2 Consonant Blend Mastery - Jill Jacksonjackson-consulting.com/.../2_Consonant_Blend_Mastery-23.pdf4 | Blends v.1 5 | Blends v.1 Automatic Word recognition This section appears for

PB | Blends v.1 1 | Blends v.1

IntroductIon

Blow the Lid Off of the Reading Test Guides should be used to fast-track your reader to benchmark or as a boost for on-level students to reach benchmark more quickly!

While phonics instruction is only one part of learning to read, it is the main part – and the single most common spot that struggling students may suffer. Research has shown that a good reader must have foundational skills, such as phonemic awareness and phonics before they can successfully move onto fluently read text, vocabulary development and independently comprehending what they read.

The guides in this series cover all of the phonics elements that are essential for prepping each of your students for totAL coMPrEHEnSIon MAStErY!

Special note: Each lesson in the guide has been designed to be delivered in sequence until complete. If you find your students are performing well during the program, that’s fantastic! If you find that they are struggling to keep up or have regressed, you should feel confident in repeating a lesson until the skills are firm. For maximum results, complete all of the lessons contained with the Guide.

2 | Blends v.1 3 | Blends v.1

How to use the Guides to Mastery

Each lesson in the Guides to Mastery follows an explicit lesson se-quence. Here is a look at each section:

Phonemic Awareness Activity

Each lesson in Mastery Guides 1 and 2 begins with a phonemic awareness warm up requiring students to blend and segment words. This is done orally with the group. The National Reading Panel found that segmenting and blending phonemes into words contributes to learning to read and spell more than any of the other phonological awareness skills. That is why every lesson begins with students blending and segmenting words.

Segmenting is the first activity students need to do in this section. For this activity, the teacher says the word “wax” and has the students repeat the word. Then students count out each sound they hear in the word “wax”. Students say /w/ /a/ /x/.

Next, the teacher has a list of words the students need to blend. The teacher will say the sounds in the word “tip” - /t/ /i/ /p/. He/she does not say the word “tip”, just the sounds. The students then will blend the sounds together and say the word “tip”.

Sound Spelling

Research recommends teaching a phonics sound spelling explicitly in isolation. Following the Phonemic Awareness Activity, there will be sound spelling/s that will either be new for the day or a review from the previous lesson. Typically, once a sound spelling/s is introduced, it is reviewed for several days before a new sound is introduced.

When introducing the new sound spelling/s the teacher simply tells students the sound and how it is spelled and that will be their focus.


Sound spelling cards can be located in Appendix A of the CVC Guide. The pictures on each card have the short vowel sound in the middle of the word.

Words to Blend

This section contains a list of 12 words the teacher will have the students blend using Sound by Sound Blending. All of the words in this section contain the new sound spelling, along with sound spelling/s previously introduced.

Procedure for Sound by Sound Blending using the word Sam:

1. Print the first letter of the word Sam on the board.

2. Point to the S and say, “Sound?” Let the students say the sound.

3. Print the letter a on the board, point right under it and say, “Sound?” Let the students say the sound.

4. Place your finger back to the beginning of the word and say, “Blend.”

5. After you say, “Blend”, swoop your finger under the Sa while students say “SSSaaa”.

6. Print the letter m on the board, point right under it and say, “Sound”? Let the students say the sound.

7. Place your finger back at the beginning of the word and say “Blend”. After you say, “Blend”, swoop your finger under the Sam while students say “SSSaaammm”.

Repeat this procedure with the rest of the words in this section. Once the routine is well established with students, the teacher should remove his/her voice and use signals, such as the swooping of the finger, for when to blend. This will increase the pace of the lesson.


Automatic Word recognition

This section appears for the first time in Consonant Blend Mastery Guide. The goal of phonics instruction is to prepare students to fluently read words. Studies have shown that when students are able to read words without having to sound them out, their brain is free to begin to comprehend what they are reading.

