The How of Introducing Phonics Patterns (Part 3)

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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