5. Put the sound at the end of the words.
   Example: them, dim
6. Have the learner repeat the words and tell you what the final sound is.
7. Write the letters (both upper and small case) and have the learner write them as well.

Tutoring Tips when Teaching Phonics ⁴

The following order for introducing new sounds is generally accepted.

1. Start with consonant sounds that are easy to recognize. m, b, s, d, f, t, and n are considered the easiest sounds to hear p, r, l, c, k, g, j, qu, z, and v are considered "harder sounds"
2. Start by teaching consonants that come at the beginning of the word.
3. Next, teach consonants that come at the end of the word.
4. After that, take a look at words with short vowel sounds in them. Short vowels include:
   • A as in apple ()
   • E as in echo ()
   • I as in igloo ( )
   • O as in ox ( )
   • U and is in up ( )

Because vowel sounds are very difficult to teach (and learn), you may want to use the "word patterns" activity to introduce common sounds to learners. Word patterns are best developed using three letter words that follow the consonant-vowel-consonant format. Examples include: hat, map and bin.

5. Consonant blends are generally taught after short vowel sounds. Consonant blends are two consonants that blend together but keep some of their original sound).

⁴ Saskatchewan Literacy Network, Saskatchewan Level 1 Tutor Training Kit (Saskatoon, Saskatchewan: Saskatchewan Literacy Network, 2000.)