37 CVC Word Family Spelling Train Printable Worksheets NO PREP

Practice reading and writing CVC word families with these cute train themed phonics printable worksheets. Students will identify the word from the picture and will spell the word in the train. They will next write the word on the line. All pictures shown in that word family are listed at the top of the page. This has 50 no prep printable worksheets, a clickable menu is included for easy navigation and 50 pages of answer keys.  This is great for students learning to rhyme, decode and practicing basic reading skills.  Ideal for Kindergarten, First Grade or a review for Second Grade.

 

✨MY PRODUCT INCLUDES✨

• Clickable menu
• 37 word families
• 50 pages of worksheets
• 50 pages of answer key

Short A

• -ab: cab, dab, gab, jab, lab, tab, tab
• -ad: bad, bad, dad, lad, sad, mad, pad
• -ag: bag, hag, nag, nag, rag, sag, tag, tag, wag
• -am & -ax: dam, ham, jam, ram, yam, fax, wax
• -an: ban, can, fan, man, pan, tan, ran, van
• -ap: cap, gap, lap, map, nap, sap, tap, zap
• -at: bat, cat, fat, hat, mat, pat, rat, sat

Short E

• -eb & -ed: web, bed, fed, red, led, wed
• -eg & -em: beg, leg, peg, peg, gem, hem
• -en: den, hen, men, pen, ten
• -et: get, jet, met, net pet, set, wet, vet

Short I

• -ib & -id: bib, rib, rib, bid, hid, kid, lid, rid
• -ig: big, dig, fig, pig, rig, wig
• -ip: dip, hip, lip, nip, rip, sip, tip, zip
• -it & -ix: bit, fit, hit, kit, sit, fix, mix, six

Short O

• -ob: bob, cob, job, mob, rob, sob
• -od & -og: cog, dog, fog, jog, log, nod, pod, rod
• -om & -op: mom, pom, cop, hop, mop, pop, top, top
• -ot: cot, dot, hot, hot, jot, lot, pot, rot
• -ow & -ox: bow, cow, how, wow, box, fox, pox

Short U

• -ub & -ud: cub, rub, sub, sub, tub, bud, mud
• -ug: bug, dug, hug, jug, mug, rug, tug
• -um: gum, hum, mum, sum, yum
• -un: bun, bun, fun, nun, run, sun
• -up, -ut, -us, & -ux: cup, pup, cut, hut, gut, nut, bus, tux

THIS PRODUCT FOCUSES ON THE FOLLOWING STANDARDS:

✅Common Core State Standards

• RF.K.2d 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/.)
• RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
• RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
• RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

✅Texas Essential Knowledge and Skills

• LA.K.2.B.ii Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
• LA.K.2.B.iii Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: recognizing that new words are created when letters are changed, added, or deleted such as it – pit – tip – tap; and
• LA.1.2.A.i Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate phonological awareness by: producing a series of rhyming words;

✅Virginia Standards of Learning

• R.K.3.a The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic awareness. Begin to discriminate between spoken sentences, words, and syllables.
• R.K.3.b The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic awareness. Identify and produce words that rhyme.
• R.1.3.a The student will orally identify, produce, and manipulate various phonemes within words to develop phonological and phonemic awareness. Create rhyming words.
• R.1.3.c The student will orally identify, produce, and manipulate various phonemes within words to develop phonological and phonemic awareness. Blend sounds to make one-syllable words.
• R.2.3.b The student will orally identify, produce, and manipulate various phonemes within words to develop phonemic awareness. Blend sounds to make one-syllable words.
• R.2.3.c The student will orally identify, produce, and manipulate various phonemes within words to develop phonemic awareness. Segment one-syllable words into phonemes.
• R.2.3.d The student will orally identify, produce, and manipulate various phonemes within words to develop phonemic awareness. Add or delete phonemes to make words.

QUESTIONS OR CONNECT WITH ME

✉ EMAIL:  michelle@dragonflybaylearning.com

 

❤️Thank you,

Michelle

Dragonfly Bay

© Dragonfly Bay by Michelle

 

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