Initial and Final Consonant Blends for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 9
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Individual Letter Sounds (Jolly Phonics 42 sounds)
Topic: CONSONANT BLENDS: INITIAL AND FINAL BLENDS
Subject Matter: Consonant Blends (Initial and final blends)

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify common initial consonant blends in words.
• Identify common final consonant blends in words.
• Form simple words by blending initial and final consonant sounds.

Affective Domain

• Show interest in learning new sounds and words.
• Listen attentively to the teacher and peers during activities.

Psychomotor Domain

• Circle the correct final blend for a given picture.
• Colour pictures related to words with consonant blends.

Social Domain

• Participate actively in group sound and word activities.
• Take turns when identifying blends and forming words.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Early Childhood Care and Education resources
• Jolly Phonics Handbook and CD

Instructional Materials

• Flashcards with individual letter sounds (Jolly Phonics 42 sounds)
• Flashcards with initial consonant blends (e.g., bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, sc, sk, sm, sn, sp, st, sw, tr)
• Flashcards with final consonant blends (e.g., ct, ft, ld, lk, lp, lt, mp, nd, nk, nt, pt, sk, sp, st)
• Picture cards showing words with initial and final blends (e.g., blue, grass, stand, hand, lamp, nest)
• Whiteboard and markers
• Crayons
• Worksheets for circling and filling in blends
• Song and rhyme audio/video (digital or physical tapes)

Rationale for the Lesson

Learning consonant blends is important for Pre-School Level 3 pupils as it helps them develop crucial phonological awareness skills. Understanding how two consonants combine to form a single sound improves their ability to decode and read words, enhancing their early literacy foundation and preparing them for more complex reading tasks.

Prerequisite/Previous Knowledge

Pupils have been introduced to individual letter sounds (Jolly Phonics 42 sounds) and can recognise some simple CVC (consonant-vowel-consonant) words.

Lesson Content/Board Summary

CONSONANT BLENDS: INITIAL AND FINAL BLENDS

A consonant blend is when two or three consonant letters are together in a word, and you can hear the sound of each consonant. They blend together, but each sound can still be heard.

Initial Consonant Blends

These are blends found at the beginning of a word.

• bl as in blue, black
• gr as in grass, green
• st as in star, stand
• fl as in flag, flower

When you say “blue,” you can hear the ‘b’ sound and the ‘l’ sound blending together.

Final Consonant Blends

These are blends found at the end of a word.

• nd as in hand, sand
• mp as in lamp, jump
• st as in nest, fast
• sk as in desk, task

When you say “hand,” you can hear the ‘n’ sound and the ‘d’ sound blending together.

Blending Sounds Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Two friends, consonants, side by side,
Blend their sounds, we take with pride.
“Bl” and “gr” at the start we see,
“Nd” and “mp” at the end, hooray!
Listen close, can you hear them say?
Blends make words fun every day!

Actions: For “side by side,” hold hands together. For “start we see,” point to the front. For “end, hooray!” point to the back. For “listen close,” cup ear. For “fun every day,” clap hands.

Watch and Practise

Key Words

• Consonant – A letter that is not a vowel (a, e, i, o, u).
• Blend – When two or more sounds join together smoothly.
• Initial – At the beginning.
• Final – At the end.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Repetition
• Manipulation of Objects (flashcards)

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets pupils and leads a short familiar song. The teacher then quickly reviews some individual Jolly Phonics 42 sounds using flashcards (e.g., /s/, /a/, /t/, /p/).

Pupils’ Activity: Pupils greet the teacher, sing along, and repeat the individual letter sounds as the teacher shows the flashcards.

Learning Point: Pupils recall individual letter sounds as a foundation for new learning.

Step 2: Presentation of Topic

Time: 5 minutes

Teaching Skill: Explanation/Introduction

Teacher’s Activity: The teacher introduces the topic of “Consonant Blends.” The teacher explains that sometimes two consonant letters come together and make a special sound where you can hear both. The teacher shows examples of blend flashcards (e.g., ‘bl’, ‘nd’) and explains that some blends are at the beginning (initial) and some at the end (final).

