Blends and Consonant Clusters · B5 English Language

Lesson notes

Learning Objectives

Indicator: B5.2.5.1.2 - Use the spelling-sound correspondences for common consonant digraphs

By the end of the lesson, learners can:

Identify common consonant digraphs (ch, sh, th, wh, ph, ck, ng) at the beginning and end of words
Pronounce words correctly by applying the spelling-sound correspondence for each digraph
Sort words according to the digraph they contain
Use words containing consonant digraphs correctly in sentences of their own
Use a dictionary or the internet to find more words containing specific digraphs

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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: B5.2.5.1.2 - 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. 95
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Revise digraphs. Have a simple presentation of digraphs by writing examples of words that begin or end with them on the board.
- Have learners read the words and identify the letters at the beginning and the end.
e.g. taught , watch, splash, photographs.
- Together with learners use the internet to identify words containing specific digraphs.
- Learners write examples of words, find their meanings and use them in sentences.
E.g. lt- belt, fr- fresh, pl- play