Blends, Digraphs & Letter-Sound Review

Grade 1 · English

Semester 1 | Period 3 | Week 13

Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.

Get it on Google Play Get it on the Apple App Store

Subject: English

Semester: 1

Period: 3

Week: 13

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 1
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Blends, Digraphs & Letter-Sound Review
Sub-topic: Beginning & ending blends (gr, st, -mp, -nd); digraphs (sh, ch); sight words; cursive handwriting

Learning Objectives
By the end of the lesson, students should be able to:
Decode words with blends and digraphs
Read aloud simple words with sh, ch, gr, st
Spell and use sight words “a, as”
Begin forming cursive letters (a, c, d, g, o)

Previous Knowledge
Students already know letter-sound correspondence of individual consonants and short vowels

Instructional Materials
English Language textbook for Grade 1

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher claps rhythms for learners to repeat. Learners chant sounds of letters: s, h, g, r. Quick flashcards: learners say the sounds aloud.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes
Focus Areas:

  • Blends (Beginning and Ending)
  • Digraphs
  • High-Frequency Words: a, as
  • Cursive Handwriting (letters: a, c, d, g, o)

🔤 1. Blends: Beginning and Ending

✅ Definition:

A blend is when two or more consonant sounds are joined together, but each sound can still be heard.

  • Beginning blends come at the start of the word.
  • Ending blends come at the end of the word.

📌 Examples with Sound Focus:

Beginning Blends:

  • gr → grab, green, grass
  • st → stop, star, step

Ending Blends:

  • -mp → lamp, jump, camp
  • -nd → hand, sand, bend

🧠 Teaching Tip: Emphasize that both consonant sounds are pronounced in blends. Say them slowly together: g-r-a-b, s-t-e-p.

 

🔈 2. Digraphs

✅ Definition:

A digraph is when two letters work together to make one new sound.

📌 Common Consonant Digraphs:

  • sh → /ʃ/ as in ship, shop, fish
  • ch → /tʃ/ as in chat, chin, much

🧠 Key Difference: In blends, both sounds are heard. In digraphs, only one new sound is heard.

 

📘 3. High-Frequency Words: "a", "as"

✅ Definition:

High-frequency words are words that appear often in reading and writing. Learners must be able to recognize and read them by sight.

📌 Focus Words:

  • a – Example: I have a cat.
  • as – Example: She is as fast as him.

📚 Use the words in multiple sentence contexts:

  • This is a dog.
  • He is as small as a mouse.

 

✍️ 4. Handwriting Practice (Cursive Letters)

✅ Objective:

To practice writing cursive lowercase letters: a, c, d, g, o

📌 Letter Formation Guidance:

Letter

Formation Description

Starting Point

a

Begin at midline, up and around to make a closed oval, then curve up for tail

Midline

c

Start at midline, make an open curve like half an “o”

Midline

d

Begin like “a,” then continue up to the top line and back down

Midline

g

Like “a,” but tail curves below the baseline

Midline

o

Closed loop starting at midline

Midline

🧠 Handwriting Tips:

  • Use three-line paper (top, mid, base lines).
  • Focus on letter spacing, slant, and connection strokes.
  • Have learners practice letter strings (e.g., dad, gag, cod).

 

👧 Learners’ Activities (Expanded)

Activity

Description

Partner Reading

In pairs, learners read a list of blend and digraph words aloud. Teacher listens and gives feedback.

Blend Matching Game

Learners match a list of blends (e.g., gr, st, mp, nd) to correct words. Use flashcards.

Digraph Sort

Sort word cards into “sh” or “ch” groups. Example: fish, chin, chat, ship.

High-Frequency Word Use

Learners write and say sentences with a and as. Option: Draw pictures to illustrate the sentence.

Cursive Writing

Copy model letters (a, c, d, g, o) from the board into books using three-line paper. Encourage neatness.

Blends & Digraph Song

Optional: Use a song or chant to reinforce blend and digraph sounds rhythmically.

 

✅ Assessment Checks

Skill

Assessment Task

Blends Recognition

Learners read 5 blend words aloud and identify the blend in each word (e.g., “What blend do you hear in ‘grass’?”)

Digraph Sound Identification

Point to a word like ship. Ask: “What digraph is in this word? What sound does it make?”

Sight Words Use

Oral or written sentence using a and as correctly

Spelling Test

Teacher dictates 4–6 words: grab, stop, lamp, fish, chat – learners spell them independently

Cursive Handwriting Check

Observe letter formation of a, c, d, g, o; check for proper slant, size, and connections

 

📘 Notes (Expanded & Detailed)

  • Blends are essential for decoding skills in early reading. Learners must learn to blend sounds quickly to build fluency.
  • Digraphs introduce complex phonemes. Visual, auditory, and tactile strategies (like air writing) can help learners remember them.
  • High-frequency words must be drilled regularly. Because they often do not follow phonetic rules, rote memorization with context is key.
  • Cursive handwriting supports fine motor control, reinforces letter connections, and prepares learners for fluent writing.
  • Use interactive, multi-sensory techniques (songs, movement, drawing) to keep engagement high during phonics-heavy lessons.

 

🌟 Optional Extension Activities

  • Word Hunt: Find words with gr, st, sh, ch in classroom labels or books.
  • Writing Center: Learners write short sentences using blend/digraph words and illustrate them.
  • Sound Bingo: Teacher calls a blend/digraph sound, learners cover a word with that sound on their bingo sheet.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher revises blends gr, st, -mp, -nd; digraphs sh, ch; sight words a, as; cursive letters a, c, d, g, o.

Evaluation Method (Expanded):
Exit slip/quiz: Write one word with gr, one with st, and one with sh. Write sight words a, as. Teacher will collect slips and provide oral feedback.

Assignment (Expanded):
Learners write 3 sentences using sh or ch words.

Follow-up Activity:
Practice writing cursive letters a–o at home.

Differentiation / Inclusive Strategies
Pair strong readers with emerging readers during blend practice. Provide visual flashcards for learners with slower recall.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low