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Teacher Support Material in English

CONSONANT BLENDS

A resource produced through the support of AusAID PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
on behalf of the Australian Government REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Published by the
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education, Culture and Sports
Region VII, Central Visayas
Cebu City
Copyright (c) 2000 by PROBE
Revised Edition 2010

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines. How-
ever, prior approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit.”

This material was developed within the Project in Basic Education (PROBE) imple-
mented by the Educational Development Projects Implementing Task Force (EDPITAF)
of the Department of Education, Culture and Sports (DECS) in collaboration with the
Bureau of Elementary Education, Bureau of Secondary Education and the Commission
on Higher Education. Prior approval must be given by the PROBE Management Unit
lodged at EDPITAF and the source must be clearly acknowledged.

Susebia E. Cabrera
Writer/Editor (Elem. English)
PROBE-RLMC VII
Writer

The production of this Teacher Support Material (TSM) has been made possible with the assistance of
the P - A PROBE RLMC VII Staff.

This edition has been revised for online distribution through the Learning Resource
Management Development System (LRMDS) Portal by Region VII-Bohol under Project
STRIVE for BESRA, a project supported by AusAID.
References

Pado, Felicitas, E. 1990. Up We Go in Reading. Manila:


ICS Publishing House.

Spennato, Nicholas A. 1982, Springboards to Reading.


Pennsylvania: Instructo Corporation.

CONSONANT BLENDS
(Teacher’s Guide)
Description
This teacher support material provides a practical approach
to developing beginning reading skills through carefully
sequenced activities. The pupil is guided in very small steps,
through experiences in visual discrimination and letter
recognition to letter - sound relationships of consonants bl,
sl, fl, pl, cl and gl.

Target Audience
Grade II Pupils

Subject Matter/Learning Competency


Listening A.1. Speech Sounds
1.2. Identify initial consonant blends - bl, sl, fl, pl, cl, gl

Duration
10 minutes per activity sheet

Objectives
After doing all the activities, the pupils will be able to:
• identify initial consonant blends
• name objects associated with initial consonant blends.

3
Preparation CONTENTS
Reproduce Activity Sheet Nos. 1-7 according to the number of
pupils in the class.
Description 1
Procedure

Activity Sheet No.1
Target Audience 1
1. Let the pupils name all the pictures in this worksheet.
2. Have them identify the initial consonant blend of each
Subject Matter/Learning Competency 1
picture in the center column.
3. Next, let the pupils draw lines from the dot on either
Duration 1
side of the picture of the clock to the dot beside each
picture that begins with the same initial consonant
Objectives 1
blend as that of the word clock.
4. Follow the same procedure for the rest of the initial
Preparation 1
consonant blends.
5. Check the completed activity with the pupils.
Procedure 1
Activity Sheet No. 2
1. In the first row, have the pupils identify the name of Teaching Hints 3
the key picture of plane and the symbol representing
the beginning sound pl. Pupils are to name the other Evaluation 3
pictures in the row.
2. If they hear the same sound (initial consonant blend) Resource List 3
as in the key picture, let them write the letters that
represent the sound ( ) in the appropriate space.
3. Follow the same procedure to complete the rest of the
exercise.
4. Check the completed activity with the pupils.

Activity Sheet No. 3


Follow the procedure in Activity Sheet No. 1.

Activity Sheet No. 4


Follow the procedure in Activity Sheet No. 2.

Activity Sheet No. 5

2
1. Have the pupils identify each picture on the page.
2. Next, using the words at the bottom of the page, let
them write the name of each object pictured in the
appropriate space in each blank.
3. Check the completed activity with the pupils.

Activity Sheet No.6


1. There are three boxes on the page. On each box is
indicated letters representing initial consonant blends
(sl, pl and bl).
2. In the sl blend box at the top page, have pupils identify
the words mice and red.
3. Next, let them name the two pictures below mice and
the two pictures below red.
4. Have pupils circle each picture whose name begins with
the initial blend sl.
5. If they cross out the initial letter of mice and the initial
letter of red and substitute the sl blend, they will make
two new words slice and sled.
6. Have them write each new word in the appropriate
space.
7. Follow the same procedure for the rest of the exercises.
8. Check the completed activity with the pupils.

Activity Sheet No. 7


Follow the procedure in Activity Sheet No. 6.

Teaching Hints
Clarify the instructions in each activity sheet so that pupils will
know what to do.

Evaluation
The success of this material will be measured by the pupils’:
• ability to identify consonant blends bl, cl, gl,
pl and sl
• completion of activities.

1
Activity Sheet No. 1
INITIAL BLENDS
CL SL PL

clock

sleep

plate
Activity Sheet No. 2
Symbol Representing the Sound
Writing cl sl pl
Activity Sheet No. 3
INITIAL BLENDS

blocks

glasses
Activity Sheet No. 4
Sound Symbol Association
Writing fl bl gl
Activity Sheet No. 5
Sound Symbol Association
Initial Blends cl sl pl fl bl gl

slippers flag plant


plate clock gloves
blanket flower clown
Activity Sheet No. 6
SUBSTITUTIONS
INITIAL BLENDS
SL PL BL

sl
mice red

pl
may cow

bl
dock mouse
Activity Sheet No. 7
SUBSTITUTIONS
INITIAL BLENDS
CL FL GL

cl
town dock

fl
bag game

gl
mass robe

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