Visual
- The phoneme card deck, which is reviewed daily, presents each phoneme with a visual picture clue.
- The use of a picture dictionary as a part of each lesson helps students visualize new vocabulary which aids vocabulary comprehension.
- Dramatizing the vocabulary words in the Drama Game helps students visualize new words and understand their meanings.
- Teachers are encouraged to bring real objects which represent new vocabulary being introduced so students can see and touch them.
Kinesthetic
- When introducing new phonemes students are encouraged, using their forefinger, to write the phoneme on their desks, in the palms of their hands or in the sky while spelling and saying the phoneme. Children are also encouraged to use hand motions to go with each phoneme such the students saying, "a is for apple," while all pretending to crunch on a delicious apple.
- Early readers are taught that their forefingers are their “fishing poles” and they are to be touching the page beneath the print they are reading. This also helps the teacher moniter student on task behaviors.
- The teacher may add tactile strategies advocated by various different approaches to kinetic learning such as spelling phonemes or words in the sand or touching a different part of the arm while sounding out various letters or phonemes in a word.
Auditory
- During direct group instruction the sight word and phoneme decks are reviewed chorally in unison daily. Students continually simultaneously see, say, and hear the phoneme and sight words being presented.
- During the review of previous lessons which is done daily, students see, say and hear the words from the previous one or two lessons.
- As the picture dictionary is being created students are asked to continually see, spell, and say the new words in unison chorally so they are constantly hearing the words.
- As the picture dictionary is being created in each lesson, students are hearing the teacher define the words and using them in the context of sentences. They also get to hear students using new words in the context of self generated oral sentences.
- As students time themselves or are being timed by the teacher during small group centers, the students are continually listening to the words and sentences being read again and again.
