Level K
K01 Additional ‘al’ as /ar/ Introduce ‘v’ for ‘f’ to form plurals
calf half palm calm calves halves
K02 Introduce ‘o’ as /oo/
do to into who today tonight tomorrow
K03 Introduce ‘ea’ as /e/
dead head lead read meant heavy bread thread spread instead
K04 Introduce ‘ur’
fur turn hurt surf burst church Thursday burn curl
K05 Introduce 'ə' at start
awake alone away about alive asleep across alarm around again
afraid along
K06 Introduce silent letters
knew know knife knee knock wrote write two whole wrong
K07 Additional silent letters
castle listen hour ghost lamb climb thumb numb comb crumb
K08 Additional ‘air’ , ‘oal’ Introduce ‘ou’ as /oo/
chair stairs lair goal foal coal shoal through you soup
K09 Introduce ‘ou’ as /or/ and ‘ear’
bought brought thought fought four your bear wear pear tear
K10 Introduce /e/ and /i/ short vowel combinations
(e) any many anything anyone said friend
(i) pretty busy built build
K11 Introduce ‘a’ as /o/
watch what want wattle was wash wasp wand wallet waltz
K12 Introduce ‘o’ as /u/
Monday nothing son mother other money honey some come
done none
K13 Introduce ‘g’ as /j/ and extend to ‘dge’
age cage page stage large edge hedge ledge badge ridge
K14 Adding suffixes
threaded spreads churches watches knives calves hurting building
climbing coming
Some appropriate rules have been listed at the end of each strip list.
For more details please refer to SMART WORDS: SIGNPOSTS TO CORRECT SPELLING
This sheet may be copied for non-commercial classroom use.
K01
K01
K01
K01
calf
calf
calf
calf
half
half
half
half
palm
palm
palm
palm
calm
calm
calm
calm
calves
calves
calves
calves
halves
halves
halves
halves
* Change the ‘f’ to ‘v’ and
* Change the ‘f’ to ‘v’ and add
add ‘es’ when making a plural ‘es’ when making a plural of a
of a word ending in ‘f’.
word ending in ‘f’.
* Change the ‘f’ to ‘v’ and add
‘es’ when making a plural of a
word ending in ‘f’.
* Change the ‘f’ to ‘v’ and
add ‘es’ when making a
plural of a word ending in ‘f’.
This sheet may be copied for non-commercial classroom use.
K02
K02
K02
K02
do
do
do
do
to
to
to
to
into
into
into
into
who
who
who
who
today
today
today
today
tonight
tonight
tonight
tonight
tomorrow tomorrow
* Today, tonight and
tomorrow are compound
words.
* Today, tonight and tomorrow
are compound words.
tomorrow tomorrow
* Today, tonight and tomorrow
are compound words.
* Today, tonight and
tomorrow are compound
words.
This sheet may be copied for non-commercial classroom use.
K03
K03
K03
K03
dead
dead
dead
dead
head
head
head
head
lead
lead
lead
lead
read
read
read
read
meant
meant
meant
meant
heavy
heavy
heavy
heavy
bread
bread
bread
bread
thread
thread
thread
thread
spread
spread
spread
spread
instead
instead
instead
instead
* Change the ‘y’ to ‘i’ when
adding ‘er’ and ‘est’ to form
comparatives or superl;atives of
words ending in ‘consonant / y’.
* Change the ‘y’ to ‘i’ when
adding ‘er’ and ‘est’ to form
comparatives or superl;atives
of words ending in
‘consonant / y’.
* Change the ‘y’ to ‘i’ when
adding ‘er’ and ‘est’ to form
comparatives or superl;atives
of words ending in
‘consonant / y’.
* Change the ‘y’ to ‘i’ when
adding ‘er’ and ‘est’ to form
comparatives or superl;atives of
words ending in ‘consonant / y’.
This sheet may be copied for non-commercial classroom use.
K04
K04
K04
K04
fur
fur
fur
fur
turn
turn
turn
turn
hurt
hurt
hurt
hurt
surf
surf
surf
surf
burst
burst
burst
burst
church
church
church
church
Thursday
Thursday
Thursday
Thursday
burn
burn
burn
burn
curl
curl
curl
curl
* Add ‘es’ to form a plural of
a word ending in ‘ch’, where
this forms another syllable.
* Add ‘es’ to form a plural of a
word ending in ‘ch’, where this
forms another syllable.
* Add ‘es’ to form a plural of a
word ending in ‘ch’, where this
forms another syllable.
* Add ‘es’ to form a plural of
a word ending in ‘ch’, where
this forms another syllable.
This sheet may be copied for non-commercial classroom use.
K05
K05
K05
K05
awake
awake
awake
awake
alone
alone
alone
alone
away
away
away
away
about
about
about
about
alive
alive
alive
alive
asleep
asleep
asleep
asleep
across
across
across
across
alarm
alarm
alarm
alarm
around
around
around
around
again
again
again
again
afraid
afraid
afraid
afraid
along
along
along
along
* The ‘a’ in these words is
often sounded as the “schwa”
or grunt sound.
* The ‘a’ in these words is often
sounded as the “schwa” or grunt
sound.
* The ‘a’ in these words is often * The ‘a’ in these words is
sounded as the “schwa” or grunt often sounded as the
sound.
“schwa” or grunt sound.
This sheet may be copied for non-commercial classroom use.
K06
K06
K06
K06
knew
knew
knew
knew
know
know
know
know
knife
knife
knife
knife
knee
knee
knee
knee
knock
knock
knock
knock
wrote
wrote
wrote
wrote
write
write
write
write
two
two
two
two
whole
whole
whole
whole
wrong
wrong
wrong
wrong
* Change the ‘f’ to ‘v’ and add
‘es’ when making a plural of a
word ending in ‘f’.