Students need to practice reading words automatically in isolation, as well as in decodable text. Every Automatic Word recognition section contains 12 words that contain a previously taught sound spelling. Teachers have the option to write these words on the board, or use the pages in the Appendix B. This section is different from the Words to Blend section because students are required to read these words as a whole word, without sounding out. The teacher simply points to the word, pauses a second, says, “Word?” and swoops her hand under the word as students read it.

decodable

This is where the reading practice comes in. You can now see why it is important to follow the sequence of this lesson. We now come to the part of the lesson where the students will apply what they have learned.

The decodable passages provided contain words that have spelling patterns that have already been introduced to students. This is the opportunity for students to practice their automaticity.

An important thing to remember about decodable text is that it is for practicing phonics and fluency; this is not for working on comprehension skills.

Give the students the decodable passages and have them practice reading them several times. Students can keep them in a notebook to practice reading daily.


Word Work

Incorporating Word Work into every lesson allows students the opportunity to practice not only reading words, but also spelling. These Mastery Guides include 4 activities that are rotated to add variety to the students’ work. Here is a look at the 4 activities:

Elkonin Boxes

The Elkonin Box activity helps students to connect the sounds in words to the written letters. Each Elkonin activity has about 10 words. The teacher gives the students the letter cards provided for that day. Let’s take a look at the procedure:

1. Students are provided the cards for the activity and an Elkonin mat, which can be found on the Appendix C.

2. The teacher says the word to the students and the students repeats it.

3. The students then place the letters for the sounds they hear in the boxes on the mat.

4. Once all the letters are placed on the mat, the student reads the word.

5. Repeat with the rest of the words.

Word Sort

Word sorting requires students to pay attention to the different elements of words and to categorize them based on their spellings. The way the words are to be sorted is listed at the top of the page containing the cards. For example, words may need


to be sorted into two piles – one pile includes words containing short a, the other pile short i. The teacher checks for accuracy once the students have finished the sort. Sorting mats with and without sound spelling pictures can be found in Appendix D.

dictation

This is a great way for teachers to see how their students are progressing. It is important for students to know dictation is not a graded test, but just practice for them. Here is the procedure for dictation:

1. Teacher says the word.

2. Students repeat the word.

3. Students count the sounds in the word.

4. Students write the word.

When dictating the sentence, the teacher reads the whole sentence to the students. The teacher may need to read the sentence several times as the students write it out. A dictation journal can be found in Appendix E.

Word Building

The word building section allows students to see how changing letters of a word changes the whole word. Teachers are provided a sequence of words. Each word builds on the previous one, by either adding, taking away, or changing letters.


Assessments

After every 5 lessons there is an assessment for the contents of those five lessons. The students read a row of real words and then a row of nonsense words. Students need to score 9/10 to pass.

Each assessment has a row of 5 real words that include the previously taught sound spellings. The second row contains 5 nonsense words that also include the previously taught sound spelling. The purpose for having them read nonsense words is because they may have memorized many words, so having them read nonsense words ensures they have learned the sound spellings taught in the previous lessons.


Lesson 1

Sound Spelling: Introduce short e spelled ea

Words to Blend:

head dead dread

tread spread thread

deaf death breath

Automatic Word recognition:

name home mule

slope date cute

use note plane

cape cube hose

decodable: (see next page)

Word Work: Elkonin Boxes


decodable WorkLesson 1

Bob lost the nest.

The flag is on top of the bus.

Dan can grab the hot pan.

Pop will grip the twig.

The tin can has a top.

The flap on the bag is tan.

Tom has a grip on the box.

Dad and the twins sat on the grass with the nest.


Word Work Lesson 1Elkonin Boxes

Words for the lesson:

rust gram

grin west

fast flip

stop twig

list flat

Letter cards

r u s t g

i n f a o

p l m w e


Lesson 2

Phonemic Awareness Activity:

Segmenting: twig, flap, shape, start

Blending: fled, gram, slide, clay

Sound Spelling: Review st, fl, gr, tw

Words to Blend:

Stan flap grab

flag pest twin

dust fled grin

flat past grill


am wax his

map bib mob

dot cat cod

jig up tip


Word Work: Word Sort (Sound mats available in Appendix C)

tipOnce students have sorted thewords in the word work section,have them practice their fluency

by going through the list andreading all the words.



