Introduce the phonograms individually to the student. While you may have a complete set of word list packets for many phonograms, start out slow and work steadily. You should introduce each group of phonograms by saying "We can make the oo sound (for example) in lots of different ways. Here are several ways to make the oo sound." Then show them the packet, which will have all of the ways to make the phonogram--oo in this example--on the cover. This way, the student can see the options for making the phonogram's sound before he encounters them in words.
Read through related word lists. Word packets will have the words divided up into different phonograms that all make the same sound. For example, a word list packet for "oo" will have words like food and mood (oo) on one list, few and mew (ew) on another, and dune and rule (u-e) on another.
Review all the lists in a packet together. Once you have read through the lists individually while discussing the individual phonograms, have the student read all the words on the list. Some instructors like to stay and have the students read the words to them, while others prefer to let the students read on their own.
Move on to other phonogram word list packets. If the student is enjoying and engaged in the lesson, you can move on to other phonogram word list packets. As the child becomes more familiar with more and more packets, she will be able to practice them on her own.
Keep all phonogram word lists in an accessible location. The student should be encouraged to read through the word list packets on his own whenever he likes. This will help him practice reading and also familiarize him with phonograms as he works.