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Consonant Blends and Short Vowel Words
- 1. Consonant Blends and Short Vowel Words With a Few Higher Level Words
- 2. Phonics Building of Words Students learn to read by decoding words and by memorizing words such as sight words/high frequency words. When students use the combination of these two concepts their reading skills flourish. The building blocks for decoding words is accomplished through the use of phonics. Below are the steps for developing decoding skills through phonics: 1. Learn to recognize both letters and sounds of the alphabet. 2. Put together (decode) 2 and 3 letters words using these basic sounds. (it, at, in, can, fat, pig…) 3. Blend together consonant blends. ( cl, pr, sp…) 4. Put together (decode) 4 and 5 letter words using consonant blends and short vowels. ( desk, trap, grasp…) 5. Learn to recognize long vowel sounds and the letters that make them. ( ai, ay, ee, ow, oa…) 6. Put together (decode) words that have long vowel sounds in them. 7. Learn to recognize complex sounds and the letters that make them. (oy, oi, or, ar, er, oo…) 8. Put together (decode) words that have complex sound in them.
- 3. Below are consonant blends cards. One is a poster with the basic blends. Student is to say the name of the picture and repeat the beginning consonant blend to help with the memorizing of the blends. Underneath the posters are flashcards. Each card has a blend and a list of words made with the blend. With assistance the student listens to the words being read aloud and repeats the words guessing what letters are at the beginning. For students who are ready they can attempt to read the words. Students should be able to read short vowel CVC words first before learning to read these words. Last after the flashcards are stories made with some of the words. Student can try to read the stories.
- 6. Below are flash cards with pictures. They are meant to be printed onto color paper. The card is folded in half. Adult can use word list on back for activities. (These are activities I use in class with the students.) First I mix up the cards and show the students the letters to see if the students can tell me the sounds of the letters. This skill is used for developing reading. Then I say the sound without the students being able to see the letters. They have to guess the letters. This skill is needed for writing. Next I say three different words starting with the same letters. Students have to tell me what letters the words started with. This skill is needed for writing. I pick a word off the back of the card, a short vowel word written how it sounds. I say one sound at a time the students repeat after me. They need to guess how many sounds and letters are in the word. I also pick short vowel words, that are written how they sound. I say the words the students need to tell me how to write the word. I spell it on the board. I write a word on the board and demonstrate how to break word apart so it can be read.
- 13. sled slip slap slot slab slit slob slug slam sled slum slick slack slide sly sleep slow Sl Words
- 14. spot spot spit spin sped span spell spill spun spud split spent speck spoon spine space spy Sp Words
- 31. block sack black pack rack truck duck luck deck neck peck kick lick sick clock rock sock -Ck Words
- 32. Below are flash cards with consonant blends. They can be print and cut in half if needed.
- 46. Below are some stories I put together using some of the consonant blend words. Some of the stories have rhyming words to help develop fluency. I find the students need an opportunity to practice the new found skills that they have learned. Its hard to find a class set of stories that is not expensive. So that is why I put these together. The students and I read these stories together a few times then I allow the students to read on their own and develop some fluency at their individual rate.
- 52. A Band in the Sand band, hand, land, sand, bland, brand, gland, stand, strand On the land is a band. The band is in the sand. Sam will strum with his hand in the band. Sam will stand and strum with his hand. Sam will stand in the sand. Sam is on land. Sam is in the sand with the band. The band is in the sand. Stash of Cash clash, crash, flash, stash, trash, ash, bash, cash, dash, hash, lash, rash, sash Flash has a stash of cash. He put his stash of cash in the trash. Flash did dash to the trash to get his cash. Bash! Crash! Flash did crash into the trash. Now he has a rash.
- 53. The Best Pest in the West nest, west, best, lest, pest, rest, test, chest, blest, quest Jen is on a quest. The quest is to get a pest. In the nest is a pest. Jen did rest next to the nest. The pest did hop on Jen’s chest. Jen blest the pest for fun. This is the best fun. On Jen’s chest is the pest. A Trip to the Ship chip, clip, drip, flip, grip, ship, skip, slip, snip, strip, trip Chip and Skip are on a trip. On a trip to a ship, hop Chip and Skip. Skip did slip and grip on to Chip. Chip did grip on to Skip. At the ship, Chip did a flip. At the ship, Skip did a flip. Flip, flip, flip went Chip and Skip. On this trip, Chip and Skip had fun.
- 54. A Lump on the Stump jump, dump, lump, rump, pump, clump, plump, stump, In the sun is a stump. On the stump is a lump. The lump is plump. The plump lump is a clump. Bud did pick up the lump. Bud did drop the plump lump. Bud did jump on the lump. Bud did jump, jump, and jump on the lump.
- 55. Skunk in the Trunk bunk, dunk, hunk, junk, sunk, chunk, shrunk, trunk skunk Judd sat on the bunk. Next to the bunk is a trunk. In the trunk is a skunk. The trunk stunk of skunk. Judd must dump the trunk with the skunk. Judd did dump the trunk. The skunk did run off. Judd shut the trunk. Fish in a Dish wish, fish, dish, swish Vic did wish to spot a fish. Vic did spot a dish. In the dish, Vic did spot a fish. The fish did swish his fin. Swish, swish went the fish fin. The fish did swim in the dish. Vic did kiss the fish dish. Vic is glad she did wish to spot a fish.
- 56. Dot Did Stop At the Shop At the shop is a doll. Dot did wish to have the doll. Dot did sit next to the doll in the shop. The cost of the doll is a lot. Dot’s mom will get the doll for Dot. Dot did stop to get the doll with mom. At the shop, Dot’s mom got the doll. This doll is soft and blond. A Bell in the Well bell, fell, sell, tell, well, hell A bell fell in the well. In the well the bell fell. Mel did tell Nel the bell fell in the well. Nel went to get the bell. Nel went in the well to get the bell. Mel did help Nel get the bell. Nel and Mel got the bell. Nel and Mel sat on the well with the bell.