Review of Sound Clusters and Digraphs for Decoding for Primary 1

Class: Primary 1
Term: Third Term
Week: 1
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Pre-Reading Skills
Focal competence: Articulating consonant clusters appropriately while speaking and reading
Key competencies/values: Collaboration; Respect; Tolerance; Communication; Responsibility; Leadership
Skills:

• Blending sounds to form words

Previous Lesson:
Topic: Sound Clusters: Application
Subject Matter: Review of clusters and digraphs needed for decoding, Previously taught clusters, digraphs needed for decoding

Specific Objectives

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

Cognitive Domain

• Identify common consonant clusters and digraphs in words.

Psychomotor Domain

• Pronounce previously taught clusters and digraphs correctly in familiar words.
• Decode and read selected words containing clusters and digraphs.

Social Domain

• Participate actively in word-sorting activities with peers.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Macmillan Primary English for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Approved publisherneutral text
• Letter, word and picture cards (e.g., for ‘sh’, ‘ch’, ‘th’, ‘bl’, ‘cl’, ‘gr’)
• Exercise books and pencils
• ‘Please and thank you’ game board
• Whiteboard/Blackboard and markers/chalk

Rationale for the Lesson

This lesson is important because a strong understanding of sound clusters and digraphs is fundamental for developing early reading skills. By reviewing and applying these phonetic patterns, pupils can improve their ability to decode new words, leading to greater reading fluency and comprehension. It reinforces foundational phonics knowledge necessary for literacy development.

Prerequisite/Previous Knowledge

Pupils should have been previously introduced to basic letter sounds, consonant clusters, and digraphs, and have some experience in blending sounds to form simple words.

Lesson Content/Board Summary

Sound Clusters: Application

What are Consonant Clusters?

Consonant clusters are two or three consonant letters that appear together in a word, and each consonant sound is heard. They are also called blends.

Examples of common consonant clusters:

1. bl (as in blue, black, block)
2. cl (as in clap, clean, clock)
3. fl (as in fly, flag, flower)
4. gr (as in green, grass, grape)
5. st (as in stop, star, stick)
6. tr (as in tree, train, truck)

What are Digraphs?

Digraphs are two letters that make one sound. They can be two consonants or two vowels, but in this lesson, we focus on consonant digraphs.

Examples of common consonant digraphs:

1. sh (as in ship, fish, shoe)
2. ch (as in chair, watch, chicken)
3. th (as in thin, bath, with)
4. wh (as in whale, what, wheel)
5. ph (as in phone, graph, dolphin)

Decoding and Reading Words

To decode words with clusters and digraphs, we:

1. Look at the word carefully.
2. Identify the cluster or digraph.
3. Sound out each part of the word, blending the sounds together.
4. Read the complete word.

Practice words:

1. blend
2. class
3. float
4. grow
5. stone
6. trip
7. shout
8. chop
9. think
10. white
11. photo

Word Sorting Activity

Words can be sorted based on the cluster or digraph they contain. This helps to recognise patterns and improve reading.

For example, sorting words into groups like ‘sh’ words, ‘ch’ words, ‘bl’ words, etc.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Individual Practice, Group Work, Word Games

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the pupils and reminds them about the sounds of letters they have learned. The teacher asks pupils to recall some letter sounds and simple words they can read.

Pupils’ Activity: Pupils respond to greetings and recall letter sounds and simple words.

Learning Point: Recalling letter sounds

Step 2: Review of Consonant Clusters

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher displays word cards with common consonant clusters (e.g., bl, cl, fl, gr, st, tr). The teacher pronounces each cluster and guides pupils to say words containing them, such as “blue”, “clap”, “flag”, “green”, “stop”, “tree”.

Pupils’ Activity: Pupils listen, repeat the clusters, and pronounce the example words after the teacher.

Learning Point: Consonant cluster pronunciation

Step 3: Review of Digraphs

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher displays word cards with common digraphs (e.g., sh, ch, th, wh, ph). The teacher pronounces each digraph sound and guides pupils to say words containing them, such as “ship”, “chair”, “thin”, “whale”, “phone”.

Pupils’ Activity: Pupils listen, repeat the digraphs, and pronounce the example words after the teacher.

Learning Point: Digraph sound pronunciation

Step 4: Decoding Practice

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher presents new words containing the reviewed clusters and digraphs (e.g., “plant”, “brush”, “chain”, “thumb”). The teacher guides pupils to sound out each word, blending the sounds to decode and read them.

Pupils’ Activity: Pupils attempt to decode and read the words with teacher guidance.

Learning Point: Word decoding practice

Step 5: Word Sorting Activity (Group Work)

Time: 7 minutes

Teaching Skill: Facilitating Collaboration

Teacher’s Activity: The teacher divides pupils into small groups and gives each group a set of word cards. The teacher instructs them to sort the words into categories based on the consonant cluster or digraph they contain (e.g., ‘sh’ words, ‘bl’ words).

Pupils’ Activity: Pupils work in groups to sort the word cards according to the given patterns.

Learning Point: Pattern recognition, word sorting

Step 6: Reading Application

Time: 5 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher asks pupils to read aloud some of the sorted words or short sentences containing these words. The teacher corrects any pronunciation errors and encourages fluent reading.

Pupils’ Activity: Pupils read words and simple sentences aloud, demonstrating their decoding skills.

Learning Point: Fluent reading practice

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Pronounce the word “ship”.
2. What sound do the letters ‘ch’ make in “chair”?
3. Read the word “black”.
4. Which word has the ‘th’ sound: “tree” or “thin”?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Cluster and digraph recall

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the importance of knowing clusters and digraphs for reading and encourages pupils to practice reading words with these sounds at home.

Pupils’ Activity: Pupils listen attentively and acknowledge the importance of the lesson.

Learning Point: Importance of phonics

Lesson Keywords

• Clusters – Two or more consonant letters together, each making its own sound (e.g., bl, gr).
• Digraphs – Two letters that make one sound (e.g., sh, ch, th).
• Decoding – Breaking down words into sounds to read them.
• Pronounce – To make the sound of a word or letter.

Differentiation

For slower learners, provide additional practice with picture cards and simplified word lists, focusing on one cluster or digraph at a time. Faster learners can be challenged to identify clusters and digraphs in short storybooks or create their own sentences using words with these patterns.

Suggested Lesson Videos

For further understanding, search on YouTube for: primary 1 consonant clusters and digraphs

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all word, letter, and picture cards for consonant clusters (bl, cl, fl, gr, st, tr) and digraphs (sh, ch, th, wh, ph) are prepared and easily accessible. Begin by engaging pupils with a quick recall of individual letter sounds to set the stage. During the lesson development, demonstrate the pronunciation of each cluster and digraph clearly, using the cards. Encourage pupils to repeat and practice blending sounds. The group word-sorting activity is key for collaborative learning and pattern recognition; monitor groups to provide support. Ensure all pupils have opportunities to read aloud. For evaluation, use simple, direct questions based on the sounds and words taught. Since this is a revision lesson, there is no formal note-taking stage; the focus is on active participation and application of knowledge.