This is the hands-on resource that will consolidate the CVCC pattern for all ability groups with the variety you need for differentiating. SORT IT Cards target phonemic awareness while consolidating short vowel sounds. The extra value in this resource is that it transitions the learner to writing as the next step.

I have developed this set of 171 illustrated cards to support those students who need more practice to master CVCC words while the range includes less frequent words that will target extension and older learners with age-appropriate vocabulary, particularly dyslexia. Second language learners and those students with a more limited vocabulary will benefit from using more common words and and targeting phonemics/decoding. The large quantity included means you can choose words to suit and differentiate accordingly.

WORDS USED:

Short a (27 Words): back, pack, rack, sack, tack, band, hand, land, sand, bang, fang, gang, hang, rang, bank, sank, tank, pant, bash, cash, lash, mash, rash, lass, mass, math, yank

Short e (45 Words): deck, neck, peck, left, self, ball, cell, fell, sell, tell, yell, help, kelp, yelp, belt, melt, bend, lend, mend, send, bent, gent, lent, tent, went, kept, wept, mesh, desk, less, mess, best, nest, pest, test, vest, west, cent, next, text, weld, rest, felt, sent

Short i (36 Words): kick, lick, sick, tick, wick, biff, tiff, gift, lift, milk, silk, bill, fill, gill, hill, mill, pill, film, tilt, limp, wind, king, sing, wing, link, pink, sink, wink, hint, mint, dish, fish, wish, hiss, miss, list

Short o (27 Words): cock, dock, lock, rock, sock, soft, cold, fold, gold, hold, sold, golf, doll, bolt, colt, fond, pond, song, boss, toss, cost, lost, moth, bold, long, loss, mos

Short u (36 Words): buck, duck, muck, puck, suck, tuck, cuff, huff, muff, puff, gulf, sulk, gull, gulp, pulp, bump, dump, hump, jump, lump, pump, rump, hung, lung, rung, bunk, dunk, junk, sunk, hunt, hush, rush, busk, tusk, bust, dust

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 sequence I have listed is a guide only. I spend more time on Step 1 for ELL and students with a limited vocabulary. Step 3 introduces phonemic skills and some students (especially ones with dyslexic characteristics) may benefit from hands-on materials prior to this step (plastic, wooden or magnetic letters to target letter-sound sequencing). I have developed my PICTURES for LETTER TILES activity for this group.

This is a guide to my teaching sequence. Some students can skip some of these 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 four blank boxes for this)

6. Consolidate with games. I have included Set 1 of GO FISH and I HAVE WHO HAS as well as four different board games.

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. I have since made the pockets and included them in this product if you would like to use them. Alternatively, you can use paper plates. This would be a good small group activity. Most of the students I see in intervention are confusing short vowel sounds but this activity will also target phonemic development if you also sort beginning or ending sounds.

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