* Change the ‘f’ to ‘v’ and add ‘es’ * Change the ‘f’ to ‘v’ and add
when making a plural of a word
‘es’ when making a plural of a
ending in ‘f’.
word ending in ‘f’.
* Change the ‘f’ to ‘v’ and
add ‘es’ when making a
plural of a word ending in
‘f’.
This sheet may be copied for non-commercial classroom use.
K07
K07
K07
K07
castle
castle
castle
castle
listen
listen
listen
listen
hour
hour
hour
hour
ghost
ghost
ghost
ghost
lamb
lamb
lamb
lamb
climb
climb
climb
climb
thumb
thumb
thumb
thumb
numb
numb
numb
numb
comb
comb
comb
comb
crumb
crumb
crumb
crumb
This sheet may be copied for non-commercial classroom use.
K08
K08
K08
K08
chair
chair
chair
chair
stairs
stairs
stairs
stairs
lair
lair
lair
lair
goal
goal
goal
goal
foal
foal
foal
foal
coal
coal
coal
coal
shoal
shoal
shoal
shoal
through
through
through
through
you
you
you
you
soup
soup
soup
soup
This sheet may be copied for non-commercial classroom use.
K09
K09
K09
bought
bought
bought
brought
brought
brought
thought
thought
thought
fought
fought
fought
four
four
four
your
your
your
bear
bear
bear
wear
wear
wear
pear
pear
pear
tear
tear
tear
* Note the difference between “brought”
and “bought”.
bring, brings, bringing, brought
buy, buys, buying, bought
* Note the difference between “brought”
and “bought”.
bring, brings, bringing, brought
buy, buys, buying, bought
* Note the difference between “brought”
and “bought”.
bring, brings, bringing, brought
buy, buys, buying, bought
This sheet may be copied for non-commercial classroom use.
K10
K10
K10
any
any
any
many
many
many
anything
anything
anything
anyone
anyone
anyone
said
said
said
friend
friend
friend
pretty
pretty
pretty
busy
busy
busy
built
built
built
build
build
build
* Change the ‘y’ to ‘i’ when adding ‘er’
or ‘est’ to form comparatives or
superlatives of a word ending in
‘consonant / y’.
* Change the ‘y’ to ‘i’ when adding ‘er’ or * Change the ‘y’ to ‘i’ when adding ‘er’ or
‘est’ to form comparatives or superlatives ‘est’ to form comparatives or superlatives of
of a word ending in ‘consonant / y’.
a word ending in ‘consonant / y’.
This sheet may be copied for non-commercial classroom use.
K11
K11
K11
watch
watch
watch
what
what
what
want
want
want
wattle
wattle
wattle
was
was
was
wash
wash
wash
wasp
wasp
wasp
wand
wand
wand
wallet
wallet
wallet
waltz
waltz
waltz
* The short /o/ sound after a ‘w’, ‘wh’ or
‘qu’ is represented by the letter ‘a’.
Exceptions: wombat, woggle, wok,
wonky, quokka
* Add ‘es’ to form an extnsion of a word
ending in ‘ch’ where another syllable is
formed.
* The short /o/ sound after a ‘w’, ‘wh’ or
‘qu’ is represented by the letter ‘a’.
Exceptions: wombat, woggle, wok, wonky,
quokka
* Add ‘es’ to form an extnsion of a word
ending in ‘ch’ where another syllable is
formed.
* The short /o/ sound after a ‘w’, ‘wh’ or
‘qu’ is represented by the letter ‘a’.
Exceptions: wombat, woggle, wok, wonky,
quokka
* Add ‘es’ to form an extnsion of a word
ending in ‘ch’ where another syllable is
formed.
This sheet may be copied for non-commercial classroom use.
K12
K12
K12
Monday
Monday
Monday
nothing
nothing
nothing
son
son
son
mother
mother
mother
other
other
other
money
money
money
honey
honey
honey
some
some
some
come
come
come
done
done
done
none
none
none
* Some, come, done, none are exceptions
to the rule of ‘e’ on the end of a word
makes the previous vowel long.
* Some, come, done, none are
exceptions to the rule of ‘e’ on the end
of a word makes the previous vowel
long.
* Some, come, done, none are exceptions to
the rule of ‘e’ on the end of a word makes the
previous vowel long.
This sheet may be copied for non-commercial classroom use.
K13
K13
K13
age
age
age
cage
cage
cage
page
page
page
stage
stage
stage
large
large
large
edge
edge
edge
hedge
hedge
hedge
ledge
ledge
ledge
badge
badge
badge
ridge
ridge
ridge
* The letter ‘g’ takes the /j/ sound when
followed by ‘e’, ‘i’ or ‘y’.
* The double consonant ‘dg’ keeps the
previous vowel short.
* The letter ‘g’ takes the /j/ sound when
followed by ‘e’, ‘i’ or ‘y’.
* The double consonant ‘dg’ keeps the
previous vowel short.
* The letter ‘g’ takes the /j/ sound when
followed by ‘e’, ‘i’ or ‘y’.
* The double consonant ‘dg’ keeps the
previous vowel short.
This sheet may be copied for non-commercial classroom use.
K14
K14
K14
threaded
threaded
threaded
spreads
spreads
spreads
churches
churches
churches
watches
watches
watches
knives
knives
knives
calves
calves
calves
hurting
hurting
hurting
building
building
building
climbing
climbing
climbing
coming
coming
coming
* Always refer to the base word plus
extension. Review all rules / conventions
for adding these suffixes.
* Always refer to the base word plus
extension. Review all rules /
conventions for adding these suffixes.
* Always refer to the base word plus
extension. Review all rules / conventions for
adding these suffixes.
This sheet may be copied for non-commercial classroom use.