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I utilize Heggerty, as it incorporates many of the best practices that were explained in the book. In my own class, I also teach students to place their hand under their chin for syllables, as they can feel the chin drop and feel the vibration that is produces with each syllable.

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I use visual  and physical motions to reinforce phonemic awareness. We have small letter tiles to create word families with a matching picture. Almost daily the class sings a song that has the letters and sounds.    

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I use visual  and physical motions to reinforce phonemic awareness. We have small letter tiles to create word families with a matching picture. Almost daily the class sings a song that has the letters and sounds.    

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Martin

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I use visuals, hand motions, and exaggerated facial expression when teaching phonemic awareness. 

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I use visuals, hand motions, and exaggerated facial expression when teaching phonemic awareness. 

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Lorena Armstrong

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We as well have been utilizing HEggerty. It offers many of the same strategies they are suggesting. Segmenting and blending seem to be the most effective, so far for students. Onset sound identification is challenging for many students. For example, today there was a question about how to spell (by). It was spelled (deei). So, practicing the b and d sounds and fact that it sounds like bie but it is somewhat of an irregular spelling with by.

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I use elkonin boxes to segment words and blend sounds.  I am interested in using articulatory gestures( using mirrors). I think it would further benefit the students by giving them a visual of their mouths when they make certain sounds.  -Isabel Meraz

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I use elkonin boxes to segment words and blend sounds.  I am interested in using articulatory gestures( using mirrors). I think it would further benefit the students by giving them a visual of their mouths when they make certain sounds.  -Isabel Meraz

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I am using Heggerty which consistently utilizes blending, segmenting, isolation and discrimination, and deletion. I also uses these practices without Heggerty in my reading groups and while I teach phonics. I have enjoyed utilizing their word chains that were provided with Shifting the Balance. The practice that I will become more intentional about using is articulatory gestures; more specifically, using a mirror to allow students to see their mouths while they make certain sounds.

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With my group of struggling readers we often use strategies to develop their phonemic awareness. We have focused on blending, specifically practicing how a phoneme in a particular place in a word is the same or different from the phoneme in the same place in another word.

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Heggerty has helped me in teaching phonemic awareness. My students are engaged and excited about it as we us the hand motions. I notice them using these types of strategies in sounding out words and writing.

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I recently started using mirrors while practicing with (some of) my students to support articulation. Something I need to be more intentional about practicing is deletion and substitution with my kiddos who need support in developing that area of language.

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I often use articulatory gestures both when I am helping a student pronounce a word correctly and when I ask students to pronounce word to me (I ask for words in Spanish often so I can learn too)

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We use the mirrors and we use whisper phones. We talked about the ending ed sounds and re teach the d, t and ed sound. We use constant articulation and pronunciation with our students. We work on segmenting, isolating, deletion.

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We use the mirrors and we use whisper phones. We talked about the ending ed sounds and re teach the d, t and ed sound. We use constant articulation and pronunciation with our students. We work on segmenting, isolating, deletion.

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Jebens

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I use elkonin sound boxes to help students segment and blend sounds to read words. We are currently practicing the -at word family and changing the beginning sound to create new words (cat, sat, mat, hat). I would like to try out new phonemic awareness strategies where students have a visual like our sound mats. This is a good addition to Heggerty.

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On the rare occasion that there is time in the upper grade schedule to fit in phonemic awareness the routines we use are blending and segmentation. I would like to try out articulatory gestures. Renfroe

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On the rare occasion that there is time in the upper grade schedule to fit in phonemic awareness the routines we use are blending and segmentation. I would like to try out articulatory gestures. Renfroe

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I will try to use a combination of phonemic awareness and phonics when reading and writing CVC words. For example, if we are trying to write words in the -at word family, we will start with phonemic awareness and then move onto more tangible materials like letter cards to represent the graphemes. I will focus on phonemes first.

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In 6th grade we really don't teach the students phonemic awareness during reading. We are teaching them how to think about what they are reading. The only thing I can think of is using common Greek and Latin affixes and roots as clues to the meanings of unfamiliar words. This is critical for 6th grade reader’s ability to read complex texts. I guide students toward a usable, repeatable method for determining the meanings of unfamiliar words based on a knowledge of common Greek and Latin affixes and roots.

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We have been changing sounds in a word to make an new word when using Heggerty. I would like to try and use more phonemic awareness strategies as we are learning across other subjects.

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Heggerty includes routines related to segmenting, blending, isolation and manipulation, and I use the program as a whole group warm-up for the ELA block of my day. Most of the students in my class benefit from this practice, particularly when we can connect these routines to printed text and apply it to spelling words when they are writing. This is when I use these routines in 1 on 1 setting as I am conferencing with them for their writing. Our team hasn't tried the mirror routine, so I think I would like to intentionally try the articulatory gestures routine with the mirrors in a small group setting.

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I use sound boxes with my students to segment words. I am interested in using articulatory gestures (including using mirrors) in my small groups.

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We use body movements and "sound dots" to segment and blend words. We practice word families, while deleting, adding or exchanging new beginning sounds.

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I use my arm to segment and blend.  Top part of the arm = initial sound.  Middle part of the arm = middle sound.  Bottom of the arm = last sound.

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I would like to use more visuals when working with small intervention groups.  For example, I like the idea of using the mirrors or stretching out a rubber band to help students visualize the words.  Blending is something I feel I intentionally do especially with difficult academic vocabulary in Social Studies and Science.  Blending also comes into play when focusing on prefixes, suffixes, and roots.

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We have been using segmentation in order to break down words to figure out the meaning of unknown words. We have been look at affixes and root words. Students have needed to change the meaning of a root word through the addition of a prefix or suffix to alter the meaning of the word. Additionally, I have the students segment words based on their syllables to help them break down the prefixes, suffixes and roots in order to try to spell the words correctly. I would like to use deletion more in my classroom to show how that can alter the meaning of words.

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We have been using segmentation in order to break down words to figure out the meaning of unknown words. We have been look at affixes and root words. Students have needed to change the meaning of a root word through the addition of a prefix or suffix to alter the meaning of the word. Additionally, I have the students segment words based on their syllables to help them break down the prefixes, suffixes and roots in order to try to spell the words correctly. I would like to use deletion more in my classroom to show how that can alter the meaning of words.

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Kyle Stephenson 6th grade

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I have my students write, decode, and blend words on their whiteboards. I have them do rhyming word families, where we make new words by changing the beginning sound (cat, sat, mat). Then, we practice making new words with one different letter at the beginning or end of the word by saying the sounds of the word and comparing the sounds to figure out which letter to change, before blending to check their work (cat, cap, map, man, mat).

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I have been using Elkonin boxes for phoneme segmentation in my classroom for as long as I can remember. More recently I have been having students focus in on "stop sounds" and "continuous sounds" when blending.

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I'd like to try using the mirrors during my intervention group time. I've seen the mirrors used in different settings( for example speech time). Hopefully, this will help a lot of my students that have trouble distinguishing between similar sounds.

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I am using the articulatory gestures. Samantha bought some mirrors at the Dollar Store. The students are using them to articulate the sounds correctly, particularly those students who have difficulty with differentiating between certain sounds like "m" and "n".  I will be utilizing all of them, but particularly blending and isolation with the students with whom I'm working.

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I like the idea of creating lessons that use methods other than verbal to allow the students access to the word sounds. The example of fleeing the mouth and throat parts to remember how to pronounce sounds and learn which letters make the sounds.