[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-651531-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-651531-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","heggerty-phonemic-awareness-hand-motions-guidance-to-scaffold-support","Heggerty Phonemic Awareness - Hand Motions & Guidance to Scaffold Support","","Instructional guide for teaching phonemic awareness using coordinated teacher-student hand motions. Provides clear guidance on correct motion direction, mirroring between teacher and students, and when to fade supports so learners demonstrate automaticity. Covers multiple phoneme skills including rhyme focus, initial and final phoneme isolation, medial phoneme isolation, blending, and segmenting, with specific scaffolding strategies such as oral segmentation, Elkonin boxes, counters, and visual supports.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/heggerty-phonemic-awareness-hand-motions-guidance-to-scaffold-support/651531/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/heggerty-phonemic-awareness-hand-motions-guidance-to-scaffold-support/651531.png","ImageObject",300,407,{"name":42,"@type":43},"supergirl","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-24",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How should teachers use the hand motions during phonemic awareness practice?","Question",{"text":62,"@type":63},"Teachers use the right hand to show the beginning of the word and the left hand to show the end. Students mirror the teacher, creating a left-to-right progression from the students’ perspective.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What scaffolding tools are recommended for phoneme isolation?",{"text":67,"@type":63},"Elkonin boxes and counters help highlight the target sound positions. The teacher segments or isolates sounds orally, and students repeat while pointing to the corresponding visual representation.",{"name":69,"@type":60,"acceptedAnswer":70},"When should hand motions and additional scaffolds be removed?",{"text":71,"@type":63},"Once students master the skills, hand motions and scaffolds should be faded so students show automaticity working with these phonemic awareness tasks.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},651531,1792874825,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":79,"read_time":123,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Heggerty Phonemic Awareness  \nHand Motions & Guidance to Scaffold Support  \nNOTE: When using the hand motions, the teacher uses the right hand to show the beginning of the word and the left hand to show the end of the word. Teachers will chop a word from their right to left and the students will mirror the teacher. This will appear as a left to right progression for the students when sitting in front of the teacher.  \nUpon mastery, hand motions and additional scaffolds and supports should be removed for students to show their automaticity in working with these skills. Use the QR Code to the right to watch videos of each of the hand motions described below.  \n| Rhyme |  | Rhyme focuses on listening for words that have the same middle and final sounds. Lessons focus on rhyme repetition (EPK, Pre-K and Kindergarten only), rhyme recognition, and rhyme production. Words that rhyme have the same middle and final sounds (rime).\u003Cbr>Scaffolded Support: Teacher orally segments the word into the onset (sounds before the vowel) and the rime (word family). If the rime is the same, the words rhyme. If the rime is different, they do not rhyme. Teachers would not write these words out for students, but instead orally segment the word into the two parts. Felt, post-it notes or magna tiles can be used to represent the onset-rime in a word. The teacher says each part and taps the corresponding visual representation. Example: b – ox, f – ox; box and fox rhyme because we hear /ox/ in both words\u003Cbr>w-ish, w – et; wish and wet don’t rhyme because /ish/ and /et/ are not the same sounds |\n| --- | --- | --- |\n| | |  |\n| Initial Phoneme Isolation\u003Cbr>|  | Initial Phoneme Isolation focuses on listening for and isolating the first sound we hear in a word. Student response should be the sound they hear, not the letter name.\u003Cbr>Scaffolded Support: Teacher says the first sound, and then the word. Students\u003Cbr>repeat teacher. See example: Teacher: /k/, cat Student: /k/, cat\u003Cbr>Elkonin boxes and a counter can be used to highlight the focus sound. The teacher would say the word and point to the first box, or place a counter in the first box as they isolate the first sound. |\n| Final Phoneme Isolation\u003Cbr>|  | Final phoneme isolation focuses on listening for and isolating the last sound we hear in a word. Student response should be the sound they hear, not the letter name.\u003Cbr>Scaffolded Support: The teacher says the word and isolates the final sound. Students repeat the teacher. In addition to the hand motion, an Elkonin box can be used to isolate the final sound. The teacher would say the word and point to the last box, or place a counter in the last box as they isolate the final sound.\u003Cbr>Punch it Out Hand Motion:\u003Cbr>Teacher brings their left fist to their right shoulder and slides their arm across their chest as they say the first part of the word, and then punches their left fist straight up in the air when saying the final sound. You may choose to have students punch up their fist again to ensure they are isolating only the final sound. Students do the same motion, using their right arm. Teachers may choose not to respond with students while doing the hand motion.\u003Cbr>1 |\n\nHeggerty Phonemic Awareness  \nHand Motions & Guidance to Scaffold Support  \n\n| Medial Phoneme Isolation\u003Cbr>\u003Cbr>| Medial phoneme isolation focuses on listening for and isolating the vowel sound we hear in a word. Student responses should be the sound they hear, not the letter name.\u003Cbr>Scaffolded Support: The teacher says the word and isolates the vowel sound. Students repeat the teacher. In addition to the hand motion, an Elkonin box can be used to isolate the medial sound. The teacher says the word and points to the middle box, or places a counter in the middle box as they isolate the vowel sound.\u003Cbr>RollerCoaster Hand Motion:\u003Cbr>Teachers and students move their arm like a roller coaster going over a hill. The teacher uses their right hand to isolate the first sound at the bottom of the hill.","cbCaiezOhGHoupat","https://ap.wps.com/l/cbCaiezOhGHoupat","pdf",234178,"English","# Hand Motion Setup\n# Rhyme\n# Initial Phoneme Isolation\n# Final Phoneme Isolation\n# Medial Phoneme Isolation\n# Blending\n# Segmenting","[{\"question\":\"How should teachers use the hand motions during phonemic awareness practice?\",\"answer\":\"Teachers use the right hand to show the beginning of the word and the left hand to show the end. Students mirror the teacher, creating a left-to-right progression from the students’ perspective.\"},{\"question\":\"What scaffolding tools are recommended for phoneme isolation?\",\"answer\":\"Elkonin boxes and counters help highlight the target sound positions. The teacher segments or isolates sounds orally, and students repeat while pointing to the corresponding visual representation.\"},{\"question\":\"When should hand motions and additional scaffolds be removed?\",\"answer\":\"Once students master the skills, hand motions and scaffolds should be faded so students show automaticity working with these phonemic awareness tasks.\"}]","Heggerty Phonemic Awareness - Hand Motions & Guidance to Scaffold Support | PDF"]