One of the questions I get asked most often is how I structure my phonics block. I wanted to share what this actually looks like in my classroom on a regular day. Nothing flashy. Nothing overly complicated. Just a consistent routine that works.
My phonics block typically lasts about 45 minutes and follows the same overall structure every day. That consistency is what helps my students feel confident and make steady progress, especially since I have a wide range of abilities in my class.
Orton Gillingham Sound Card Routine
We always start with sound cards.
I use plain white OG-style sound cards that simply show the sound spellings. When we’re introducing a new sound spelling, I’ll incorporate Feelings-Based Phonics to support that introduction. I show the character, tell students the character’s name, and we talk briefly about the feeling the character is showing. If you are interested in adding these cards to your routine, click the button below.
From there, we connect that feeling to how the sound is used in words. This helps students build a stronger mental hook for the sound and makes it more memorable. After that, we talk through the rule for the sound spelling, any exceptions, and exactly what students are going to say during our sound card routine.
Once the sound is established, we run our regular sound card drill, always using consistent language. If you’re interested in seeing what that looks like in real time, you can check out my TikTok or Instagram at @feelingsbasedphonics, where I share videos of my students doing the OG sound card routine.
Blending Board With Vowel-Focused Blending
After sound cards, we move right into the blending board.
In second grade, we typically use vowel-focused blending. This means students:
- Read the vowel sound in the word first
- Blend the first syllable
- Blend the second syllable (or third, if needed)
- Read the entire word
The blending board usually has four lines, with three or four words per line, all targeting the sound spelling we’re learning that week.
There is a lot of repetition built into this part of the routine. We read words multiple times to make sure everyone is tracking and understanding, which is especially important given the wide range of learners in my classroom. This repetition helps struggling readers feel supported while still allowing stronger readers to move efficiently.
High-Frequency Words (When Time Allows)
If we have time, we work in high-frequency words either before or after the blending board.
We usually skip the words that are regular and decodable and only discuss the irregular words. This saves time and those are the words the kids need the most help with anyways.
Dictation Routine
Next comes dictation.
I typically read six words that include the sound spelling we’re learning that week. Students:
- Listen to it in a sentence and then repeat the word
- Tap the sounds and syllables out first
- Say each word again
- Say the word quietly to themselves as they write it
- We spell it together and read it once more
Each sound gets one box, even if that box includes multiple letters. If a letter doesn’t make its own sound, it doesn’t get its own box. This reinforces accurate sound-to-spelling mapping and keeps dictation aligned with structured literacy principles.
If you’d like a free dictation template that shows these sound spelling boxes, you can subscribe to my newsletter and I’ll send it your way.
Decodable Reading
We always end with a decodable that matches the sound spelling for the week. The decodables we use are provided by our district curriculum, but the routine stays the same regardless of the text.
Our decodable routine looks like this:
- Students whisper read independently for about two minutes
- We choral read together
- I model fluent reading and students repeat after me
- Students break into partners to read together
- I pull small groups for a few minutes to support students who need extra help
This structure allows students to build confidence, hear fluent reading, and practice decoding with support.
Incorporating SEL
I always try to weave in discussions or quick SEL lessons in my phonics routine when time allows. Sometimes its using the FBP cards to introduce new sound spellings. Other times its ending with a quick role play of a certain word we practiced and discussing its meaning. It never looks the same, which is the great thing about this resource. You can incorporate SEL into your phonics routine with a little or as much time as you want. It’s amazingly flexible.
Why This Routine Works
I try to spice things up a little each week with small changes, but the core routine stays the same. The kids know what to expect. They understand the flow. And because the structure is predictable, it is generally a “perky pace” and smooth routine.
Consistency is what makes this routine effective. When students don’t have to guess what’s coming next, they can put all their energy into reading and spelling.
This routine isn’t flashy, but it’s solid, efficient, and grounded in what works for kids.
Feel free to comment or message me with any questions you have, and subscribe below for free resources!