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A resource produced through the support of AusAID

on behalf of the Australian GovernmentPHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)

REGIONAL LEARNING MATERIALS CE NTER VII (RLMC VII)

Teacher Support Material in English

CONSONANT BLENDS

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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

Susebia E. CabreraWriter/Editor (Elem. English)

PROBE-RLMC VII

Writer

The production of t his Teacher Suppor t Material (TSM) has been m ade possible with the as sistance 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.

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.

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CONSONANT BLENDS(Teachers Guide)

References

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

ICS Publishing House.

Spennato, Nicholas A. 1982, Springboards to Reading.

Pennsylvania: Instructo Corporation.

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3

DescriptionThis teacher support material provides a practical approa

to developing beginning reading skills through carefu

sequenced activities. The pupil is guided in very small ste

through experiences in visual discrimination and lett

recognition to letter - sound relationships of consonants

sl, fl, pl, cl and gl.

Target AudienceGrade II Pupils

Subject Matter/Learning CompetencyListening A.1. Speech Sounds

1.2. Identify initial consonant blends - bl, sl, fl, pl, cl, g

Duration10 minutes per activity sheet

ObjectivesAfter doing all the activities, the pupils will be able to:

identify initial consonant blends

name objects associated with initial consonant blen

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CONTENTS

Description 1

Target Audience 1

Subject Matter/Learning Competency 1

Duration 1

Objectives 1

Preparation 1

Procedure 1

Teaching Hints 3

Evaluation 3

Resource List 3

PreparationReproduce Activity Sheet Nos. 1-7 according to the number of

pupils in the class.

ProcedureActivity Sheet No.1

1. Let the pupils name all the pictures in this worksheet.

2. Have them identify the initial consonant blend of each

picture in the center column.

3. Next, let the pupils draw lines from the dot on either

side of the picture of the clock to the dot beside eachpicture that begins with the same initial consonant

blend as that of the word clock.

4. Follow the same procedure for the rest of the initial

consonant blends.

5. Check the completed activity with the pupils.

Activity Sheet No. 2

1. In the first row, have the pupils identify the name of

the key picture of plane and the symbol representing

the beginning sound pl. Pupils are to name the other

pictures in the row.

2. If they hear the same sound (initial consonant blend)

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.



Follow the procedure in Activity Sheet No. 1.


Follow the procedure in Activity Sheet No. 2.


2

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1. Have the pupils identify each picture on the page.

2. Next, using the words at the bottom of the page,

them write the name of each object pictured in t

appropriate space in each blank.


Activity Sheet No.6

1. There are three boxes on the page. On each box

indicated letters representing initial consonant blen

(sl, pl and bl).

2. In the sl blend box at the top page, have pupils identthe words mice and red.

3. Next, let them name the two pictures below mice a

the two pictures below red.

4. Have pupils circle each picture whose name begins w

the initial blend sl.

5. If they cross out the initial letter of mice and the init

letter of red and substitute the sl blend, they will ma

two new words slice and sled.

6. Have them write each new word in the appropria

space.

7. Follow the same procedure for the rest of the exerci


Activity Sheet No. 7Follow the procedure in Activity Sheet No. 6.

Teaching HintsClarify the instructions in each activity sheet so that pupils w

know what to do.

EvaluationThe success of this material will be measured by the pupils

ability to identify consonant blends bl, cl,

pl and sl

completion of activities.

1

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INITIAL BLENDS

CL SL PL


clock

sleep

plate

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Symbol Representing the SoundWriting cl sl pl


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INITIAL BLENDS


glasses

blocks

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Sound Symbol AssociationWriting f bl gl


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Sound Symbol AssociationInitial Blends cl sl pl f bl gl


slippers fag plant

plate clock gloves

blanket fower clown

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SUBSTITUTIONSINITIAL BLENDS

SL PL BL


sl redmice

plcowmay

blmousedock

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SUBSTITUTIONSINITIAL BLENDS

CL FL GL


cl docktown

fgamebag

glrobemass

Documents

Blends Rev 2010