Spelfabet

Spellings	Example words with link to wordlist
Meet a, d, o, p, t	at, pat, tap top, dot, pod
Add b, g, u	up, bug, tub
Add e, i	bed, get, pet it, dig, pit
Add m	am, map, gum
Add n	on, not, ban, ten
Add h, w, y	him, hot, hen wet, wag, win yap, yum, yet
Add c, k, ck	can, cob, cup kit, keg, kip duck, pack, neck
Add f, ff	fit, fun, fat off, puff, cuff
Add l, ll	let, lid, lot bell, doll, fill
Add j, dge	jug, jet, jog ledge, dodge, badge
Add s, ss	sell, sad, sock less, miss, kiss
Add v, ve, z, zz	van, vet, vat have, live, give zip, zap, zit buzz, fizz, jazz
Add r	red, ran, rug, rock
Add sh	shop, shed, dish
Add ch and tch	chip, chat, chug itch, catch, hutch
Add ng and th	sing, long, hung thin, with, moth them, than, that
Truncated words	doc, pic, Vic caf, if, ref Col, gal, pal Bev, pav, Viv

 

© Alison Clarke 2012

2 responses to “Level 01: CVCs”

1. Joanne says:

   November 8, 2020 at 10:40 am

   Alison, you are an amazing wealth of knowledge and help. I am now going over all the patterns that I haven’t explicitly discussed with my grade 1’s. Some just seemed to know that patterns like ck go after a short vowel, while others are working on this as short vowels are a new concept. Next will be ff.ll.ss.zz. How do you suggest all these patterns be taught? Lots of word swap games? I would love to know more ideas.

   Lastly, when ch is at the end of words like such, much, and rich, how do you help with the confusion? When we played word builder, the tch was really confusing my higher spellers. I realised it is because I havn’t gone over this enough, even though we did ‘tch’ as in watch in weekly spelling, I didn’t point out that it is after short vowels, as they aren’t referred to as short vowels in the approach we use.

   Reply
   • alison says:

     November 12, 2020 at 7:08 pm

     Hi Joanne, thanks for the lovely feedback, sorry for being slow to reply. I think there are potentially hundreds of ways to teach spelling patterns but as long as you’re emphasising the sounds and their spellings in meaningful words, and following a well-thought-through teaching sequence, you can’t really go wrong. It’s very annoying that the standard spelling of “ch” after a “short vowel” in one-syllable words is tch, but that there are five very common one-syllable words that are exceptions (rich, much, such, which and touch). I don’t like to use jargon like “short vowels” and “long vowels” (it’s misleading, as they haven’t been short and long versions of each other for centuries) so I usually say that tch goes after one-letter vowels in atch, etch, itch, otch, utch words, except for those five exception words. Otherwise use ch. Then do some word sorts, worksheets and plenty of reading and writing connected text containing these patterns. I’m not saying that’s the best way to do it but it seems to work for the kids I see. Hope that’s helpful and all the very best. Alison

     Reply