Developed by Sandra Elam page 1
The National Right to Read Foundation, www.nrrf.org
Phonics Primer
You can use this Phonics Primer developed by The National Right to Read
Foundation to begin teaching a child or adult to read today. This primer lists the
44 sounds in the English language and then gives steps for teaching those 44
sounds and their most common spelling patterns. In addition to learning sounds
and spellings, each day the student must read lists of phonetically related words
and spell these words from dictation. Phonics instruction must be reinforced by
having the student read decodable text.
The 44 Sounds in the English Language
5 Short-Vowel Sounds 18 Consonant Sounds 7 Digraphs
short /ă/ in apple
short /ĕ/ in e
lephant
short /ĭ/ in i
gloo
short /ŏ/ in o
ctopus
short /ǔ/ in u
mbrella
/b/ in b
at
/k/ in c
at and kite
/d/ in d
og
/f/ in f
an
/g/ in g
oat
/h/ in h
at
/j/ in j
am
/l/ in l
ip
/m/ in m
ap
/n/ in n
est
/p/ in p
ig
/r/ in r
at
/s/ in s
un
/t/ in t
op
/v/ in v
an
/w/ in w
ig
/y/ in y
ell
/z/ in z
ip
/ch/ in ch
in
/sh/ in sh
ip
unvoiced /th/ in th
in
voiced /th/ in th
is
/hw/ in wh
ip *
/ng/ in sing
/nk/ in sink
* (wh is pronounced /w/ in
some areas)
6 Long-Vowel Sounds
3 r-Controlled Vowel
Sounds
Diphthongs and Other
Special Sounds
long /ā/ in cake
long /ē/ in fee
t
long /ī/ in pie
long /ō/ in boa
t
long /ū/ (yoo) in mu
le
long /ōō/ in flew
/ur/ in fer
n, bird, and hurt
/ar/ in par
k
/or/ in for
k
/oi/ in oi
l and boy
/ow/ in ow
l and ouch
short /ŏŏ/ in coo
k and pull
/aw/ in jaw
and haul
/zh/ in televisi
on
Developed by Sandra Elam page 2
The National Right to Read Foundation, www.nrrf.org
Steps for Teaching Phonics
Step 1. Gather the materials listed below and store them together in a box.
Materials for Teaching Phonics
What You Need Suggestion
systematic phonics program
Consider a program from Phonics Products for Home
or
Phonics Products for School
.
* phonics flashcards with the
letter or letter combination (such
as ou) on front and clue word
(such as out) on back
Consider the Individual Set of 70 Phonogram Cards (item
#IPC, $10) from Spalding Education International, available
at www.spalding.org
. It’s helpful to also purchase the
Spalding Phonogram Sounds CD (item #CD, $5.00) to learn
how to pronounce each sound correctly.
decodable stories
(preferably 100% decodable)
If your phonics program does not contain 100% decodable
stories, consider the 17-book set of readers from the Sing,
Spell, Read, & Write program. These books (called 2
nd
Edition 1
st
Grade Storybooks) can be purchased individually
or as part of the Level 1 program by visiting the publisher
Pearson Learning at
http://www.pearsonlearning.com/singspell/index.cfm
.
writing supplies: index cards,
index card file, black wide-tip
permanent marker, beginner’s
wide-ruled writing tablet, 2
pencils with erasers
Purchase writing supplies at any office supply store.
* Note: Make sure your phonics flashcards give the proper sound or sounds for each letter or
letter combination – many widely available flashcards are incorrect or incomplete. For example,
the common sound of x is /ks/ as in fox, not /z/ as in xylophone or /eks/ as in x-ray. Also, the
short-vowel sound of i is /ĭ/ as in igloo, not /ī/ as in ice cream.
Developed by Sandra Elam page 3
The National Right to Read Foundation, www.nrrf.org
Step 2. Teach the 5 short-vowel sounds and consonant sounds. Drill until
memorized.
During the first week, use the flashcards to drill the short-vowel sounds. Add several consonant
sounds each day until you are drilling all short-vowel sounds and consonant sounds with your
student daily. Do not rush this step. Keep drilling until all sounds are memorized, which usually
takes 2-4 weeks.
Tip: Work on phonics for at least 15 minutes a day, 5 days a week with your student. Frequency
and consistency are more important than the length of time spent on each lesson.
