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AFTER READING
Generalization
OBJECTIVES
Generalization Consonant blends consist of two or more letters whose sounds are blended together when pronouncing a word.
  • Associate consonant
    blends, including
    three-letter blends, with
    the letters that spell them.
  • Review compound words.
  • Blend and read words that
    contain consonant blends
    and are compound words.
  • Apply decoding
    strategies: blend longer
    words.
ELL
Support Phonics Since consonant blends do not exist in many languages, English language learners may hesitate or drop letters when saying them. Spanish speakers may add a short e sound at the beginning of words such as spring, strike, and splash. Help students practice blending the sounds in words with three-letter consonant blends.
See the Phonics Transition Lessons in the ELL and Transition Handbook.
Practice Book
Practice Book 3.1 p.89
with | without Answers
Generalization
Generalization A compound word is a word made up of two or more shorter words.
Vocabulary Tip
You may wish to explain the meanings of these words.
bricklayer a person who builds with bricks
loudspeaker a device that makes voices louder
roughhouse to act in a rough, noisy way
Phonics
Phonics
Consonant Blends
TEACH
Write the words clever and stripe.
  • Say clever aloud.
  • What are the first two letters of clever? What is the sound of each letter? (c/k/, l/l/)
  • Say the first two letters, first individually and then blended together, so students can hear the difference.
  • Do we hear both sounds when we say the word clever? (yes)
Think AloudMODEL When I see two or three consonants at the beginning or end of a word,
I try blending them together as I say the word. I say all the sounds without
pausing between them. If the word sounds right, I know it begins or ends with a consonant blend.
Model blending stripe. Then have students blend the word with you.
STRIPE
Review Word Structure
REVIEW COMPOUND WORDS
CONNECT Write this sentence: The quarterback leads the football team.
  • We studied compound words.
  • Read the sentence to yourself. Raise your hand when you know which words are compound words. (quarterback, football)
  • What smaller words make up each compound word? (quarterback: quarter, back; football: foot, ball)
Continue in the same way with the sentence The bluebird pecked at the strawberry.
PRACTICE AND ASSESS
DECODE LONGER WORDS Have individuals read the following words. Provide
help chunking and blending the words as needed.
  handlebars schoolbooks bricklayer starlight
  handwriting chalkboard roughhouse applesauce
  clipboard grapevine loudspeaker milkshake
READ WORDS IN CONTEXT Have students read these sentences. Then, to
check meaning, have them give their own sentence for the underlined word.
We followed the snowplow down the road.
Dad found the newspaper at the end of the driveway.
We put placemats on the table instead of a tablecloth.
To assess, note whether students use the meanings of the shorter words to
understand the compound words.
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words. Have students read them and
then underline the two- or three-letter consonant blends.
  thrash comment stretchy splashing
  tradition stargazing dragon squiggle
READ WORDS IN CONTEXT Write these sentences. Have individuals read
them, point out words with consonant blends, and name the letters that spell the consonant blend. Words with a consonant blend are underlined.
The principal spoke to the class.
The splendid throne glittered in the light.
The stray cat climbed the tallest tree.
To assess, check that students are pronouncing all the consonants in each blend clearly.