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Welcome to Consonant Blends! – Learning about consonant blends – What are consonant blends? – Two or more consonants together, making distinct sounds, like ‘st’ in last – Identifying consonant blends – Listen for ending sounds in words to find blends – Practice with word examples – Words like ‘last’, ‘fast’, and ‘hand’ end with consonant blends | This slide introduces first graders to the concept of consonant blends, which are groups of two or more consonants where each consonant’s sound is heard. Start by explaining what consonant blends are and provide examples. Engage the class by asking them to think of words that have consonant blends, especially focusing on the ending sounds. Use examples that are familiar to them and easy to articulate. Encourage students to listen carefully to the ending sounds of words to identify blends. As an activity, you can have students come up with their own list of words with consonant blends and share with the class. This will help reinforce their understanding and ability to recognize consonant blends in words.

Consonant Blends in Words – What’s a consonant blend? – When 2+ consonants make a sound together, like ‘st’ in ‘nest’ – Examples: bl, cr, st, nd – ‘bl’ as in ‘black’, ‘cr’ as in ‘crisp’, ‘st’ as in ‘last’, ‘nd’ as in ‘hand’ – Each sound is heard – Listen to blend sounds – We’ll say the sounds out loud together! | Introduce the concept of consonant blends to the students by explaining that unlike digraphs, where two letters make one sound, in blends, each letter maintains its own sound but is pronounced closely together with the other. Use visual aids or blocks with consonant blend examples to help them visualize. Practice saying the blends together and then listening for these sounds in words. Encourage the students to think of more words that have these blends and to listen for them during reading time. This will help them recognize and pronounce blends correctly.

Listening to Consonant Blends – I’ll say words with blends – Words like ‘block’, ‘grass’, ‘stand’ – Listen for the blend sounds – Can you hear the blend parts? – Blends have two sounds made quickly together – We’ll practice saying blends – Repeat after me to learn the blends | This slide is for a listening activity focused on consonant blends. Start by clearly pronouncing words such as ‘block’, ‘grass’, and ‘stand’, emphasizing the blends at the end. Ask the students to listen carefully and try to identify the individual sounds within the blends. Encourage them to notice how the sounds are made quickly together, which is a characteristic of consonant blends. Practice as a class by saying the blends together, and correct pronunciation as needed. This activity helps students to recognize and pronounce consonant blends, which is an essential skill for reading and spelling.

Finding Consonant Blends in Words – Look at words: flag, swim, drop – ‘fl’ in flag, ‘sw’ in swim, ‘dr’ in drop – Spot the consonant blends – Highlight the blends together – Use colors to mark ‘fl’, ‘sw’, ‘dr’ – Practice with more words – Find blends in words like ‘grasp’ or ‘twist’ | This slide is aimed at helping first graders recognize and understand consonant blends at the end of words. Start by showing the words ‘flag’, ‘swim’, and ‘drop’ and ask the students to identify the blends. Explain that consonant blends are when two or more consonants are blended together, but each sound can still be heard. Use visual aids like underlining or highlighting to emphasize the blends in each word. Encourage the students to practice with additional words and provide guidance as they attempt to find and highlight the blends. This activity will enhance their phonetic skills and their ability to decode words while reading.

Does it End with a Consonant Blend? – What’s a consonant blend? – Two letters together, both make a sound – Words with ending blends – ‘nest’, ‘hand’, ‘fast’ all end with a blend – Practice finding blends – Look at words and listen for ending sounds – Let’s identify blends together | This slide introduces first graders to the concept of consonant blends at the end of words. Begin by explaining that a consonant blend is when two consonants are next to each other and you can hear both sounds. Provide examples like ‘nest’, ‘hand’, and ‘fast’ to illustrate words that end with a consonant blend. Engage the class in a practice activity where they identify the ending blends in words you provide. This will help them recognize patterns in spelling and pronunciation. Encourage participation and make it fun by turning it into a game where they can earn points for each correct blend they identify.

Practice Time: Consonant Blend Ending – Look at the word ‘desk’ – Does ‘desk’ end with a consonant blend? – ‘sk’ in ‘desk’ is a consonant blend. – Now, consider the word ‘cat’ – Does ‘cat’ end with a consonant blend? – ‘t’ is not a blend, just a single consonant. | This slide is for a class activity to help students identify words that end with consonant blends. Start by showing the word ‘desk’ and guide the students to notice the ‘sk’ sound at the end of the word, which is a consonant blend. Then, present the word ‘cat’ and help them understand that ‘t’ is not a blend but a single consonant sound. Encourage the students to pronounce the words out loud and listen for the ending sounds. For the activity, you can have students come up to the board to circle the consonant blends, or ask them to write down other words they know that end with consonant blends. This will reinforce their understanding of the concept.

Game Time: Blend or Not? – Let’s play ‘Blend or Not’ game – Listen to the word I say – Step forward for ending blends – Examples: ‘fast’ (step forward), ‘cat’ (stay still) – Stay still for no ending blend | This interactive game is designed to help first graders recognize consonant blends at the end of words. Before starting, explain what consonant blends are: two or more consonants together where you can hear each sound. Give clear instructions on the game. As you say each word, students will have to decide if it ends with a consonant blend. If it does, they step forward; if not, they remain in place. Prepare a list of words with and without ending blends. For example, ‘fast’ ends with the ‘st’ blend, so students should step forward. For ‘cat’, there is no ending blend, so they should stay still. This activity will help reinforce their understanding of blends in a fun, physical way. Have a variety of words ready to accommodate different levels of learners.

Class Activity: Blend Bingo! – Let’s play Blend Bingo together – Listen for words ending with consonant blends – Words like ‘nest’ or ‘hand’ have ending blends – Cover the blend on your Bingo card – Shout ‘Bingo!’ when all blends are covered | This interactive activity is designed to help first graders recognize and understand consonant blends at the end of words. Prepare Bingo cards in advance with various consonant blends in each square. As you say words aloud, students will listen for the ending blends and cover the corresponding square on their cards. This game not only makes learning fun but also reinforces their ability to distinguish consonant blends in a collaborative setting. Encourage students to articulate the blends they hear to reinforce phonemic awareness. Possible variations of the game could include using different words or having students take turns saying words with consonant blends.

Consonant Blends Mastery – Congrats on learning consonant blends! – Blends can start or end words – like ‘st’ in ‘last’ or ‘fl’ in ‘fluff’ – Listen for blends daily – in conversations, songs, and stories – Practice makes perfect | This slide is a conclusion to reinforce the lesson on consonant blends. It’s a celebration of the students’ achievement in understanding that consonant blends can appear at both the beginning and the end of words. Encourage the students to keep an ear out for these blends in their daily lives, whether they’re talking with friends, listening to music, or enjoying a story. This will help them become more familiar with the concept. Remind them that regular practice is key to mastering the identification of consonant blends. As an activity, you could have students share words they find with consonant blends or create a classroom ‘blend wall’ where they can add new words they encounter.