Blends and Consonant Clusters · B4 English Language

Lesson notes

Learning Objectives

Indicator: B4.2.5.1.2 - Use the spelling-sound correspondences for common consonant digraphs

By the end of the lesson, learners can:

Identify common consonant digraphs (sh, ch, th, wh, ph) in written words.
Pronounce words containing consonant digraphs using the correct spelling-sound correspondence.
Sort words according to the consonant digraph they contain.
Generate at least five new words for each consonant digraph studied.
Read aloud a short passage containing consonant digraph words with accuracy.

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Curriculum details

Strand: Reading (Strand 2)
Sub-strand: Blends and Consonant Clusters (2.5)
Content standard: B4.2.5.1 - Identify and use consonant blends and clusters in reading
Indicator: B4.2.5.1.2 - Use the spelling-sound correspondences for common consonant digraphs
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. 22
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Through discussion, have learners come up with many words that have a particular digraph.
- Have learners decode these digraphs as they read.
- Assist learners to get the spelling-sounds correspondence right. Play a game of the spelling-sound correspondence of selected digraphs. In groups, have learners sound out words and identify the digraphs in them. The group that gets a lot of this right carries the day.
e.g. sh: shoe, show, shirt, shine, shell, shame, shake, shop, bush, wash,
brush, marsh, crush, fish