You will cater for all ability levels with this extended set of 104 SORT IT cards. The range now includes less frequent words that will cater for extension and second language learners, especially older students. This is the ultimate all-ability CCVC product. It not only provides the support some students need, but the 'extras' will improve individual fluency rates the more they are used.

WORDS USED:

Short a - 27 words

crab, stab, scan, span, brag, flap, flap (noun), trap, clap, clam, stag, slam, snap, swag, slap, flag, flat, glad, gran, chat, drag, trap (alt), tram, grab, brag, brat, chap

Short e - 14 words

sled, bled, bred, fled, fret, glen, trek, sped, shed, step, stem, chef, then, them

Short i - 27 words

brim (glass), brim (hat), trim, twig, spin, ship, flip, trip, crib, slim, slip, slid, chip, grin, swim, twin, thin, clip (cut), drip, skip, snip, shin, grip, skin, skid, brig, glib

Short o - 18 words

chop, shop, shop (noun), stop, shod, frog, slot, blot, trot, smog, flop, slop, clog, crop, drop, spot, swot, trod

Short u - 18 words

chum, shut, shun, stun, stud, club, grub, drum, glum, smug, drug, plum, plug, slum, scum, plus, spun, thug

Each word comes in four formats

- Picture with matching word

- Picture with matching word but missing short vowel

- Picture with no word

- Word with no picture

All the cards are uniform in size so you can mix and match. The sequence I have listed is a guide only. I spend more time on Step 1 for second language learners and students with a limited vocabulary. Step 3 introduces phonemic skills and some students (especially those with dyslexic characteristics) may benefit from hands-on materials as well (plastic, wooden or magnetic letters to target letter-sound sequencing). Some students can skip steps altogether. You can:

1. Match picture only and word only cards (use pegs or paper slides)

2. Write the word with the missing vowel

3. Sort the picture and word cards into their short vowel sounds and follow this up using only picture cards developing phonemic discrimination, targeting vowel sounds

4. Sort the picture cards to target specific skills, e.g., beginning sounds, terminal sounds, rhyming words

5. Write the word from the picture card only (provide paper with blank boxes for this)

6. Consolidate with games. Samples of two games are included (Set 1 of CCVC GO FISH and Set 1 of CCVC DONKEY). Use the focussing activity I HAVE WHO HAS to add fun. The cards are illustrated so you can use them for intervention as well. There are 36 cards so some students will have two cards. It is a circular activity so you can start at any card. Students could be sitting to start then stand as they say the words on their card. If you go around twice the students will be sitting again, but some students will stand and sit twice. This is a fun way to gauge fluency if you time them. They will be motivated to beat their best time.

I have also made little Post Boxes to help discrimination. I target the sound or sounds to be mastered and the student/s 'posts' the cards accordingly. This would be a good small group activity with each member looking for a different beginning or ending sound from the picture cards. Most of the students I see in intervention are confusing short vowel sounds but this activity will also target phonemic development if you sort according to beginning or terminal sound/s.

Sorting the cards contributes to the multi-sensory nature of this activity which is especially important for beginners or those experiencing difficulty with phonemic discrimination. They see the word, they say/hear the word then they actively place the card according to the sound. I have added the Short Vowel Posters which you can use for extra scaffolding for those who need it.

This is a critical area of skill development and is one of the building blocks of successful reading.