Initial and Final Consonant Blends for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 9
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Identifying and sounding individual consonant letters.
Topic: CONSONANT BLENDS: INITIAL AND FINAL BLENDS
Subject Matter: CONSONANT BLENDS SIGHT WORDS Play Fly Greet. Weekly focus: Consonant Blends: Initial and Final Blends.

Specific Objectives

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

Cognitive Domain

• Identify initial consonant blends in words.
• Identify final consonant blends in words.
• Sound out words containing initial and final consonant blends.
• Build simple words using given consonant blends.

Affective Domain

• Listen attentively to the teacher’s instructions.
• Participate actively in blending activities and games.
• Show enthusiasm for learning new words.

Psychomotor Domain

• Point to initial and final consonant blends on flashcards.
• Form simple sentences orally using sight words like “Play,” “Fly,” and “Greet.”

Social Domain

• Take turns when sounding out words or answering questions.
• Work cooperatively during group blending activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Early Childhood Care and Education resources.

Instructional Materials

• Phonics charts displaying consonant blends (e.g., bl, cl, fl, gr, pl, tr, nd, st, sk, mp).
• Flash cards with words containing initial blends (e.g., play, fly, greet, blue, frog, train).
• Flash cards with words containing final blends (e.g., hand, fast, desk, lamp, gift).
• Picture cards matching blend words.
• Whiteboard or chalkboard and markers/chalk.

Rationale for the Lesson

This lesson is crucial for Pre-School Level 4 pupils as it introduces them to consonant blends, which are foundational for developing strong decoding and reading skills. Understanding how two or three consonants blend together while each sound is still heard helps children to sound out and read more complex words, preparing them for fluent reading and improved vocabulary.

Prerequisite/Previous Knowledge

Pupils can recognise and sound out individual consonant and vowel letters. They can also read simple three-letter (CVC) words like ‘cat’, ‘dog’, and ‘sun’.

Lesson Content/Board Summary

CONSONANT BLENDS: INITIAL AND FINAL BLENDS

A consonant blend is when two or three consonant letters come together in a word, and you can hear the sound of each letter clearly. They are not like digraphs (e.g., ‘sh’, ‘ch’) where the letters make one new sound.

Initial Consonant Blends

These are consonant blends that come at the beginning of a word.

• Examples:
  • pl- as in play, plant, plum
  • fl- as in fly, flag, floor
  • gr- as in greet, green, grass
  • bl- as in blue, block
  • tr- as in train, tree
  • fr- as in frog, fruit

Final Consonant Blends

These are consonant blends that come at the end of a word.

• Examples:
  • -nd as in hand, sand, pond
  • -st as in fast, test, nest
  • -mp as in lamp, jump, stamp
  • -sk as in desk, mask
  • -ft as in gift, left

Sight Words with Blends

• Play: We love to play outside.
• Fly: Birds can fly high in the sky.
• Greet: We always greet our teachers in the morning.

Key Words

• Blend – two or more consonant sounds joined together, where you can hear each sound.
• Initial – at the beginning.
• Final – at the end.
• Play – to engage in an activity for enjoyment.
• Fly – to move through the air.
• Greet – to welcome someone with words or actions.

What the Teacher Should Show or Draw

• Display large phonics charts showing various initial and final consonant blends.
• Show flashcards with blend words and corresponding pictures (e.g., ‘pl’ for ‘play’ with a picture of children playing).
• Write examples of initial and final blend words on the board, underlining the blends.

Consonant Blends Song

Tune: “The Wheels on the Bus”

Lyrics:

The blends in our words go ‘bl’ and ‘gr’,
‘Bl’ and ‘gr’, ‘bl’ and ‘gr’.
The blends in our words go ‘bl’ and ‘gr’,
Helping us to read and learn!

Initial blends are at the start,
At the start, at the start.
Initial blends are at the start,
Like ‘pl’ in ‘play’ and ‘fl’ in ‘fly’!

Final blends are at the end,
At the end, at the end.
Final blends are at the end,
Like ‘-nd’ in ‘hand’ and ‘-st’ in ‘fast’!

Actions:

• Point to the beginning of a word for “initial”.
• Point to the end of a word for “final”.
• Make blending motions with hands for each blend sound.
• Clap hands for each word.

How to use the rhyme: Sing the song together, pointing to the blend charts as you sing about initial and final blends. Emphasize the sounds of the blends as they appear in the lyrics.

Watch and Practise

Let’s watch a fun video about consonant blends to help us hear and say them clearly!

https://www.youtube.com/watch?v=mfh029u7F9Q

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils and leads a quick review of individual consonant sounds (e.g., /b/, /l/, /g/, /r/). The teacher then introduces the topic of consonant blends, explaining that sometimes two or three consonants come together and we hear all their sounds.

Pupils’ Activity: Pupils respond to greetings, participate in sounding individual consonants, and listen attentively to the introduction of consonant blends.

Learning Point: Pupils recall individual consonant sounds and are introduced to the concept of consonant blends.

