter tiles
*letter/object tray
*Wikki Sticks
*alphabet stamps
*magnetic letters
Gruber, B. (1998). Instant Word Wall High Frequency Words

Wet Words
1. Teacher chooses 5 word wall words.
2. Say word to class and have them chant.
3. Write on individual chalkboard one letter at a time with paintbrush and water.
4. Continue with additional words.
Gruber, B. (1998). Instant Word Wall High Frequency Words. CA:Practice & Learn Right

Word Jar
1. When 5 new word wall words are introduced, write them on a slip of paper and add to Word Jar.
2. Choose 5 students to pick a word from the jar.
3. One student at a time reads their word, class chants the spelling.
4. Do additional words.
Gruber, B. (1998). Instant Word Wall High Frequency Words. CA:Practice & Learn Right

Rainbow Words
1. Pass out paper to each student.
2. Teacher chooses 5 word wall words.
3. As teacher says word, students chant and write on paper with a crayon.
4. Do the same for the additional words.
5. After all the words have been written once with a crayon, students go back and write each word
again with 2 different colors of crayons.
Gruber, B. (1998). Instant Word Wall High Frequency Words. CA:Practice & Learn Right

I Spy...Give clues such as:
It is on the wall.
It has 3 letters in it.
It rhymes with hat.
It is an animal.
etc.  The kids write  the word when they figure it out.

Ready, Set, Spell...
Say a word from the wall.
Together say, ready, set, spell.
Spell the word together.

Hopscotch spelling is a fun way to practice word wall words or spelling words.  I have a foam
hopscotch game that can be set up in the classroom.  You could create the game by using masking
tape to form the boxes.  The children spell out the words letter by letter as they jump on each
number.  When they get to the end they write the word on a chart board.
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