Skill

RF.1.3.B.v: Decode VCC and CVCC Words (ending blends; e.g. ask, list)

 

Standard

CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.

 

Description

• Mastery: Student silently decodes regularly spelled VCC and CVCC one-syllable words with automaticity (whole word reading).
• Acquiring: Student segments each sound before reading the whole word (sound by sound blending). Student may make mistakes.

Probes

T: Read the following words: elm, bond, went, wasp, silt, hunt, milk, pump, sand, soft.

Activities and Resources

 

Small Group Instruction – Direct Instruction

P.029 Rime Closed Sort
P.030 Onset and Rime Word Swat
P.031 Onset and Rime Change-A-Word (Use CVCC words only)
CVCC Word Families Card (practice reading with teacher)
Sounding Out Accuracy (use VCC and CVCC words)
Free Reading Sounding Out: lessons 19-28, lessons 39-48
Use CVCC words from this list and this list for the three activities below:
Blending – Be the Sound
Blending – Picture Puzzles
Blending – Slip and Slide Wordsplash

 

During Transitions

Beginning Readers Grammar Phonics Lesson, Ending Consonant Blends (start at 0:35)
Beginning Readers Grammar Phonics Lesson, Ending Consonant Blends (start at 0:35)

 

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

Interactive word work for CVCC families
CVCC Wall Cards
CVCC Word Families Cards and Writing pages
Memory Game

 

Display (e.g. Anchor Chart):

 

Source: SparkleBox

Considerations & Reminders

Once students get a good grasp of decoding CVC words, teachers start to introduce consonant blends (sometimes also referred to as “consonant clusters”). Be careful not to confuse consonant blends with digraphs, which are two letters that make one sound. Consonant blends preserve the sound of each individual letter.