Foundation English · AC9EFLY12

Write consonant-vowel-consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words

write consonant-vowel-consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words

Ready to project and teach

Curriculum and learning intentionStart here

Content description: write consonant-vowel-consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words

Learning goal: I can use letters for sounds to read and write simple consonant-vowel-consonant words.

Say it, map it, read itClean visual examples

Say it, map it, read it

Adult: say “hen”. Child: repeat it and move one counter for each sound. Use letters h, e and n to record the sounds, then blend them to read the word.

hen

Use letter sounds when blending. Use the picture to confirm meaning after reading.

Try a new wordTeach and check

Try a new word

Say it. Write the sounds. Read your word.

Show answer and teaching guidance

sun: s, u, n in order. Adult: name the picture if needed. If the vowel is missing, say the word again and focus on its middle sound.

Key vocabularyTopic source
  • CVC word — a three-letter word with consonant, vowel and consonant sound positions
  • consonant — a speech sound made with some closing or narrowing in the mouth
  • vowel — an open speech sound that forms the centre of a syllable
  • segment — break a spoken word into separate speech sounds
  • blend — join letter-linked sounds to read a whole word
  • sound position — the first, middle or final place of a sound in a word
See it, then try itTopic source

See the skill in action

Worked-model method: segment, map letters, blend and check the CVC word.

1. Say cat and move three counters for its first, middle and final speech sounds.2. Choose printed lower-case c for the sound at the start of cat, lower-case a for the short middle sound heard in apple, and lower-case t for the sound at the start of top.3. Place c, a and t in order, then blend the printed word cat to check it.

Model answer: Cat is a CVC word because its three letters represent a consonant sound, a vowel sound and a final consonant sound in order.

Worked example: build and read sun

Worked-model method: segment, map letters, blend and check the CVC word.

1. Say sun slowly and listen for three speech sounds.2. Choose printed lower-case s using sun as its own cue, lower-case u for the short middle sound in up, and lower-case n for the sound at the start of nest.3. Place s, u and n in order and blend the written word sun.

Model answer: Sun has all three sound positions represented, including the vowel letter in the middle.

Australian Curriculum elaborationsTopic source

Content description: write consonant-vowel-consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words

Use the worked examples to connect each spoken sound with its taught letter, then blend the letters to read the word.

Australian Curriculum v9.0 — English (QCAA)

Questions and answersTeach and check

Important questions and answers

A child writes “hn” for hen. Which sound and letter are missing?

Show answer and teaching guidance

The middle vowel sound, represented by e. Say hen, move three counters and put one letter under each counter.

Read “can”. Change c to m. Read the new word. What stayed the same?

Show answer and teaching guidance

man. The middle vowel a and final consonant n stay the same; only the first sound and letter change.

Practice and reviewTeach and check

Assessment-style questions and review hints

Adult: say “bed” without showing the spelling. Ask the child to write it. Then show “map” and ask the child to read it.

Review hint: say the sounds in order for spelling; point under the letters and blend for reading.

Show answer and teaching guidance

bed; map. Check spelling and reading separately. Use familiar, previously taught letter-sound correspondences.

Exit ticketTeach and check

Exit ticket

Adult: say “pen”. Child: write the word. Adult: show “sit”. Child: read the word.

Show answer and teaching guidance

pen; sit. Look for all three sound positions in order and blending without guessing. If needed, use counters and reteach the uncertain letter-sound correspondence.

Related resourcesKeep teaching

Related Classroom Views

Continue through closely related Foundation English concepts.

Explore all Foundation English topics

Need teaching slides or worksheets?Contact SkillrHub

Need professional classroom resources?

Teachers and parents: if you need professional, ready-to-display 16:9 teaching slides and matching worksheets for this curriculum code/topic, please email skillrhublearning@gmail.com.

Please include the curriculum code and topic name in your email so we can prepare the right resource pack. These can be delivered at a small cost.