Step 2: Explanation of Consonant Blends

Time: 4 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what a consonant blend is (two or three consonants together, each sound heard). The teacher then differentiates between initial blends (at the beginning of a word) and final blends (at the end of a word), using simple examples like ‘bl’ in ‘blue’ and ‘-nd’ in ‘hand’.

Pupils’ Activity: Pupils listen to the explanation and repeat simple blend sounds as demonstrated by the teacher.

Learning Point: Pupils understand the basic definition of consonant blends and the difference between initial and final blends.

Step 3: Initial Consonant Blends Practice

Time: 5 minutes

Teaching Skill: Guided Practice/Visual Aid

Teacher’s Activity: The teacher displays phonics charts and flashcards for initial blends. Using the sight words “Play,” “Fly,” and “Greet,” the teacher points to the ‘pl-‘, ‘fl-‘, and ‘gr-‘ blends, sounds them out, and guides pupils to blend them with the rest of the word. The teacher provides more examples like ‘blue’, ‘frog’, ‘train’ with corresponding picture cards.

Pupils’ Activity: Pupils identify the initial blends on the charts and flashcards, sound them out with the teacher, and repeat the words.

Learning Point: Pupils can identify and sound out common initial consonant blends.

Step 4: Final Consonant Blends Practice

Time: 5 minutes

Teaching Skill: Guided Practice/Auditory Discrimination

Teacher’s Activity: The teacher introduces final consonant blends using flashcards and picture cards (e.g., ‘hand’, ‘fast’, ‘lamp’, ‘desk’, ‘gift’). The teacher sounds out the words, emphasizing the final blend, and guides pupils to identify and sound the final blends like ‘-nd’, ‘-st’, ‘-mp’.

Pupils’ Activity: Pupils listen to the words, identify the final blends, and practice sounding them out with the teacher.

Learning Point: Pupils can identify and sound out common final consonant blends.

Step 5: Blending Game and Rhyme

Time: 5 minutes

Teaching Skill: Reinforcement/Game

Teacher’s Activity: The teacher leads the pupils in singing the “Consonant Blends Song” from the Lesson Content. After the song, the teacher plays a “Blend Detective” game, showing a flashcard and asking pupils to identify if it has an initial or final blend, and to sound the blend.

Pupils’ Activity: Pupils sing the song with actions and actively participate in the “Blend Detective” game, identifying and sounding blends.

Learning Point: Pupils reinforce their understanding of initial and final blends through a fun, interactive activity and song.

Step 6: Sight Word and Sentence Formation

Time: 3 minutes

Teaching Skill: Application/Sentence Building

Teacher’s Activity: The teacher reviews the sight words “Play,” “Fly,” and “Greet.” The teacher guides pupils to use each word in a simple oral sentence, providing examples first (e.g., “I like to play with my ball.”).

Pupils’ Activity: Pupils repeat the sight words and then form their own simple sentences orally using “Play,” “Fly,” and “Greet.”

Learning Point: Pupils apply their knowledge of sight words by forming simple sentences.

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. Show a flashcard (e.g., ‘frog’) and ask: “What is the initial blend in this word?”
2. Show a flashcard (e.g., ‘lamp’) and ask: “What is the final blend in this word?”
3. Say a blend sound (e.g., /gr/) and ask: “Can you name a word that starts with this blend?”
4. Ask pupils to use the word “Play” in a sentence.

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing to the blend, saying the blend sound, forming a sentence).

Learning Point: Pupils demonstrate understanding of the lesson on initial and final consonant blends.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Praise

Teacher’s Activity: The teacher praises the pupils for their active participation and effort in learning about consonant blends. The teacher reminds them to keep listening for blends in words they hear and see.

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

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

Lesson Keywords

• Blend – When two or three consonant sounds come together in a word, and you can hear each sound.
• Initial – At the beginning of something, like the start of a word.
• Final – At the end of something, like the end of a word.
• Play – To do something fun, like playing a game.
• Fly – To move through the air, like a bird or an aeroplane.
• Greet – To say hello or welcome someone.

Differentiation

• Support: For pupils who are struggling, provide larger flashcards with clearer blends. Offer more one-on-one repetition of blend sounds and words. Use hand-over-hand guidance to trace the blend letters. Focus on a smaller set of blends first.
• Extension: For quicker learners, challenge them to identify more words with initial and final blends from their environment or storybooks. Encourage them to create additional simple sentences using the sight words or other blend words.

Note for teachers using this lesson plan

Prepare all phonics charts, flashcards, and picture cards in advance. Ensure the blend sounds are pronounced clearly and distinctly, emphasizing that each consonant sound in a blend is heard (e.g., /b/ /l/ in ‘bl’, not just one sound). Encourage pupils to use their listening skills to identify the blends. Make the activities interactive and fun to maintain engagement. When teaching “Fly,” clarify that ‘fl-‘ is an initial blend. Observe pupils closely during blending activities to identify those who need extra support or extension. Praise effort and participation to build confidence.