However, for the purposes of multi-sensory instruction, print may be involved in some phonemic awareness activities. Researchers have found it useful to teach onsets and rimes as part of word study. Onsets and rimes are used in the creation of word families. The first sets of activities are ones that can be used throughout the day. The stress in the last half of the chapter is on activities that can be integrated into units of study and other meaningful contexts.
Many possibilities exist for the sequencing of graphophonic instruction.
Experienced teachers develop effective sequencing over time and adapt their sequence to meet the needs of individuals and groups. The sequence that follows is one suggestion only. It is created with reference to knowledge of child development and to the importance of incorporating phonemic awareness and graphophonic instruction into meaningful contexts. One example of such incorporation would be to sequence the teaching of initial consonant sounds partly around the initial consonants of your students' first names. With this practice, you might teach the sh digraph informally before all initial consonants had been learned if you had one or more students whose first name started with Sh.