July 26, 2018
By Jasmine Gibson

Lesson plan

Blending Sounds

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Do you need extra help for EL students? Try the Listening for Beginning BlendsPre-lesson.
EL Adjustments
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Do you need extra help for EL students? Try the Listening for Beginning BlendsPre-lesson.

Students will be able to identify and spell words with beginning consonant blends.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • Introduce the lesson by gathering the class together for a read aloud.
  • Display the cover and tell the class the title of the book The Very Grouchy Ladybug.
  • Write the word "grouchy" on the board and underline the letters gr.
  • Explain that today the class will be learning about consonant blends at the beginning of words. Remind students that ConsonantsAre the letters of the alphabet that are not vowels.
  • Define consonant blends as two or more consonants at the beginning of a word whose sounds blend together. Refer back to "grouchy" as an example.
(10 minutes)
  • Read aloud the text The Very Grouchy LadybugBy Eric Carle. As you read, pause to point out beginning blends. practise reading them, writing them on the board, and encouraging students to come up and underline the consonant blends. Words might include: "friendly," "grouchy," "breakfast," "screamed," "stinger," "sparrow."
(10 minutes)
  • Put students in small groups, and pass out one of the prewritten beginning consonant blends posters to each group.
  • Explain that students will get to come up with as many words as they can that start with their consonant blend. Tell students that they can either write the words or draw pictures of the words on their posters.
  • Bring students back together and have each group share out some of the words they came up with.
(10 minutes)
  • Pass out the Blend at the Beginning worksheets and have students complete them independently.


  • Work with a small group to come up with consonant blends.


  • Have students practise writing sentences using their consonant blends.
(5 minutes)
  • As students are working, walk around and assess if they are able to identify words that contain the same consonant blend.
  • Collect student work to assess if students were able to accurately match each beginning consonant blend to the correct word.
(5 minutes)
  • Close by reviewing how to sound out and blend together beginning consonant blends.
  • As an optional exit ticket, have each student identify a word with a beginning blend.

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