Spellings Example words with link to wordlist


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:

    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.

    • alison says:

      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

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