Mark one side of each index card with each phonogram (use one color for each phonogram) from the list you are teaching. Mark the other side of the index card with the sound the phonogram makes and a key word that contains the phonogram (use the other color for the information about the phonogram).
Present each flash card to your student, and determine which phonograms the student is already familiar with. Set aside the cards that contain phonograms the student already knows and can read out confidently. Keep the cards containing the phonograms the student does not know or is not confident about.
Sort the keep pile into stacks of three cards. It does not matter which three cards go into each subgroup.
Show the student the first phonogram card while saying the sound. Have the student repeat the sound. Prompt the student to say the sound without your help after several repetitions. Repeat the process with all cards in the subgroup for one to three days.
At the end of however many days, you choose to invest in the subgroup, run through the three cards to see if the student can identify the sound of the phonogram without pausing to think about it. If he can, move on to the next step.
Run through each subgroup using the same steps. At the end of each one- to three-day period, run through not only the cards in the subgroup, but cards in previous subgroups, ensuring the student can identify the new phonograms as well as the phonograms already learned in previous subgroups.
When you reach the end of all subgroups, review the entire list of phonograms. If the student is able to quickly and accurately identify all phonograms, you have been successful. If there are a handful of phonograms the student does not know, pull them out and repeat the process with that group of phonograms.
Review the entire list of phonograms two to three times a week to keep students in practice. Once students get older, the need for this will diminish.