| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Consonant blends |
| What length (min) | 30 |
| What age group | Year or Grade 1 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Consonant Blends
Year 1 / Grade 1
English
20 Students
This lesson aligns with the Canadian national curriculum for English Language Arts, focusing on phonics and word recognition.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 minutes | Briefly explain consonant blends and give examples. Ask students to share any words they know that contain blends. |
| 2 | Printable Card Distribution | 5 minutes | Hand out printable cards to each student. Explain what they will need to fill in during the lesson related to consonant blends. |
| 3 | Guided Practice | 10 minutes | Work with the class on identifying consonant blends in a few sample words on the whiteboard. Encourage participation and clarification. |
| 4 | Independent Practice | 5 minutes | Students fill out the printable cards with their own examples of words containing consonant blends. |
| 5 | Random Check/Collection | 3 minutes | Collect or randomly check the completed printable cards to assess understanding without group presentations. |
| 6 | Assign Homework | 2 minutes | Explain the homework assignment related to consonant blends. Ensure students understand what is expected. |
| 7 | Closure | 5 minutes | Review key points from the lesson. Ask students to share any final thoughts or questions about consonant blends. |
"Good morning, class! Today, we are going to learn about something exciting in the world of words—consonant blends. Can anyone tell me what a consonant blend is? [Pause for students to respond.]
A consonant blend happens when two or more consonants come together at the beginning of a word, and you can hear both sounds. For example, in the word 'blame,' you can hear both the 'b' and the 'l' sounds together.
Now, let’s think of some other words that have consonant blends. Can anyone share a word they know that has a consonant blend? [Encourage students to participate and write some examples on the board as they share.] Great job, everyone!"
"Now, I'm going to hand out some printable cards to each of you. [Distribute cards.] These cards will help us practice identifying consonant blends.
On these cards, you will need to fill in words that contain consonant blends as we go through the lesson. Make sure to keep them handy because we’ll use them in our activities today. Does everyone have their card? [Wait for confirmation.] Perfect!"
"Let’s work together on identifying consonant blends. I’m going to write some sample words on the whiteboard, and I want you to raise your hand when you spot a consonant blend. Ready?
The first word is 'snack.' What do you hear at the beginning? [Wait for responses.] That's right—'sn!' The 's' and 'n' sounds blend together.
Let’s try another one: 'tree.' Does anyone hear a consonant blend here? [Pause for responses.] Good thinking! The answer is no blend; it just starts with a 't' sound.
Now, let’s write down our next word: 'frost.' Who can tell me the blend in this word? [Encourage participation.] Exactly, it’s 'fr.'
Excellent work, everyone! I love how you are listening and participating!"
"Now it's your turn to fill in your printable cards with examples of words that contain consonant blends. Take a moment to think of words, and write them down. You can use the blends we talked about today, or you can come up with your own.
You have five minutes—go ahead! [Monitor the students as they work.]”
"Time's up! Please pass your printable cards to the front. I will do a quick check to see how you did. I won’t call on anyone to present their cards today; this will just help me understand if you grasped the concept.
Thank you for your hard work! I will glance through them while you focus on the next steps.”
"Alright, everyone, I have a homework assignment for you related to consonant blends. You’ll find a worksheet in your desks that has several activities for you to complete at home.
Make sure to follow the instructions carefully, as they will help reinforce everything we learned today. Does anyone have questions about the homework? [Address questions.] Remember to bring it back to class tomorrow!"
"Before we finish today’s lesson, let’s quickly review what we learned. Who can remind us what a consonant blend is? [Allow a few students to respond.] Excellent answers!
Can someone share a word with a consonant blend that we discussed? [Encourage responses.] Great examples!
If you have any final thoughts or questions about consonant blends, please feel free to share. [Allow time for sharing.]
Thank you all for your participation today! I'm very proud of your efforts. See you tomorrow!"
What is a consonant blend? Describe it in your own words.
List three examples of words that contain consonant blends. Make sure to underline the blends.
Choose one of the following consonant blends: "fl," "st," or "br." Write a sentence using a word that contains your chosen blend.
Fill in the blanks with words that have consonant blends:
Create a short story (3-5 sentences) that includes at least three words with consonant blends. Highlight the words with the blends.
Draw a picture that illustrates at least two words that contain consonant blends. Label the words in your drawing.
Reflect on your understanding of consonant blends: Why do you think it is important to recognize them when reading or writing? Write a few sentences explaining your thoughts.
| Question | Answer |
|---|---|
| What is a consonant blend? | |
| Can you give an example of a word that contains a consonant blend? | |
| What consonant blend do you hear in the word "snack"? | |
| Does the word "tree" have a consonant blend? If not, why? | |
| What is the consonant blend found in the word "frost"? | |
| How can you identify a consonant blend in a word? | |
| Can you think of three words that contain consonant blends? | |
| What did we learn today about consonant blends? | |
| How will the homework help reinforce what we learned? | |
| Why is it important to understand consonant blends? |