Short-Vowel Sounds
short /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ŭ/ in umbrella
Consonant Sounds
/b/ in bat /k/ in kite /s/ in sun
/k/ in cat /l/ in lip /t/ in top
/d/ in dog /m/ in map /v/ in van
/f/ in fan /n/ in nest /w/ in wig
/g/ in goat /p/ in pig /ks/ in fox
/h/ in hat /kw/ in queen /y/ in yell
/j/ in jam /r/ in rat /z/ in zip
Developed by Sandra Elam page 4
The National Right to Read Foundation, www.nrrf.org
Step 3. Practice two-letter blends. Drill until blending is automatic.
After your student knows the short-vowel sounds and consonant sounds, next teach him how to
orally blend two letters (b-a, ba) and read two-letter blends such as: ba, be, bi, bo, bu.
Two-Letter Blends
b + a = ba s + a = sa j + a = ja
b + e = be s + e = se j + e = je
b + i = bi s + i = si j + i = ji
b + o = bo s + o = so j + o = jo
b + u = bu s + u = su j + u = ju
Step 4. Practice three-letter blends. Drill until blending is automatic.
After your student can read two-letter blends, progress to three-letter blends, that is, words. Each
day, have your student read a set of short-vowel words, then dictate these same words to him.
(Show him how to form each letter and correct him gently, if necessary). This not only helps him
remember the phonics lesson just learned, but it greatly improves spelling.
Golden Rule of Phonics: Never allow your student to skip, guess, or substitute words.
Accuracy is more important than speed.
Three-Letter Blends
fa + t = fat ki + t = kit ro + d = rod
de + n = den ma + d = mad se + t = set
bo + x = box ye + s = yes tu + g = tug
hi + d = hid no + t = not wi + n = win
ju + g = jug pu + n = pun la + p = lap
Developed by Sandra Elam page 5
The National Right to Read Foundation, www.nrrf.org
Step 5. Teach the twin-consonant endings, plurals, and two-consonant
blends. Drill until blending is automatic.
Twin-Consonant Endings Two-Consonant Blends Two-Consonant Blends
puff blab stun, fist
sell brag swam
kiss club trot
fuzz crop twin
lock drag fact
fled raft
Plurals:
frog bulb
cats (sounds like /s/) glum held
beds (sounds like /z/) grip elf
plug sulk
prim film
scat help
skip, mask silt
sled jump
smug hand
snip mint
spot, gasp kept
Developed by Sandra Elam page 6
The National Right to Read Foundation, www.nrrf.org
Step 6. Teach the digraphs (ch, sh, th, wh, ng, nk). A digraph consists of
two consonants that form a new sound when combined. Also teach three-
consonant blends.
Digraphs
Three-Consonant
Blends
chin, such, patch (silent t) scruff
ship, wish split
thin, with (unvoiced /th/) strap
this (voiced /th/) thrill
whip
sang, sing, song, sung
sank, sink, honk, sunk
Developed by Sandra Elam page 7
The National Right to Read Foundation, www.nrrf.org
Step 7. Introduce a few high-frequency words necessary to read most
sentences.
After your student can read three-letter and four-letter words easily, it’s time to add a few high-
frequency words that are necessary to read most sentences. Some high-frequency words are
phonetically regular (such as “or”), but are introduced out of sequence because of their
importance. Other words are truly irregular, because they contain one or more letters that don’t
follow the rules of phonics (such as “once” and “who”).
The Basic High-Frequency Words table lists the most important words. Write each word on an
index card. Introduce three or four new words a week. Drill your student on these words
everyday, encouraging him to sound out as much of the word as possible (usually the
vowel sound is the only irregular part). As your student masters each word, file the card in the
card file under “Words I Know.” When your student comes across a new “wacky” word (such as
“s
ugar” in which the “s” is pronounced /sh/), make up a new index card and file it under “Words
To Learn.”
Tip: What distinguishes this high-frequency word list from the typical “sight word” list? Many
words in the list below cannot be completely sounded out, either because they contain one or
more letters that don’t “follow the rules” or the rule is learned later. In contrast, the typical “sight
word” list contains mostly phonetically regular words (such as “and” and “when”) that the student
is forced to memorize simply because he has never been taught to sound them out.
Basic High-Frequency Words
Introduce after student can
read short-vowel words, /th/, and /sh/
Introduce after student can
read long-vowel words
A vowel by itself says its name:
a, I
“e” at the end of a short word says its name:
be, he, me, we, she, the*
“o” at the end of these words says its name:
no, go, so
“or” says /or/: or, for
do, to, into, of, off, put
* also pronounced /thŭ/
was, were, are
doing, does
said, says, have, give
you, your, yours
they, their, there
where, what, why, who
once, one, come, some
done, none
two, too
Developed by Sandra Elam page 8
The National Right to Read Foundation, www.nrrf.org
Step 8. Teach the long-vowel sounds and their spellings. Note that there
are five common spellings for each long-vowel sound. Also teach the
“Silent-e Rule”: When a one-syllable word ends in “e” and has the pattern
vce (vowel-consonant-e), the first vowel says its name and the “e” is silent.
