I developed this extended set of 185 CVC words to cater for a wider range of ability. This product will support those students who need more practice to master CVC words while the range includes less frequent words that will target second language learners and extension. The large quantity of words means you can easily choose a set to cater for a wide range of student ages and ability.

WORDS USED:

Short a (45 words): hat, pan, tab, tap, pad, mat, sad, rat, ham, mad, rag, tag, jam, fan, bat, map, cap, cap, can, van, lab, dab, cab, gab, bad, dad, lad, bag, tag, wag, vat, yam, ram, ran, man, ban, gap, lap, nap, tap, cat, sat, pat, wax, bat

Short e (24 words): bed, red, leg, gem, den, wet, web, pen, wed, fed, hem, hen, ten, jet, net, pet, set, vet, led, beg, keg, men, get, met

Short i (45 words): bib, kid, lid, dig, fig, pig, wig, bin, pin, tin, fin, win, dip, lip, rip, zip, kit, pip, sit, jig, bit, sip, pin, rib, six, big, hid, rid, rig, rim, him, dim, tip, hip, hit, fit, fix, mix, fib, jib, nib, nip, lit, pit, pit

Short o (36 words): fog, hog, jog, dog, mop, log, cop, pop, top, cot, cot, dot, hot, pot, pot, fox, cob, sob, hop, bob, job, mob, rob, nod, pod, rod, rod, bog, rot, cog, box, hog, cod, jot, tot, pop

Short u (35 words): bun, bun, rug, sun, nut, tub, hug, jug, nun, run, cup, hut, pup, mug, bug, mud, gum, cub, sub, rub, bud, dug, tug, hum, sum, yum, mum, cut, fun, bus, tux gun, pug, bub, hub

Each word comes in four formats (see PREVIEW):

- 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 process I follow in intervention is similar to the sequence I have described below. However, I vary it depending on need. If I have learners who need more exposure to the words to extend their lexicon, I spend more time on Step 1. If the learner has dyslexic characteristics or needs more phonemic skill development I use hands-on materials as well (plastic, wooden or magnetic letters) and target letter/sound relationships. The variety of ways you can use the cards means you can differentiate into groups and provide in-class intervention at the same time as consolidation and extension.

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

2. Write the word with the missing vowel (provide blank paper or write on card with erasable crayon - I have students wipe them off after I have checked)

3. Sort the picture and word cards into their short vowel sounds (great for phonemic development)

4. Sort the picture cards to target specific skills, e.g., beginning sounds, terminal sounds, words that rhyme (more phonemic development)

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

6. Consolidate with games. I have included one set of GO FISH. The focussing activity I HAVE WHO HAS is also included. There are 36 cards so you can cater for a large group or some students will have two cards. It is designed so you can start at any card. If students are seated prior to starting, they stand when their word is called then, go around again, and they will be seated once more. The students with two cards will stand and sit twice. This is a great way to develop fluency and there isn't a class that doesn't want to beat their previous best time.

The five CVC Posters will provide extra support for individual students or as classroom display.