teaching resource

Phonics Find Description Cards

  • Updated

    Updated:  07 Nov 2023

A set of 32 task cards prompting students to use their phonics knowledge to find words that include specific sounds.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  8 Pages

  • Curriculum
  • Years

    Years:  F - 3

Curriculum

  • VC2EFLY04

    Orally blend, segment and manipulate one-syllable words (phonemic awareness) <ul> <li>saying the sounds when given a word, for example ‘can’ (‘c-a-n’) or ‘ship’ (‘sh-i-p’)</li> <li>saying the word when given the sounds, for example ‘l-i-p’ (‘lip’) or ‘m-u-n-ch’ (‘munch’)</li> <li>saying the new word when the beginning phoneme, medial or end phoneme in a word is replaced with a different phoneme; for example, ‘run’ becomes ‘fun’, or ‘fun’ becomes ‘fan’</li> </ul>

  • VC2E3LY03

    Understand how to apply knowledge of phoneme–grapheme correspondences, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns <ul> <li>reading and writing more complex words with consonant digraphs and consonant blends, for example ‘shrinking’, ‘against’ and ‘rocket’</li> <li>reading and writing consonant digraphs representing different sounds, for example ‘machine’, ‘change’ and ‘school’</li> </ul>

  • VC2E2LY04

    Use phoneme–grapheme correspondence knowledge to read and write words of one or more syllables with vowel digraphs, less common long vowel patterns, consonant blends and silent letters (phonic knowledge) <ul> <li>reading words with digraphs where one letter is not pronounced (for example, ‘knife’ and ‘thumb’) and using them in writing</li> <li>providing the sounds for less common sound–letter matches (for example, ‘ight’) and using them in writing</li> <li>reading words with vowel digraphs (‘ee’, ‘oo’, ‘ai’, ‘ay’ and ‘ea’)</li> </ul>

  • VC2E1LY05

    Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound <ul> <li>recognising that letters can have more than one sound, for example the letter ‘u’ in ‘cut’, ‘put’ and ‘use’ and the letter ‘a’ in ‘cat’, ‘father’ and ‘any’</li> <li>recognising sounds that can be produced by different letters, for example the ‘s’ sound in ‘sat’ and ‘cent’</li> </ul>

  • VC2E1LY04

    Use knowledge of short vowels, common long vowels, consonant blends and digraphs to read and write one- and 2-syllable words <ul> <li>using knowledge of letters and sounds to write words with short vowels (for example, ‘man’) and with common long vowel sounds (for example, ‘time’)</li> <li>using knowledge of letter sounds to write one-syllable words with consonant digraphs and consonant blends, for example ‘wish’ and ‘rest’</li> </ul>  

  • VC2E1LY03

    Blend, segment and manipulate phonemes in words (phonemic awareness), including words with consonant blends at the beginning and end, and words with more than one syllable <ul> <li>making sounds in order to say a given spoken word, for example ‘s-p-oo-n’ and ‘f-i-s-t’</li> <li>manipulating phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)</li> <li>adding, substituting or deleting phonemes in any position in one-syllable words with up to 4 phonemes</li> <li>substituting medial sounds in spoken words to make new words, for example ‘pin’, ‘pen’, ‘pan’</li> <li>substituting final sounds in spoken words; for example, substituting the ‘t’ in ‘pet’ with ‘g’ to form a new word, ‘peg’</li> </ul>

  • VC2EFLY06

    Recognise and name all upper- and lower-case letters and know the most common phoneme–grapheme correspondences (sound–letter relationships) <ul> <li>recognising letters in their own name</li> <li>matching upper- and lower-case letters</li> <li>identifying sounds for upper- and lower-case letters</li> </ul>

  • Phonics Find Description Cards teaching resource
  • Phonics Find Description Cards teaching resource
teaching resource

Phonics Find Description Cards

  • Updated

    Updated:  07 Nov 2023

A set of 32 task cards prompting students to use their phonics knowledge to find words that include specific sounds.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  8 Pages

  • Curriculum
  • Years

    Years:  F - 3

A set of 32 task cards prompting students to use their phonics knowledge to find words that include specific sounds.