The red van is fast.

Ten pigs flop in the mud.

Nan must grip the big pot.

Nan and Pam are twins.

Pam has a list of tips.

Peg flips the can.

I saw Tom grip the hat.

Stop and sit on the mat.


Word Work - Lesson 2

Sort the following words according to: st, fl, gr, tw

Word Sort

rust flat grab

flip stop twig

grin west fast

twin fled grip

gram rest flap


Lesson 3


Segmenting: grin, pest, cheap, cone, tape

Blending: dust, flag, smart, wide, tray


Words to Blend:

stop flip test

flag grab best

Stan fist grill

west twin flat


tip hen bed

met get sat

bat had rat

hid on hop


Word Work: Dictation

tipRemind students that dictation

is not a test and will not be graded. It is a time for practice.



Ed will rest on the cot.

The van hit a flat can.

The pig had a big grin.

Meg will dig for twigs.

Tom lost his red pen.

Nan and Bob fled with the twigs.

Meg and Stan grab the tin cans.

The twins sit on the flat box.


Word Work - Lesson 3dictation

Line 1: grab twin

Line 2: flag best

Sentence: Stan lost the flag.


Lesson 4


Segmenting: flip, must, pray, broke, throw

Blending: twin, gram, chain, rate, goat


Words to Blend:

nest fled twig

vast grab flat

flag twin grill

grip flap fast


mix gas tap

hit mop fox

jog dot rug

cut fit bus


Word Work: Word Building

tipProvide specific praise

for students. The purpose for praise is to strengthen

future performance. Make it meaningful when given.



Tim and Pam still go in the mud.

Stan will fluff up the cat.

Jeff dug in the grass with Tom.

The twins go down the hill in a van.

Meg lost the flag.

Ten kids go on the flat mat.

Pat sat by the hot grill.

The twins grab the flag.


Word Work - Lesson 4Word Building


at

fat

flat

fit

twit

it

Letter cards

a f l i

w t t


Lesson 5


Segmenting: fast, flag, sort, flame, mow

Blending: grin, vast, part, sight, rail

Sound Spelling: Introduce mp, fr, sl, nd

Words to Blend:

sled Fred camp

frog slim jump

land pond lend

ramp slid bump


fan pop hit

log nut got

let hot lug

pit cap hem



tipDeliver your lesson at a brisk pace. Students will be more

likely engaged with the lesson.



Pam lit the gas lamp.

Fred will bump the van.

The man will land on the mat.

The damp cat ran.

The mat has a lump.

The frog is in the sand.

The slim twin will grin.




frog lend

bump slap

land pond

ramp sled

jump bend

Letter cards

f r o g b

u m p l a

n d j e s


Assessment for st, fl, gr, twStudent Sheet

pest grab twin list fled

twik rost flof stip grep


Lesson 6


Segmenting: wind, sled, green, blow, tray

Blending: pond, land, speak, flame, rack

Sound Spelling: Review mp, fr, sl, nd

Words to Blend:

damp frog slip

slim lamp send

Fred sled pump

fund slid band


rib him mug

nut hog pup

set rut Ed

red pet let



reminderOnce students have sorted thewords in the word work section,have them practice their fluency




The tin can is in the pond.

The man will send the lamp.

Tom will mend the rip.

Lend the flag to the twins.

The pup will limp to the pond.

An egg will slip from the nest.



