How is this different from the flashcards?

The flashcards ask the student to read the word; this asks them to build it from sounds. Spelling is the harder direction and depends on segmenting.

Yes, no account and no card needed.

My student reads these fine but can't spell them. Why?

Because they are different skills. Reading can be done by recognising a whole word; spelling requires hearing each sound in order, which is segmenting — worth practising directly.

CVC Word — Spelling

Literacy · Grades K–2 · 16 cards

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Page 1 of 16

This pass0 correct · 0 cued · 0 incorrect · 0/16

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Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.

How to run it

Say the word, have the student segment it into three sounds, then build it. That middle step is the whole method — a child who can hear /c/ /a/ /t/ will spell cat, and a child who cannot will guess. Do the words with a continuant first sound first, since sun and fan are easier to segment than cat and top. Eight minutes covers the sixteen with segmenting.

Cueing ladder

Start at the top. Add support one step at a time.

Step 1IndependentShow the card and wait 3 seconds for the student to read it.Log as correct
Step 2Point to itPoint to the letter pattern that matters, or tap under each sound.Log as cued
Step 3Sound it outSay the first sound together, then let the student blend the rest.Log as cued
Step 4ModelRead it, tapping each sound; the student reads it after you.Log as cued

Adjust it

Easier

Use fewer cards and start with the patterns the student already reads, such as 'cat' and 'dog'.

Harder

Read the words in a sentence, or spell them from dictation.

Matching IEP goal

Given decodable word cards, such as 'cat' and 'dog', Student will read the target pattern accurately in 8 of 10 words across 3 consecutive sessions, given no more than a visual cue.

Send it home through the parent portal →

About this activity

The sixteen CVC words — cat, dog, sun, pig, bed, hop, run, mud, net, cup, fan, top, bug, hat, jet, lip — as a spelling task rather than a reading one. Derived from the flashcard deck, and the reversal is the point: reading a word is going from letters to sounds, and spelling it is going the other way, which is harder and is what segmenting practice was for.

What to listen for

Watch the vowel. Consonants are usually right and the middle letter is where CVC spelling errors live, particularly /e/ and /i/ in bed, net, pig and lip. Notice whether the student says the sounds aloud while building — that self-talk is exactly the strategy you want, and children who do it silently often get stuck without knowing why.

Carrying it home

Ask the child to spell one three-letter word aloud rather than write it. Cup while pouring a drink, or hat by the door, takes seconds and needs no paper.

What's in this activity

Questions

How is this different from the flashcards?: The flashcards ask the student to read the word; this asks them to build it from sounds. Spelling is the harder direction and depends on segmenting.
Is it free?: Yes, no account and no card needed.
My student reads these fine but can't spell them. Why?: Because they are different skills. Reading can be done by recognising a whole word; spelling requires hearing each sound in order, which is segmenting — worth practising directly.

Use this board with your caseload

With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.

Track progress free

Free for SLPs. No card, no trial clock.