Recognising Middle Vowels (Spot the Missing Vowel)

  • Recognising Middle Vowels (Spot the Missing Vowel)
  • Course: English
  • Grade: Year 1
  • Section: Spelling and Vocabulary (older adobe flash version)
  • Outcome: C-V-C words
  • Activity Type: Printable
  • Activity ID: 20302


“What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!”
Patricia Celikbilek, Teacher
aasl award

Awarded June 2012
“Best Educational Website
for Teaching and Learning”

United Kingdom – National Curriculum expand/collapse

  • KS1 – Key Stage 1
    • KS1.En3 – Writing
      • Knowledge, skills and understanding

        • Spelling

          • KS1.En3.4 – Pupils should be taught to:

            • Spelling strategies

              • KS1.En3.4.b – Use their knowledge of sound-symbol relationships and phonological patterns [for example, consonant clusters and vowel phonemes]

    • KS1.En2 – Reading
      • Knowledge, skills and understanding

        • Reading strategies

          • KS1.En2.1 – Pupils should be taught to read with fluency, accuracy, understanding and enjoyment:

            • Word recognition and graphic knowledge

              • They should be taught phonemic awareness and phonic knowledge to decode and encode words, including to:

                • KS1.En2.1.a – Hear, identify, segment and blend phonemes in words in the order in which they occur

Australia – Australian Curriculum expand/collapse

  • Foundation Year
    • Language
      • Sound and letter knowledge

        • ACELA1440 – Recognise the letters of the alphabet and know there are lower and upper case letters

  • Year 1
    • Language
      • Expressing and developing ideas

        • ACELA1778 – Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words

New Zealand – National Standards expand/collapse

  • Y1 – Year 1
    • Y1.R – Reading
      • They draw on knowledge and skills that include:

        • Y1.R.3 – Using their developing phonemic awareness to aurally identify and distinguish individual phonemes within words, for example, to blend phonemes (for example, by saying m/a/n/ is man) and to segment phonemes (for example, by saying seat is s/ea/t/)

        • Y1.R.6 – Decoding unfamiliar words by using their developing knowledge of grapheme-phoneme relationships, which enables them to:

          • Y1.R.6.c – Apply strategies such as: sounding out words; using knowledge of graphemes (for example, sh, aw, t, p, or); and using analogy to read words that contain familiar chunks (for example, est, en, ump)

    • Y1.W – Writing
      • They draw on knowledge and skills that include:

        • Y1.W.3 – Using their developing visual memory to accurately write some key personal words and some high-frequency words1

United States – Common Core State Standards expand/collapse

  • K – Kindergarten
    • RF.K – Reading: Foundational Skills
      • Literacy

        • RF.K.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

          • RF.K.2.d – Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

          • RF.K.2.e – Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

    • L.K – Language
      • Literacy

        • L.K.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.K.2.c – Write a letter or letters for most consonant and short-vowel sounds (phonemes).