Sort the following words according to: mp, fr, sl, nd

Word Sort

damp frog slip

band ramp wind

Fred lamp sled

slap bump hand

sand send slim


Lesson 7


Segmenting: fund, pump, spray, cheat,

Blending: slid, band, flow, groan, time

Sound Spelling: Review mp, fr, sl, nd

Words to Blend:

ramp fret slop

land slim jump

mend Fred pond

wind bump slip


sat had hid

on hop box

pit log sun

up tub men



tipProvide enough think time for students. About 2-3 seconds

is enough for most students to respond.



Tom will hand you the net.

The red van is on the ramp.

Rod slid at the pond.

The wind and the sun were hot.

Kit will camp by the flag.

Meg will jump in the sand.

Slam the pan in the box.



Line 1: mend lamp

Line 2: slop jump

Sentence: The frog slid into the pond.


Lesson 8


Segmenting: bump, mend, boat, name, note

Blending: lamp, slop, hail, safe, frame

Sound Spelling: Review mp, sl, nd

Words to Blend:

slip pond lamp

band land slid

jump ramp slim

send bump lump


tip hen bed

met get sat

bat had rat

hid on hop



tipBe prepared. Be sure to preview the lesson and make sure you

have all the necessary materials needed.



The band will grab the flag.

Jim will pump the gas into the van.

The twins sled down the hill.

Sam and Tim will dig in the sand.

Dump the box on the flat land.

The sled has a slit.

Bill will send the box.




am

Sam

slam

slim

limp

lamp

Letter cards

a m S s

l i p


Lesson 9


Segmenting: jump, slim, bark, bleed, spray

Blending: slap, hand, nerve, curve, fin

Sound Spelling: Introduce sn, cl, br, tr

Words to Blend:

bran clam snap

trim brim clap

snip club trap

clan trip clip


led up wed

bet pat bed

hid mat mix

Bob jot sop



tipDon’t forget to remind your

student/s that you have positive expectations for them and you believe in their ability to do well.



Ed will snag the club.

The clam is in the tin.

The brim of the hat is slim.

Pam is on the tram with the twins.

Fred will snap the twig.

Nat will brag.

Ron will trip on the log.




bran brim

clan snob

clap snip

trim trap

Brad clip

Letter cards

b r a n c

l p t i m

B d s o


Lesson 10


Segmenting: fund, slid, smart, sharp, trail

Blending: land, send, shark, coat, beef

Sound Spelling: Review blends taught so far

Words to Blend:

rust twig brag

clam past grip

bran snap clan

trip flag test


job on tip

mop sob mug

hot get fox

leg met pen



reminderOnce students have sorted the

words in the word work section, have them practice

their fluency by going through the list and reading all the

words.



He will snip the wig.

Tom must mend the clip.

Trim the box that is on the mat.

Pam is a snob to the twins.

Pat and Don will clap.

Trot to the box on the mat.

We set a trap at camp.



Sort the following words according to: sn, cl, br, tr

Word Sort:

snap clam brim

trip brag snip

club trim Brad

snob snag clip

bran clap trip


Assessment for mp, fr, sl, nd, sn, cl, br, trStudent Sheet

trap ramp fret slip clap fand snop brip hamp sluf


Lesson 11


Segmenting: lamp, bump, scarf, fight, float

Blending: slip, pond, yard, farm, road


Words to Blend:

trim bran snap

slip jump best

twin clap snob

west must twig


mop sob mug

hot get fox

leg met pen

hip can tan



tipCelebrate the

accomplishments so far!



Fred will snip the twigs.

Pam and Meg will clap.

Dan was on a sled.

The fox fled the box.

Ned will rest on the cot.

The tin can has rust.

Mom will mend the bag.



Line 1: twin damp

Line 2: west snap

Sentence: The club is on a trip out west.


Lesson 12


Segmenting: sled, jump, show, grain, smock

Blending: damp, west, dream, cave, frame

Sound Spelling: Review blends taught so far Words to Blend:

brim grid trap

snap club best

trip flag ramp

flat lump wind


map jot sop

nod pat fan

rob rub cot

lot tot tap



tipRemember you are teaching

for lesson mastery. Be listening for errors and provide corrective

feedback immediately.



