Sound Wall Collaboration by Hannah Hirschfeld

hannah_hirschfeld — 2024-09-18 13:07:14 UTC

hannah_hirschfeld — 2024-09-18 13:07:34 UTC

hannah_hirschfeld — 2024-09-18 13:07:56 UTC

hannah_hirschfeld — 2024-09-27 14:00:31 UTC

Reflections of using Sound Wall

rbaudoin — 2024-11-14 12:11:26 UTC

Kindergarten Class/ 11/13

Demonstrated Use of Sound wall . first time students interacted with sound wall. Introduced 3 letters using scripts. The students really understood how it worked and were able to describe sound and placement in mouth. Teacher introduced a letter following my model. She was successful as well. Really excited to return to work with students with sound wall.

julihildebrand — 2024-11-19 18:44:16 UTC

Written by Dr. Mary E. Dahlgren and Dr. Antonio A. Fierro

April 2024

julihildebrand — 2024-11-19 18:52:02 UTC

hannah_hirschfeld — 2024-11-21 15:21:22 UTC

patriciavagnier — 2025-01-28 16:19:27 UTC

patriciavagnier — 2025-01-28 16:21:13 UTC

3rd Grade Intervention

hannah_hirschfeld — 2025-01-29 19:28:43 UTC

3rd graders are enjoying uncovering new cards on the Sound Wall as they are introduced in Blast. We discuss what they feel their mouths doing, whether they feel air, and what they feel in their throat. The students use what their mouths are doing and their knowledge of the sound (using the pictures) to identify which card we will uncover. They have had great success with this.

Reflections:

2025-02-10 14:00:53 UTC

Robin 2/10

3rd grader are enjoying uncovering sounds as they correspond to RGR lessons-

students are consciously making sounds and describing articulation of tongue and feeling air.

Student use of Sound Wall

hannah_hirschfeld — 2025-02-10 14:00:56 UTC

Today, while teaching a lesson on short i and long i vowel phonemes, a student referred to the Sound Wall for the short i sound. It was great to see students making use of the Sound Wall without being prompted.

2/10 Supported teachers by putting approx. 20 sound walls

2025-02-10 14:02:55 UTC

Assisted a classroom teacher

2025-02-10 14:13:19 UTC

Reach All Readers by Anna Geiger

hannah_hirschfeld — 2025-06-09 11:59:03 UTC

"Sound walls can indeed be a useful tool, but it's important to acknowledge that they are a popular trend without much research support. I question the value of long, detailed discussions about how a certain sound is formed in the mouth, and students shouldn't be expected to associate terms like stop, fricative, and affricate with particular phonemes. If you choose to incorporate a sound wall, use it in a way that makes sense to you and your students; don't get bogged down by the details."

Thoughts on this?

The Literacy 50 by Melissa Loftus and Lori Sappington

hannah_hirschfeld — 2025-06-09 12:09:51 UTC

"Sound walls are very popular. As with word walls, researchers have not yet proven whether they are beneficial, but they seem to help students learn letter-sound correspondences."
Sound walls contain: sound cards, articulation cards, and letter cards.
"When you introduce a phoneme, model how to make the sound, point to the articulation card on the wall, and teach the most common grapheme or graphemes to spell the sound. Students look at the articulation card for each phoneme and talk about how the lips, tongue, or teeth are in a particular place. From there, add the sound and grapheme on the sound wall.
Use articulation cards
Use mirrors
"Don't spend a lot of time on the sound wall during instruction. Draw students' awareness to it at appropriate points in your instruction and keep it moving. Dont wait until you have "perfected" the wall. Just give it a try. Work with colleagues who want to try sound walls and share ideas and experiences."