1. Word Level

2.  Children should begin by writing English word they know and can use.  Techniques for whole word recognition are very important.

3.  If children are to become proficient writers of English, it is important to teach them to recognize letter and sound patterns in words and to show them that many words share common letter and sound patterns.

4. Developing word recognition skills Onset and rime skills The "onset" is the initial phonological unit of any word (e.g. c in cat) and the term "rime" refers to the string of letters that follow, usually a vowel and final consonants (e.g. at in cat). Not all words have onsets.

5.  How to break words down into chunks of sound (decode)  How to put them back together again (encode)  How to sight-read words which cannot be segmented so easily

6. Reading and spelling multi- syllable words  Breaking them down into syllables  Treating each part as onset and rime  Putting the syllables together to read and spell the whole word  It helps if the students sound out each part of the word as they write it.

7. Sight words  Like the, a, an…  Frequent exposure to sight words visual memory

8. Setting up a literate classroom  Word banks,  Dictionaries (printed and homemade)  Words games  Printed books, homemade books  Students’ work on the walls  Establishing routines for the students to use the words on display activities  Teacher should show how to use resources for supporting writing and spelling, be their writing model  A series of visual aids

9. Setting up word banks and walls  Add words a few at a time  Use letters large enough to be seen by all  Make use of color  Make sure the word wall can be seen by all the children  Use the most frequently used words  Make sure the word banks are positioned to allow easy access  Use a filing system so that words can be found easily, for example, in alphabetical order or by topic  Remove words the students no longer need  Change the display so that it always looks attractive  Keep the display orderly  Involve the students in making labels for displays  Display students’ work

10. Activities with word displays  Teaching the features of words, for example: find me a word that starts with “b”, rhymes with “at”, ends in “ight”  Asking students to copy as many words as they can in one minute  Allocating time to read words from the display,  Removing labels from the furniture and letting the children replace them  Displaying key words from a story and asking the children to order them in sequence  Displaying some spelling mistakes and ask them to find them  http://www.myclassroomideas.com/wp- content/uploads/2013/03/Word-Wall-Bulletin-Board- Display.jpeg

11.  http://kingfisherstmhp.primaryblogger.co.uk/files/2011/10/I MG_08152.jpg http://kingfisherstmhp.primaryblogger.co.uk/files/2011/10/I MG_08152.jpg  http://www.myclassroomideas.com/wp- content/uploads/2013/05/Sentence-Express-Bulletin-Board- Display.jpg http://www.myclassroomideas.com/wp- content/uploads/2013/05/Sentence-Express-Bulletin-Board- Display.jpg  http://4.bp.blogspot.com/-pmmUOdK4meU/T- OirSvm2NI/AAAAAAAAAro/aSVEtGLtWug/s640/Common+co re+english+sample+pic.jpg http://4.bp.blogspot.com/-pmmUOdK4meU/T- OirSvm2NI/AAAAAAAAAro/aSVEtGLtWug/s640/Common+co re+english+sample+pic.jpg  http://media-cache- ak0.pinimg.com/736x/85/72/41/857241944a2f802542f0e42 2895b287f.jpg http://media-cache- ak0.pinimg.com/736x/85/72/41/857241944a2f802542f0e42 2895b287f.jpg  http://thecaffeinatedteacher.blogspot.tw/2012/08/my- classroom-2012-2013.html http://thecaffeinatedteacher.blogspot.tw/2012/08/my- classroom-2012-2013.html  http://www.youtube.com/watch?v=hTaNRZhRPgk http://www.youtube.com/watch?v=hTaNRZhRPgk  http://www.youtube.com/watch?v=XdmI4K5wJu4 http://www.youtube.com/watch?v=XdmI4K5wJu4

12.  http://www.youtube.com/watch?v=yIGBJjOZEMQ http://www.youtube.com/watch?v=yIGBJjOZEMQ  http://www.youtube.com/watch?v=oitDCWnZVR0