Peg has a big twig.

The can has rust.

Zac and Matt will dig in the sand.

Bob has a cast on his leg.

They had the best ham.

The lamp will fit in the box.

He must mend the net.




am

ram

tram

trim

brim

rim

Letter cards

a m r t

i b


Lesson 13


Segmenting: ramp, flag, plate, save, lick

Blending: trip, club, slave, globe, pin

Sound Spelling: Introduce nt, sk, cr, sp Words to Blend:

mint crib sped

skin risk crop

skid desk task

crab spot skit


cat hog red

rib pup pet

him set let

mug rut nut



tipHave student/s read and reread

the decodable text at least 5 times for additional fluency practice.



She sent Tom the tin can.

Bill put the mask in the box.

The crop is in the sun.

The van sped over the bump.

Jan lent the box to Rod.

The twins will ask to hit the box.

The crib is on the rug.




mint task

skid mask

spin crab

crop risk

desk spot

Letter cards

m i n t a

s k d p c

r b o e


Lesson 14


Segmenting: mint, skit, snake, slate, term

Blending: desk, crop, bone, verse, chart


Words to Blend:

skin snip spin

crop grab frog

grip lost flag

tent dusk risk


rid cab nut

pit fan got

cap pop let

hem hit hot



reminderOnce students have sorted thewords in the word work section,have them practice their fluency




Dan will spot the frog.

The lint is on the mask.

Bob will sit at his desk.

The crab is on the sand.

Do not spit on the mat.

Kim went to the sand.

Spin the red sled.



Sort the following words according to: nt, sk, cr, sp

Word Sort

mint crib skin

spin task tent

crop sent spot

skid sped cram

bent crab skit


Lesson 15


Segmenting: dusk, grip, harp, paint, shirt

Blending: lost, flag, marsh, barn, burp


Words to Blend:

desk bent crib

sped skin crop

crab pond band

fund slim clap


red rat get

beg sub fed

hug fun pup

us rat cop



tipRemind students that dictation is

practice and not a test.



The twins skip on the sand.

Dan sent the mint to Pam.

Pam and Peg will do the task in the sun.

The sled skid on the bump.

Her skin is red from the sun.

The pup bent the box.

Do not risk the flag.



Line 1: desk crib

Line 2: skit band

Sentence: The skin on the frog had lumps.


Assessment for sn, cl, br, tr, nt, sk, cr, spStudent Sheet

snip rent skip crop spam

clim brop trat snet pent


Lesson 16


Segmenting: crib, fund, churn, thud, chore

Blending: hint, tent, cloak, twirl, night


Words to Blend:

tusk lent crop

gram twin past

west damp bran

sped skin spot


six sit rot

win pot bit

can rug gut

bus rut red



tipWhen reading the decodable text with students, ask them to put their finger on the first word. This ensures they are

paying attention, and you as the teacher can do a quick check that everyone is where they

need to be.



Tim went to the pond to rest.

The man set up the tent.

The fox sat in the wind.

The sand got on my hand.

The pup will jump on the man.

Don and Nan have a task with the box.

Nan will jog in the sand.




an

ant

slant

at

spat

splat

Letter cards

a n t s

l p


Lesson 17


Segmenting: west, spot, purse, soap, verb

Blending: tusk, mask, cream, trail, spark

Sound Spelling: Introduce dr, pl

Words to Blend:

drop plot drat

plant drag drum

drip plum plan

drab plug drug


jig ten pit

pat bus got

nut cab tin

bat rug tub



tipHave student/s go back and

practice reading for fluency the previously used passages in this

guide.


decodable Word WorkLesson 17

Ben and Tom will drag the box.

The stamp is on the box.

The twins plan to go on the sled.

The plot on the grass is big.

Drop the can on the mat.

The nest is by the flag.

