How to Teach Phonics in 3 Steps (the Orton Gillingham Way!)
Teaching a brand-new phonics pattern does not have to feel overwhelming. Many teachers tell me they feel unsure about what to say, how to introduce the new pattern, and what steps to follow to make sure their students truly learn it.
The good news?
When you follow the Orton Gillingham approach, the teaching becomes clear, predictable, and doable in just 5–10 minutes.
Nothing is left to chance. Every step has a purpose. And most importantly, students walk away feeling successful.
Below is an easy script that follows the Orton Gillingham principles while giving you the confidence to introduce any new phonics skill.
Step 1: Show and Teach the New Phonics Pattern (The “I Do”)
OG Principle Spotlight: Direct and Explicit (with Structured and Sequential instruction)
When teaching a new pattern, you begin with direct, explicit instruction. Your students should clearly see, hear, and understand the new concept from the very first minute. This is simultaneous AVK instruction (auditory, visual, kinesthetic).
For this example, let us use dge as our “I do.”
Teacher Script:
Hold up or display the dge anchor chart .
“Today we are learning a new spelling for the sound /j/. Use dge to say /j/ at the end of a syllable directly after a short vowel. For example, the word bridge.”
Teacher continues:
“Say the sound with me. /j/. Now look at these letters working together: d-g-e. They come directly after a short vowel, and they say /j/. I will show you a few examples.”
Write (or point to) example words such as:
- edge
- bridge
- badge
Point out the short vowel, highlight it, and then underline dge.
This is your explicit instruction. You are not asking students to guess the pattern on their own or “see what looks right.”
You are teaching it directly and clearly, building on your structured, sequential phonics scope and sequence.
Step 2: Learn It Together (The “We Do”)
OG Principle Spotlight: Simultaneous Multisensory
Now students join you as you guide them through the new pattern using simultaneous multisensory input: they see the pattern, say the pattern, and write the pattern.
This is the time to pull out the student binder sheet for the new skill.
These pages naturally provide multisensory learning because they require students to:
- Say the sound as they trace and spell it
- Highlight the new pattern
- Code the vowel
- Read words containing the pattern
- Spell dictated words
- Answer cognitive follow-up questions
Teacher Script:
“Now we will practice a new vowel team together. Look at the letters ee. They work as a team to say /ē/. Trace those letters, say it, and write it.”
Have students write ee three times as they say /ē/ aloud.
Highlight the ee in the printed words on the student binder page. Then read the list of ee words on the page together.
This step brings in the simultaneous multisensory principle beautifully.
Step 3: Try It Independently (The “You Do”)
OG Principle Spotlight: Cognitive
Now students apply the new concept in reading and spelling. This is where the Orton Gillingham principle of cognitive engagement shines, because students must think about the pattern and use it independently.
For this step, use additional ready-made word lists for skills like igh.
Teacher Script:
“Now it is your turn to read and spell using the patterns you know. Remember what we learned:
- igh says /ī/, especially before t.
Have students:
- Read & spell a few igh words such as light, bright, night
- Then have them read and spell sentences with igh words.
Weave in the cognitive approach with questions like, “What type of sound does igh make in the word bright?”
This step asks them to think about the why, not simply repeat words. That is the essence of OG’s cognitive element.
Helpful Tips: Keep the new Phonics Teaching Concise
OG Principle Spotlight: Language and Phonetic-Based
Teaching a new phonics concept should take 5–10 minutes, not half the lesson.
The power is in the clarity and routine:
- You teach it explicitly (I do)
- You practice it together (We do)
- They apply it with guidance (You do)
The rest of your Orton Gillingham lesson time should be used for review, fluency, dictation, and oral reading, where students can continue applying the new pattern in authentic reading and spelling.
Because the skill itself is inherently phonetic-based, the instruction remains grounded in the Orton Gillingham principle of language-based learning.
Don’t forget: Build Phonics Mastery Through Review
OG Principle Spotlight: Synthetic and Analytic Thinking
Throughout the week, weave this new pattern into:
- Visual drills (identify the pattern)
- Auditory drills (write the pattern when you say the sound)
- Blending drills (read words with the pattern mixed with previously learned skills)
- Phonics sorts
- Dictation
- Oral reading
- Vocabulary
Students practice identifying, blending, segmenting, reading, sorting, and writing the pattern across multiple contexts. They synthesize it with known patterns and analyze it within bigger chunks of language.
This is where mastery happens.
You Can Teach Any Phonics Skill With Confidence
When you follow these steps, you never have to wonder:
“What do I say?”
“What do I show?”
“What do I have students do next?”
Every new pattern becomes teachable, predictable, and achievable.
Your students feel successful because the instruction is clear.
You feel confident because you have a routine that works.
Grab Your Free Long Vowel Order of Frequency Chart!
If you want an easy next step, download my free Order of Frequency of Long Vowel Spellings chart. It is the perfect companion for teaching long vowel spelling patterns with confidence and clarity.
Equip yourself with a tool that makes phonics instruction faster, clearer, and more effective for your students. You will love having this on hand for every OG lesson.
