PL3. The How of Introducing Phonics Patterns

Primary literacy series Module 3 The How of Introducing Phonics Patterns
Course Progress

The How of Introducing Phonics Patterns

Phonics instruction involves teaching students the relationships between letters and sounds. Students use knowledge of letter-sound relationships to sound out (decode) written words accurately. This module provides information about how to introduce new phoneme-grapheme correspondences and use practice activities to reinforce new learning (est. completion time: 3 hours).

  • The How of Introducing Phonics Patterns
    • Navigation and Learning Objectives
    • Pre-Assessment
    • Introduction
    • Phonemic Awareness Connected to Phonics
    • Using Elkonin Sound Boxes
    • Introducing Phoneme-Grapheme Correspondences
    • Reading Words in Lists
    • Word Sorts
    • Word Building 
    • Word Chaining
    • Spelling and Dictation
    • Using Data to Plan for Meaningful Practice
    • Summing it Up
    • Post-Assessment
How to use this Module


Completion of The Why of Teaching Phonics & Word Recognition (Part 1) and The What of Teaching Phonics & Word Recognition (Part 2) comprehensive learning modules. Taking courses in the recommended order helps you build a strong foundation in important concepts and practices related to teaching phonics and word recognition.

Module Description

This module is the third part of a five-part series on Teaching Phonics and Word Reading Instruction. Part 1 describes the research and effectiveness of phonics instruction, key terms used within phonics, and how sight words fit into phonics. Part 2 focuses on the instructional routines and practices that exemplify explicit and systematic phonics instruction. In this module (Part 3), you will learn how to introduce phoneme-grapheme correspondences and implement activities that allow students to practice target phonics patterns.

The following topics are discussed in the text, linked resources, embedded audio, and video:

  • A format for introducing new phonics concepts 
  • Instructional routines and practice activities for teaching students to decode and encode words
  • Choosing words for practice
  • Using data to plan for meaningful practice opportunities
Quote by Dr. Martin Kozloff, "When a child memorizes ten words, they can only read ten words. If a child learns the sounds of ten letters, they will be able to read 350 three-sound words, 4,320 four-sounds words, and 21,650 five-sound words."

Although this module will likely be most helpful for K-3 educators, educators in all grades and content areas may find this module to be beneficial.

This module aligns with the following recommendations in the Institute of Education Sciences (IES) Practice Guide – Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade:

  • Recommendation 2: Develop awareness of the segments of sounds in speech and how they link to letters
  • Recommendation 3: Teach students to decode words, analyze word parts and write and recognize words
  • Recommendation 4: Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension 

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Module Resources

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Ohio Literacy Library

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