Flashcards - Blends
The Flashcards – Blends resource includes a vibrant collection of word and picture cards that focus on common consonant blends such as bl, cr, st, sn, gr, fl, and tr. These cards support students in identifying, segmenting, and blending beginning sound clusters—helping develop decoding and spelling fluency.
Ideal for literacy centres, phonics rotations, or small group support.
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Learning goals
- We are learning to use sounds in spoken words, adding, deleting and subtracting initial, medial and final phonemes (sounds) to build new words (phonological awareness).
- We are learning to use most letter-sound matches including vowel diagraphs, less common long vowel patterns, e.g. ight, consonant clusters and silent letters, e.g. knife, thumb, when reading and writing words of one or more syllables.
- We are learning to use sounds in spoken words, adding, deleting and subtracting initial, medial and final sounds to build new words.
- We are learning to use most letter-sound matches including vowel diagraphs, less common long vowel patterns, e.g. igh, consonant clusters and silent letters, e.g. knife, thumb, when reading and writing words of one or more syllables.
- We are learning to use digraphs, long vowels, blends and silent letters to spell one and two syllable words, including some compound words.
- We are learning to understand that a sound can be represented by various letter combinations, e.g. the long ‘a’ sound in stay, weight, able, make.
Curriculum alignment
AC9E1LY10
9
Orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)
AC9E2LY10
9
Use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words
ACELA1457
8.4
Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words
ACELA1824
8.4
Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable
ACELA1471
8.4
Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words
ACELA1825
8.4
Understand that a sound can be represented by various letter combinations
EN1-4A
old
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
EN1-5A
old
Uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
EN1-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
EN1-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
VCELA204
Manipulate phonemes by addition, deletion and substitution of initial, medial and final phonemes to generate new words
VCELA218
Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations
VCELA239
Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters
VCELA226
Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
• Group cards by blend and colour-code for scaffolded practice.
• Use fewer cards or limit to specific blends for targeted instruction.
• Pair cards with sound boxes or segmenting tools for hands-on support.
Extensions
• Students write their own blend-based sentences or short stories.
• Use as a sorting game or literacy station activity.
• Turn cards into a “guess the word” listening activity.
Teach it your way
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