Practice: Students are instructed on say-it- and-move-it strategy using letters and mat.

Performance indicator:

Standard 1: Language for information & understanding

1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

*Students make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words. >>>>

Evidence: According to  their research on phoneme awareness instruction with kindergartners, Blachman, et el. (1994) share that lessons that include: say-it-and-move it, segmentation activities, letter-name and letter-sound training have "a positive influence on early reading skills and developmental spelling."

Likewise, Snow, et al (1998) share that "true phonemic awareness extends beyond an appreciation of rhyme or alliteration, as it corresponds to the insight that every word can be conceived of as a sequence of phonemes" (p. 53).  

Phonemic awareness lesson topics (Fontas & Pinnell & Fontas).

Evaluation form for say-it-and-move-it, letter name and sound, and phonemic awareness practice. (handout RED 626)

Blending and segmenting works!  (Handout RED 626 citing Torgesen, Morgan & Davis 1992)

Blending & segmenting syllable activity.  Students are asked to (blend) guess blended words that are  pronounced into distinct syllable parts or (segment) clap the syllable parts in distinct "chunks".