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Subject: English
Semester: 2
Period: 5
Week: 25
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 1
Date: Week 25
Lesson Duration: 45 minutes
Week & Period: Week 25, Period 5
Topic: Consonant Blends & Digraphs
Sub-topic: Identifying and using consonant blends and digraphs
Learning Objectives
By the end of the lesson, students should be able to:
Identify sounds represented by varied consonant patterns
Read words with consonant blends and digraphs
Form uppercase letters A–F correctly
Spell and use high-frequency words “night, hear”
Previous Knowledge
Students already know basic consonant sounds and simple blends such as bl, cl, fl
Instructional Materials
English Language textbook for Grade 1
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher sings an alphabet song with the class. Learners chant known blends such as bl, cl, fl. Teacher introduces the new blends (scr, spr, str, spl, squ) and digraphs (wh, ph, -ng, th, ch).
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
1️⃣ Definition and Discussion
🎶 Blends
- A consonant blend is when two or more consonants come together and each sound is still heard.
- Example: spr → s + p + r = spr (as in spring).
🔤 Digraphs
- A consonant digraph is when two consonants come together to make one single sound.
- Example: ch → /ch/ as in chair.
2️⃣ Examples
|
Blends |
Digraphs |
|
scr (scrap), spr (spring) |
wh (what), ph (phone) |
|
str (street), spl (splash) |
-ng (song), th (thin, this) |
|
squ (squid) |
ch (chip) |
3️⃣ High-Frequency Words
- night, hear
- Example sentences:
- The night is dark.
- Can you hear me?
4️⃣ Handwriting Practice
- Teacher demonstrates uppercase letters A–F on the board.
- Learners copy neatly in their notebooks, focusing on correct formation and spacing.
5️⃣ Learners’ Activities (Expanded)
- Repeat words with blends and digraphs after the teacher for oral practice.
- Read aloud blend and digraph words in pairs to build fluency.
- Practice writing uppercase letters A–F neatly in notebooks.
- Use high-frequency words night and hear to make oral and written sentences.
6️⃣ Assessment Checks
|
Skill Area |
Criteria |
|
Reading blends |
Can learners read a word containing a blend correctly? |
|
Digraph identification |
Can learners identify a digraph sound in a given word? |
|
Handwriting |
Are uppercase letters A–F written correctly and neatly? |
|
High-frequency words usage |
Can learners use night and hear correctly in sentences? |
7️⃣ Notes (Expanded & Detailed)
- Blends allow learners to hear each letter sound distinctly, strengthening decoding skills.
- Digraphs require memorization as they represent a new sound different from the individual letters.
- Oral repetition and paired reading build confidence and accuracy.
- Writing uppercase letters helps develop fine motor skills and promotes legible handwriting.
- High-frequency words are essential for smooth reading and comprehension. Regular use in sentences enhances retention.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher revises blends, digraphs, and high-frequency words. Learners recall examples orally.
Evaluation Method (Expanded):
Exit slip/quiz: Write two blend words and one digraph word. Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Write 5 words with blends and 5 with digraphs in notebooks.
Follow-up Activity:
At home, learners should read aloud words from their textbook containing blends and digraphs.
Differentiation / Inclusive Strategies
Pair weaker learners with stronger ones for oral practice. Provide extra tracing sheets for handwriting.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low