B6 English Language · Term 2 Week 1: Blends and Consonant Clusters

Lesson notes

Learning Objectives

Indicator: B6.2.5.1.1 - Orally produce three-syllable words by blending sounds (phonemes), including consonant blends

By the end of the lesson, learners can:

Identify and pronounce common consonant blends and clusters (bl, br, cl, cr, gl, gr, spr, scr, str, chr) correctly in isolation.
Blend phonemes orally to produce three-syllable words that contain consonant blends, such as “blun-der-bus” and “con-struc-tion”.
Count and confirm the number of syllables in spoken three-syllable words containing consonant blends.
Work in groups to identify and list three-syllable words containing target consonant blends from a given passage.
Read three-syllable words with consonant blends accurately in isolation and within sentences.

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Curriculum details

Strand: Reading (Strand 2)
Sub-strand: Blends and Consonant Clusters (2.5)
Content standard: B6.2.5.1 - Identify and use consonant blends and clusters in reading
Indicator: B6.2.5.1.1 - Orally produce three-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. 171
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Revise consonant blends and clusters using several spelling patterns e.g. bl, br, cl, cr, gl, gr, spr, scr, str, chr.
- Drill the pronunciation of the consonant blends and clusters in isolation and in words.
- Learners work in groups to identify and list words having the blends and clusters.
- Have learners read the words in isolation and in context.