CVC Cards
Phonemic awareness is an essential skill that is a prerequisite for reading and spelling. Students should be taught to blend, segment, and isolate individual sounds in CVC words. Teach these skills from easiest to most difficult: blending, segmenting, and finally isolating.
About This Packet
This packet includes 25 cards designed to teach blending, segmenting, and identifying individual phonemes in CVC words with short vowels. There are five cards for each short vowel sound (a, e, i, o, u).
Suggested Activities
1. Blending Phonemes
Present cards in a field of two and say the three individual sounds of the target word. Have your student identify the target word by blending the sounds together.
· Extension Activity: Present 3-4 cards at a time.
· Extension Activity: Present cards with similar sounds (e.g., bed and red).
2. Segmenting Phonemes
Have students identify the individual sounds in a target word. Since medial sounds can be difficult to process, you should begin this activity with one short vowel sound (we recommend “a”).
3. Identifying Matching Sounds
In a field of three, have students find a word that has the same initial/final sound as another card. For example, present pot, pen, and cat. Ask, “Which word has the same first sound as pot?” Start with beginning sounds and then move onto final sounds.
4. Identifying Individual Phonemes
Using one card at a time, ask students to identify one sound of the word (first, middle, or last). For example, you could say, “What is the first sound of mop?” Start with beginning sounds, then final sounds, and then medial sounds.
Phonemic awareness is an essential skill that is a prerequisite for reading and spelling. Students should be taught to blend, segment, and isolate individual sounds in CVC words. Teach these skills from easiest to most difficult: blending, segmenting, and finally isolating.
About This Packet
This packet includes 25 cards designed to teach blending, segmenting, and identifying individual phonemes in CVC words with short vowels. There are five cards for each short vowel sound (a, e, i, o, u).
Suggested Activities
1. Blending Phonemes
Present cards in a field of two and say the three individual sounds of the target word. Have your student identify the target word by blending the sounds together.
· Extension Activity: Present 3-4 cards at a time.
· Extension Activity: Present cards with similar sounds (e.g., bed and red).
2. Segmenting Phonemes
Have students identify the individual sounds in a target word. Since medial sounds can be difficult to process, you should begin this activity with one short vowel sound (we recommend “a”).
3. Identifying Matching Sounds
In a field of three, have students find a word that has the same initial/final sound as another card. For example, present pot, pen, and cat. Ask, “Which word has the same first sound as pot?” Start with beginning sounds and then move onto final sounds.
4. Identifying Individual Phonemes
Using one card at a time, ask students to identify one sound of the word (first, middle, or last). For example, you could say, “What is the first sound of mop?” Start with beginning sounds, then final sounds, and then medial sounds.
Phonemic awareness is an essential skill that is a prerequisite for reading and spelling. Students should be taught to blend, segment, and isolate individual sounds in CVC words. Teach these skills from easiest to most difficult: blending, segmenting, and finally isolating.
About This Packet
This packet includes 25 cards designed to teach blending, segmenting, and identifying individual phonemes in CVC words with short vowels. There are five cards for each short vowel sound (a, e, i, o, u).
Suggested Activities
1. Blending Phonemes
Present cards in a field of two and say the three individual sounds of the target word. Have your student identify the target word by blending the sounds together.
· Extension Activity: Present 3-4 cards at a time.
· Extension Activity: Present cards with similar sounds (e.g., bed and red).
2. Segmenting Phonemes
Have students identify the individual sounds in a target word. Since medial sounds can be difficult to process, you should begin this activity with one short vowel sound (we recommend “a”).
3. Identifying Matching Sounds
In a field of three, have students find a word that has the same initial/final sound as another card. For example, present pot, pen, and cat. Ask, “Which word has the same first sound as pot?” Start with beginning sounds and then move onto final sounds.
4. Identifying Individual Phonemes
Using one card at a time, ask students to identify one sound of the word (first, middle, or last). For example, you could say, “What is the first sound of mop?” Start with beginning sounds, then final sounds, and then medial sounds.