Wait for it...The Power of Signaling

The difference between chaos and clarity in an explicit phonics lesson often comes down to one small, yet crucial, detail: signaling. Without a clear cue, some students blurt out answers, others stay quiet or mimic their peers, and many miss a chance to truly practice. But with a simple, intentional signal, every student—whether quick or hesitant—gets to think, process, and respond.

So, as teachers welcome students back to school, it’s the perfect time to establish clear, consistent signals for cueing choral responses during explicit phonics lessons. Regardless of the curriculum—whether UFLI, Reading Horizons, or another—the ability to orchestrate effective response routines is a small pedagogical move with a big impact. With intentional signaling, more students are able to engage in authentic practice, rather than only those who are quickest to respond. Let’s look at two concrete examples.

Reviewing previous learned letters, sounds or sound spellings. Early in an explicit phonics lesson, teachers often review previously taught skills—such as letter-sound correspondences in kindergarten or more complex patterns like -ay or -igh in 1st and 2nd grade. This review frequently takes the form of a quick flashcard routine: the teacher shows a card, and students respond chorally with the sound.

The problem? Students who already know the sound answer immediately, while those who need extra retrieval time either stay silent or simply echo their peers. This limits genuine practice.

A simple but powerful solution is signaling. For example, the teacher can hold up the letter card, pause, and then tap the card when it’s time to respond. That small adjustment provides all students—even those who need a couple more seconds—the chance to engage meaningfully.

Practicing word level reading.  When moving into word-level practice, signaling becomes just as important. After displaying or writing a word, pausing before cueing a response allows students to process and apply the new skill.

Possible signals include:

• Auditory cue: say, “Think” (pause 2–3 seconds), then “Read.”

• Visual cue: point to the left of the word (pause 2–3 seconds), then slide your finger under the word to prompt the group response.

Not sure how much wait time your students need? Ask them to put a thumb up when they’re ready to read. Track how long it takes for at least 80% of the class to respond, and use that as your pacing guide.

And for students who just can’t resist blurting out the answer? Offer them a strategy: cover their mouth with their hand and whisper the word quietly. This lets them “get it out” without robbing practice from peers.

Final Thoughts. Explicit phonics lessons are most effective when all students—not just the fastest responders—are actively engaged. By using intentional signals, teachers create the wait time necessary for authentic practice, giving every student the opportunity to strengthen their skills. A small shift in signaling can make a big difference in impact.