Students blend and write six CVC words, match four pictures to their words, and change one letter to finish two word ladders.
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CVC words have three letters with a short vowel in the middle, like jam. Students blend six of them in sound boxes, tapping a dot under each sound and sliding along the arrow before writing the word. Next they name pictures such as a fox and a bus and pick the right spelling from three words that look almost the same. Two word ladders, cat to hat to bat and cup to cap to map, finish the set, and the answer key sets out the blending routine to model first.
Model the tap-and-slide routine once with jam, as the card on the key describes, then have the class echo you before they try net and zip alone.
In the cup ladder, the first change is the vowel (cup to cap), not the first letter. A child who changes the c will write a word that doesn't fit the cap picture; have them say both words slowly and listen for which sound moved.
Blend and Read has no pictures, so a child who writes jam as jab or ham has guessed from part of the word. Ask them to touch all three dots again, saying each sound.
Ways to adjust the CVC page for different learners.
Each one is checked against the official documents. Where the resource covers only part of a standard, the note says so.
Students tap each of the three sounds in words like jam, net and zip, then blend them to say the word.
Students read six short-vowel words and write them, and pick the right word for each picture from look-alike choices such as fix, fox and box.
Students change one letter at a time to turn cat into hat and bat, and cup into cap and map. The standard is about spoken sounds; here the swap is done in writing, with picture prompts.
Children tap each sound in three-letter words like jam, net and zip, blend them and write the word, then pick the matching word for a picture; only CVC words are used, not VC, CCVC or CVCC words.
Children change one letter at a time to turn cat into hat and bat, and cup into cap and map; adding or deleting letters is not practiced.
Children say each separate sound and slide them together to hear the word before writing it; only short three-sound words are blended.
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