Pupils’ Activity: Pupils listen attentively and observe the blend flashcards. They try to repeat the blend sounds after the teacher.

Learning Point: Pupils understand the concept of consonant blends and their positions in words.

Step 3: Initial Blends Practice

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher focuses on initial blends. The teacher shows flashcards of initial blends (e.g., ‘bl’, ‘gr’, ‘st’) and says their sounds clearly. The teacher then shows picture cards for words with these blends (e.g., “blue,” “grass,” “star”) and guides pupils to say the words, emphasizing the initial blend.

Pupils’ Activity: Pupils repeat the initial blend sounds and the example words after the teacher. They point to the initial blend on the flashcards.

Learning Point: Pupils identify and pronounce initial consonant blends in simple words.

Step 4: Final Blends Practice

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher now focuses on final blends. The teacher shows flashcards of final blends (e.g., ‘nd’, ‘mp’, ‘st’) and says their sounds. The teacher then shows picture cards for words with these blends (e.g., “hand,” “lamp,” “nest”) and guides pupils to say the words, emphasizing the final blend.

Pupils’ Activity: Pupils repeat the final blend sounds and the example words after the teacher. They point to the final blend on the flashcards.

Learning Point: Pupils identify and pronounce final consonant blends in simple words.

Step 5: Rhyme and Video Reinforcement

Time: 5 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Blending Sounds Rhyme” with actions. Afterwards, the teacher plays the educational video on consonant blends, asking pupils to watch and listen for familiar and new blends.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, trying to repeat the blend sounds and words demonstrated.

Learning Point: Pupils reinforce their understanding of consonant blends through song and visual aids.

Step 6: Word Formation and Application

Time: 3 minutes

Teaching Skill: Application/Guided Practice

Teacher’s Activity: The teacher uses flashcards to guide pupils in forming simple words with blends. For example, the teacher might show ‘bl’ and ask “What word starts with ‘bl’?” or show a picture of a ‘lamp’ and ask “What blend do you hear at the end?”. The teacher writes the words on the board as pupils say them.

Pupils’ Activity: Pupils respond orally, identifying blends and suggesting words. They practice saying the words formed.

Learning Point: Pupils apply their knowledge to form and identify words with consonant blends.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “What is an initial blend?” (e.g., a blend at the beginning of a word).
2. “What is a final blend?” (e.g., a blend at the end of a word).
3. Show a picture of a “drum” and ask, “What initial blend do you hear?”
4. Show a picture of a “tent” and ask, “What final blend do you hear?”
5. Distribute worksheets where pupils circle the final blend for each picture and colour the picture.
6. Distribute worksheets where pupils fill in the final blend for each picture.

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by circling, filling in, and colouring on their worksheets.

Learning Point: Pupils demonstrate understanding of the lesson by identifying and applying consonant blends.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Closure

Teacher’s Activity: The teacher praises pupils for their participation and effort in learning about consonant blends. The teacher reminds them to keep listening for these special sounds in words.

Pupils’ Activity: Pupils respond to the teacher’s praise and acknowledge the lesson conclusion.

Learning Point: Pupils feel encouraged and motivated to continue learning about sounds and words.

Lesson Keywords

• Consonant – A letter that is not a vowel (like b, c, d, f, g).
• Blend – When two consonant sounds are heard together in a word (like ‘bl’ in blue).
• Initial – At the start or beginning of something.
• Final – At the end of something.

Differentiation

• Support: For pupils struggling, use larger flashcards and fewer blend examples. Provide more one-on-one repetition of blend sounds. Use hand-over-hand guidance for circling/filling in blends on worksheets. Pair them with a stronger peer for oral practice.
• Extension: For pupils who grasp the concept quickly, challenge them to identify blends in other familiar words not explicitly taught. Ask them to think of more words that start or end with specific blends. Encourage them to “read” simple words containing blends from flashcards.