Long-Vowel Sounds Common Spellings Less Common Spellings
long /ā/ cake, rain, pay, eight,
baby
steak, they, vein
long /ē/ Pete, me, feet, sea,
bunny
key, field, cookie,
receive, pizza
long /ī/
bike, hi, fly, pie, night rye, type
long /ō/ hope, go, boat, toe,
snow
soul, though
long /ū/ & /ōō/ mule, blue, boot,
tuna, flew
fruit, soup, through,
feud
Step 9. Teach the r-controlled vowel sounds and their spellings.
r-Controlled
Vowel Sounds
Common Spellings Less Common Spellings
/ur/ fern, bird, hurt pure, dollar, worm, earth
/ar/ farm orange, forest
/or/ fork door, pour, roar, more, war
Developed by Sandra Elam page 9
The National Right to Read Foundation, www.nrrf.org
Step 10. Teach the diphthongs /oi/ and /ow/ and their spellings. A
diphthong consists of two vowels that form a new sound when combined.
Also teach other special sounds.
Sound Common Spellings
/oi/ oil, boy
/ow/ owl, ouch
short /ŏŏ/ cook, pull
/sh/ vacation, session, facial
/zh/ vision
Step 11. Teach /aw/, /awl/, /awk/ and their spellings.
Sound Common Spellings
/aw/ jaw, haul, wash, squash
/awl/ bald, wall
/awk/ talk
Step 12. Teach these sounds and spelling patterns.
Sound Common Spellings
/s/ spelled c
Rule: c followed by e, i, or y sounds like /s/.
cent, face, cinder, cycle
/j/ spelled g, ge, dge
Rule: g followed by e, i, or y usually sounds like /j/.
frigid, age, fudge, gym
/f/ spelled ph
Rule: ph sounds like /f/ in words of Greek origin.
phone, phonics
/k/ spelled ch
Rule: ch sounds like /k/ in words of Greek origin.
chorus, Christmas
/sh/ spelled ch
Rule: ch sounds like /sh/ in words of French origin.
chef, champagne
Developed by Sandra Elam page 10
The National Right to Read Foundation, www.nrrf.org
Note: This Phonics Primer does not contain all English spelling patterns. Consult a good
phonics program such as one from Phonics Products from Home or Phonics Products for
School for additional spelling patterns and rules. Most products contain detailed instructions and
practice reading selections.
Step 13. After 3 to 4 months of daily phonics instruction, begin introducing
decodable stories.
Important: All sounds and spellings in Steps 2 - 12 should be introduced within the first 4
months of phonics instruction.
After 3 to 4 months of reading lists of words and sentences, your student should be ready to read
decodable stories. The student should read all stories aloud, carefully and accurately. Help him
sound out difficult words, as needed. Explain the meaning of all new words. Encourage him to
read each story several times to gain fluency, but don’t let him memorize the story (reciting a
story from memory is not reading). Model fluent reading by reading a sentence aloud with
expression, then asking him to repeat what you read with the same tone of voice. Explain and
demonstrate the meaning of basic punctuation (period = stop, comma = pause, exclamation point
= speak with excitement, question mark = raise the pitch of your voice on the last word to ask a
question.)
Step 14. Begin introducing “easy-to-read” books.
After the student masters decodable stories, let him move on to easy books such as those by Dr.
Seuss (Hop on Pop; One Fish, Two Fish, Red Fish, Blue Fish; Ten Apples Up on Top; Green
Eggs and Ham; and so on), P. D. Eastman (Are You My Mother?; Go Dog, Go!; A Fish Out of
Water), and Cynthia Rylant (Henry and Mudge series; Poppleton series; Mr. Putter and Tabby
series). As your student reads each book, add new wacky words to the Words To Learn file and
review daily, if necessary.
Continue teaching the lessons in the phonics program – don’t stop just because your student can
read. Most children need 1 to 2 years of reinforcement before their phonics knowledge becomes
permanent.
Step 15. Continue to give phonetically based spelling lists.
Even after your student has finished the phonics program, make sure to reinforce his phonics
knowledge by giving phonetically based spelling lists each week at least through third grade.
Revised: 1/07
