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Enumerate Phonics Concepts

Prompt

Please generate a numbered list of individual phonics concepts. Generate as many as you can find. Return the list in the order that the concepts should be taught to a dyslexic student.

Response: Individual Phonics Concepts for Dyslexic Students

Sequential Teaching Order

Phase 1: Phonological Awareness Foundation

  1. Rhyme recognition and production
  2. Syllable counting and segmentation
  3. Initial sound identification
  4. Final sound identification
  5. Middle sound identification
  6. Phoneme blending (2-3 sounds)
  7. Phoneme segmentation (2-3 sounds)
  8. Phoneme manipulation (deletion, substitution)

Phase 2: Letter-Sound Correspondence (Single Consonants)

  1. /m/ - m
  2. /s/ - s
  3. /t/ - t
  4. /p/ - p
  5. /n/ - n
  6. /c/ - c (hard sound)
  7. /b/ - b
  8. /f/ - f
  9. /d/ - d
  10. /r/ - r
  11. /h/ - h
  12. /g/ - g (hard sound)
  13. /l/ - l
  14. /k/ - k
  15. /j/ - j
  16. /w/ - w
  17. /v/ - v
  18. /y/ - y (consonant sound)
  19. /z/ - z
  20. /qu/ - qu

Phase 3: Short Vowels

  1. /a/ - a (as in cat)
  2. /i/ - i (as in sit)
  3. /o/ - o (as in hot)
  4. /u/ - u (as in cup)
  5. /e/ - e (as in bed)

Phase 4: Basic CVC Patterns

  1. CVC words with /a/ (cat, map, sad)
  2. CVC words with /i/ (sit, big, win)
  3. CVC words with /o/ (hot, dog, box)
  4. CVC words with /u/ (cup, run, bus)
  5. CVC words with /e/ (bed, red, ten)

Phase 5: Consonant Digraphs

  1. /ch/ - ch
  2. /sh/ - sh
  3. /th/ - th (voiced)
  4. /th/ - th (unvoiced)
  5. /wh/ - wh
  6. /ck/ - ck (final position)
  7. /ng/ - ng
  8. /nk/ - nk

Phase 6: Consonant Blends (Initial)

  1. /bl/ - bl
  2. /cl/ - cl
  3. /fl/ - fl
  4. /gl/ - gl
  5. /pl/ - pl
  6. /sl/ - sl
  7. /br/ - br
  8. /cr/ - cr
  9. /dr/ - dr
  10. /fr/ - fr
  11. /gr/ - gr
  12. /pr/ - pr
  13. /tr/ - tr
  14. /sc/ - sc
  15. /sk/ - sk
  16. /sm/ - sm
  17. /sn/ - sn
  18. /sp/ - sp
  19. /st/ - st
  20. /sw/ - sw
  21. /tw/ - tw

Phase 7: Consonant Blends (Final)

  1. /ct/ - ct
  2. /ft/ - ft
  3. /lt/ - lt
  4. /mp/ - mp
  5. /nd/ - nd
  6. /nt/ - nt
  7. /pt/ - pt
  8. /sk/ - sk (final)
  9. /sp/ - sp (final)
  10. /st/ - st (final)

Phase 8: Three-Letter Blends

  1. /scr/ - scr
  2. /spr/ - spr
  3. /str/ - str
  4. /spl/ - spl
  5. /squ/ - squ

Phase 9: Long Vowels (CVCe Pattern)

  1. /ā/ - a_e (cake, make)
  2. /ī/ - i_e (bike, time)
  3. /ō/ - o_e (bone, hope)
  4. /ū/ - u_e (cube, tune)
  5. /ē/ - e_e (these, Pete)

Phase 10: Long Vowel Teams

  1. /ā/ - ai (rain, mail)
  2. /ā/ - ay (play, day)
  3. /ē/ - ea (read, meat)
  4. /ē/ - ee (tree, see)
  5. /ē/ - ie (field, piece)
  6. /ī/ - ie (pie, tie)
  7. /ī/ - igh (light, night)
  8. /ī/ - y (my, fly)
  9. /ō/ - oa (boat, coat)
  10. /ō/ - ow (show, know)
  11. /ū/ - ue (blue, true)
  12. /ū/ - ew (new, flew)

Phase 11: R-Controlled Vowels

  1. /ar/ - ar (car, star)
  2. /er/ - er (her, fern)
  3. /ir/ - ir (bird, girl)
  4. /or/ - or (for, corn)
  5. /ur/ - ur (burn, turn)
  6. /air/ - air (fair, hair)
  7. /are/ - are (care, share)
  8. /ear/ - ear (bear, pear)
  9. /eer/ - eer (deer, cheer)
  10. /ear/ - ear (hear, fear)
  11. /ire/ - ire (fire, tire)
  12. /ore/ - ore (more, store)
  13. /ure/ - ure (sure, pure)

Phase 12: Diphthongs

  1. /oi/ - oi (boil, coin)
  2. /oy/ - oy (boy, toy)
  3. /ou/ - ou (house, mouse)
  4. /ow/ - ow (cow, now)
  5. /au/ - au (haul, sauce)
  6. /aw/ - aw (saw, law)

Phase 13: Other Vowel Patterns

  1. /oo/ - oo (book, look) - short sound
  2. /oo/ - oo (moon, soon) - long sound
  3. /ou/ - ou (could, would)
  4. /a/ - al (talk, walk)
  5. /o/ - wa (want, wash)
  6. /u/ - o (son, come)
  7. /i/ - y (gym, myth)
  8. /ē/ - y (happy, baby)

Phase 14: Silent Letters

  1. Silent b (lamb, thumb)
  2. Silent l (half, talk)
  3. Silent t (castle, listen)
  4. Silent w (write, wrong)
  5. Silent k (knee, knife)
  6. Silent h (hour, honest)
  7. Silent gh (night, caught)

Phase 15: Advanced Consonant Patterns

  1. /f/ - ph (phone, graph)
  2. /k/ - ch (school, echo)
  3. /sh/ - ti (nation, station)
  4. /sh/ - ci (special, social)
  5. /zh/ - si (vision, measure)
  6. /j/ - dge (bridge, judge)
  7. /j/ - ge (age, cage)
  8. /s/ - ce (dance, mice)
  9. /z/ - se (noise, rose)

Phase 16: Syllable Types

  1. Closed syllables (cat, napkin)
  2. Open syllables (me, baby)
  3. Magic E syllables (cake, dispute)
  4. Vowel team syllables (rain, freedom)
  5. R-controlled syllables (car, turtle)
  6. Consonant-le syllables (table, candle)

Phase 17: Advanced Phonics Patterns

  1. /tion/ - tion (nation, vacation)
  2. /sion/ - sion (mission, tension)
  3. /ture/ - ture (picture, nature)
  4. /sure/ - sure (measure, treasure)
  5. /cious/ - cious (precious, delicious)
  6. /tious/ - tious (cautious, ambitious)

Phase 18: Morphological Patterns

  1. Inflectional endings: -s, -es
  2. Inflectional endings: -ed (3 sounds)
  3. Inflectional endings: -ing
  4. Inflectional endings: -er, -est
  5. Prefixes: un-, re-, pre-
  6. Prefixes: dis-, mis-, over-
  7. Prefixes: in-, im-, il-, ir-
  8. Suffixes: -ly, -ful, -less
  9. Suffixes: -ment, -ness, -able
  10. Root words and word families
  11. Compound words
  12. Contractions with apostrophes

This sequential list follows the principle that each new skill builds on previously mastered content, essential for dyslexic learners who need explicit, systematic instruction in sound-symbol relationships.