This teaching resource is a great way for students to practise their phonics knowledge through physical activity.

This set of 32 task cards prompts students to find words that fit a specific description while they simultaneously perform some type of physical movement. Simply spread out a set of word cards you feel are appropriate for your students, and then read a description card. While performing the action given on the card, students must find a word that matches the description. Once everyone has found a spot, have each child read their word to the class.

These task cards are levelled for your convenience. The first 16 pink cards can be used with CVC words, while the remaining 16 green cards are meant to be used with CVCe words as well as words that include blends and vowel digraphs.

Curriculum

  • VC2EFLY04

    Orally blend, segment and manipulate one-syllable words (phonemic awareness) <ul> <li>saying the sounds when given a word, for example ‘can’ (‘c-a-n’) or ‘ship’ (‘sh-i-p’)</li> <li>saying the word when given the sounds, for example ‘l-i-p’ (‘lip’) or ‘m-u-n-ch’ (‘munch’)</li> <li>saying the new word when the beginning phoneme, medial or end phoneme in a word is replaced with a different phoneme; for example, ‘run’ becomes ‘fun’, or ‘fun’ becomes ‘fan’</li> </ul>

  • VC2E3LY03

    Understand how to apply knowledge of phoneme–grapheme correspondences, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns <ul> <li>reading and writing more complex words with consonant digraphs and consonant blends, for example ‘shrinking’, ‘against’ and ‘rocket’</li> <li>reading and writing consonant digraphs representing different sounds, for example ‘machine’, ‘change’ and ‘school’</li> </ul>

  • VC2E2LY04

    Use phoneme–grapheme correspondence knowledge to read and write words of one or more syllables with vowel digraphs, less common long vowel patterns, consonant blends and silent letters (phonic knowledge) <ul> <li>reading words with digraphs where one letter is not pronounced (for example, ‘knife’ and ‘thumb’) and using them in writing</li> <li>providing the sounds for less common sound–letter matches (for example, ‘ight’) and using them in writing</li> <li>reading words with vowel digraphs (‘ee’, ‘oo’, ‘ai’, ‘ay’ and ‘ea’)</li> </ul>

  • VC2E1LY05

    Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound <ul> <li>recognising that letters can have more than one sound, for example the letter ‘u’ in ‘cut’, ‘put’ and ‘use’ and the letter ‘a’ in ‘cat’, ‘father’ and ‘any’</li> <li>recognising sounds that can be produced by different letters, for example the ‘s’ sound in ‘sat’ and ‘cent’</li> </ul>

  • VC2E1LY04

    Use knowledge of short vowels, common long vowels, consonant blends and digraphs to read and write one- and 2-syllable words <ul> <li>using knowledge of letters and sounds to write words with short vowels (for example, ‘man’) and with common long vowel sounds (for example, ‘time’)</li> <li>using knowledge of letter sounds to write one-syllable words with consonant digraphs and consonant blends, for example ‘wish’ and ‘rest’</li> </ul>  

  • VC2E1LY03

    Blend, segment and manipulate phonemes in words (phonemic awareness), including words with consonant blends at the beginning and end, and words with more than one syllable <ul> <li>making sounds in order to say a given spoken word, for example ‘s-p-oo-n’ and ‘f-i-s-t’</li> <li>manipulating phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)</li> <li>adding, substituting or deleting phonemes in any position in one-syllable words with up to 4 phonemes</li> <li>substituting medial sounds in spoken words to make new words, for example ‘pin’, ‘pen’, ‘pan’</li> <li>substituting final sounds in spoken words; for example, substituting the ‘t’ in ‘pet’ with ‘g’ to form a new word, ‘peg’</li> </ul>

  • VC2EFLY06

    Recognise and name all upper- and lower-case letters and know the most common phoneme–grapheme correspondences (sound–letter relationships) <ul> <li>recognising letters in their own name</li> <li>matching upper- and lower-case letters</li> <li>identifying sounds for upper- and lower-case letters</li> </ul>

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