B5 English Language · Term 2 Week 1: Blends and Consonant Clusters

Lesson notes

Learning Objectives

Indicator: B5.2.5.1.1 - Orally produce two-syllable words by blending sounds (phonemes), including consonant blends

By the end of the lesson, learners can:

Blend individual phonemes to orally produce two-syllable words that contain consonant blends at the beginning or end of syllables.
Identify consonant blends in two-syllable words when they hear them spoken aloud.
Pronounce two-syllable words with consonant blends clearly and correctly after teacher modelling.
Read sentences aloud and pick out two-syllable words containing consonant blends.
Make meaningful sentences using two-syllable words with consonant blends.

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Curriculum details

Strand: Reading (Strand 2)
Sub-strand: Blends and Consonant Clusters (2.5)
Content standard: B5.2.5.1 - Identify and use consonant blends and clusters in reading
Indicator: B5.2.5.1.1 - Orally produce two-syllable words by blending sounds (phonemes), including consonant blends
Suggested placement: Term 2, Week 1 (Week 13 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: English Language Curriculum (Basic 4-6), 2019, p. 95
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Learners individually make meaningful sentences with words containing diphthongs. Every correct sentence is recorded for the group the individual belongs to.
- Introduce two-syllable words with consonant blends.
- Model the pronunciation and have learners say them after you.
- Teacher and learners select a reading text to guide the class to identify words containing consonant blends.
- List words on the board and drill learners in their pronunciation.
- Learners read sentences and pick out the two-syllable words with consonant blends.
e.g. dr-hundred, dr-drumstick, bl-problem, nd-handcuff