Teaching Phonics

Looking back I’m not sure how this happened, but somehow I got through college without actually learning phonics rules.  Hold on, hold on!  I know how to read and I know letter sounds but as far as actual “rules” that I could tell my students…I was lost.  And I know I’m not the only one.  I’ve had other coworkers with the same issue coming straight out of college.  This post is for those of you that have found yourself in the same boat as me.


Here are some of the basics as far as rules and terminology that I frantically had to catch up on “in the field” as they say:

Crash Course in Phonics - what you probably should have been taught in reading methods, but weren't, helpful for elementary teachers



Of course there’s more to know about phonics but this will keep you from looking like a complete idiot in front of more experienced colleagues (as I’m sure I did) and it might help you understand what your reading series teacher’s guide is talking about.

Ready for more? Check out my Crash Course in Phonics – Part 2

Here are some items from my TpT store if you’re looking for some more support with phonics:

shop phonics


Also see my Crash Course in Phonics, part 2!

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Hannah Braun
Hannah Braun
Hannah Braun is a former teacher with 8 years of experience in the classroom and a master's degree in early childhood education. She designs engaging, organized classroom resources for 1st-3rd grade teachers.


  1. I’m not sure if you personally created this chart, but I did want to tell you that your use of the word “its” is not correct. You need the contraction it’s when you mean “it is.” We all make mistakes, but I think it’s important for teachers, especially, to be grammatically correct and to spell correctly.

      • I think the comment was referring to the phrases, “its short” and “its long.” The first description is clearly possessive “its short sound.” However, without the word “sound,” the reader could legitimately imply that the contraction is being used.

        I believe you produce high quality work in useful teaching tools. In this case, adding an apostrophe or a noun might clarify your meaning for all readers.

  2. I am interested in our crash course phonics courses part 1 and 2 but I could not find the price nor the course. Please you please send me the link to see this information.

    Valerie Coates

    • Hi Valerie,
      It’s not actually a class. That’s just what I titled the blog posts because they serve as a mini “crash course” in phonics.

  3. I want to purchase your mini books on TpT but I am not sure if the first package include # 1 & 2 or if I have to order them individually. Can you please clarify for me.

    • Hi Mary Ellen!
      The first package includes two mini books that are totally different from the phonics mini book 2. Now that I look at those descriptions and titles I can see that I should make them more clear. There are 4 mini books in all. The first two come in the first product.

      I’m feverishly working on some other phonics materials this summer, the first being a collection of sneaky-e (magic-e/silent-e) resources so keep an eye out for those 🙂



      • Thank you for your very helpful clarification. I am tutoring a little 2nd grade this summer who will love the books! I just did not want to pay for the same thing twice! hehehe!

    • Hi Kathy,
      I don’t have this one set up as a poster but you can right click, copy, and then paste it into Powerpoint to print it. You might have to cut it into a couple of pieces and print it across a couple of pages.

      Thanks for stopping by!


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