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~For this write the room, students will find picture cards that have CVC words. Some of the cards will have a short /u/ in the medial position. But, others will have a short a, e, i, or o in the medial position. On the response sheet, students will be put the word in the short /u/ category if it has /u/ in the medial position. If it does not have /u/ in the medial position, the student will put the word in the category for words that do not have a short /u/ in the medial position.

~There are two sets of picture cards. One set of picture cards has no word/letters on the picture cards. If this version is used, students will need to be able to hear the sounds in the CVC word and write a grapheme for each sound. (spell the CVC word J). They will also write the number from the picture card next to the written word. This is so you can check their work. The other set of picture cards will have the initial and final letter on the card. Only the letter in the medial position will be missing. So, they will record the initial and final letters on the response sheet. Then, they will need to determine the sound for the medial position and write a grapheme for it on the response sheet.

***Differentiated response sheets are included.

***An answer key is included.

Log in to see state-specific standards (only available in the US).
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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