The fox will step into the pond.




drop drum

pest drip

stem fast

plot step

wind list

Letter cards

d r o p u

m e s t i

f a l w n


Lesson 18


Segmenting: bump, drop, maid, feed, bowl

Blending: past, drum, grain, each, scream


Words to Blend:

stem drip plum

skid crib sped

crab snip plan

grab flat twig


mop max pop

tip bus hot

rod get let

red fox ten



reminderOnce students have sorted the words in the word work section, have them practice

their fluency by going through the list and reading all the

words.



Pat has a fat plum.

The rust on the can is red.

Snap the stem on the plum.

The drum is in the van.

Jeff is on the list to go on the trip.

We saw the mud drip off the cat.

The pigs rest in the sun and mud.



Sort the following words according to: dr, pl, st, mp

Word Sort

drum plot Stan

ramp dust drop

plum stuff dump

step drip plop

plant lump vast


Lesson 19


Segmenting: hem, grab, serve, shore, train

Blending: skid, flag, peach, street, aim


Words to Blend:

drum plan slab

clad flax cast

plop cram sped

stem spill slip


red jig nut

map nod bat

tip fun lot

hop lip dot




decodable WorkLesson 19 - review

Tim and Nan lost the slim pig.

Don and Jan ran fast.

The land did not have a pond.

Pam will not run fast.

The pond was just dust.

The land was vast.

My pet is the best pup.



Line 1: slab stem

Line 2: sped cram

Sentence: The plan is to drop off the drum.


Lesson 20


Segmenting: flax, slab, hard, spray, speak

Blending: plus, cram, brain, faint, beach


Words to Blend:

drug plant sped

plod slam flat

snap step drag

fret skid drill


tin had rod

gas six tan

hut bet lot

him pop tub



tipLook back with your student/s at all they have accomplished and

learned while going through these lessons. Celebrate the success!


decodable WorkLesson 20 - review

My mom had a crab.

Mom has a stamp pad.

The web is a trap for pests.

The best dog is on the rug.

Bob has a plan.

Pam lent the van to Nan.

He put the mask on his fat cat.




lot

plot

plop

stop

top

drop

Letter cards

o t l p

d s p r


Assessment for dr, st, pl, sn, flStudent Sheet

drop stamp plot sniff fast stug dref plig dist flub


rESourcES


APPEndIx AAutomatic Word recognition charts


Less

on 1

Sam

ripm

ad

gas

tipca

n

mix

not

fox

rot

fun

set


Less

on 2

amw

axhi

s

map

bib

mob

dot

cat

cod

jigup

tip


Less

on 3

tiphe

nbe

d

met

get

sat

bat

had

rat

hid

onho

p


Less

on 4

mix

gas

tap

hit

mop

fox

jog

dot

rug

cut

fitbu

s


Less

on 5

fan

pop

hit

log

nut

got

let

hot

lug

pit

cap

hem


Less

on 6

ribhi

mm

ug

nut

hog

pup

set

rut

Ed

red

pet

let


Less

on 7

sat

had

hid

onho

pbo

x

pit

log

sun

uptu

bm

en


Less

on 8

tiphe

nbe

d

met

get

sat

bat

had

rat

hid

onho

p


Less

on 9

led

upw

ed

bet

pat

bed

hid

mat

mix

Bob

jot

sop


Less

on 1

0

job

ontip

mop

sob

mug

hot

get

fox

leg

met

pen


Less

on 1

1 mop

sob

mug

hot

get

fox

leg

met

pen

hip

can

tan


Less

on 1

2 map

jot

sop

nod

pat

fan

rob

rub

cot

lot

tot

tap


Less

on 1

3

cat

hog

red

ribpu

ppe

t

him

set

let

mug

rut

nut


Less

on 1

4

ridca

bnu

t

pit

fan

got

cap

pop

let

hem

hit

hot


Less

on 1

5

red

rat

get

beg

sub

fed

hug

fun

pup

usra

tco

p


Less

on 1

6

six

sit

rot

win

pot

bit

can

rug

gut

bus

rut

red


Less

on 1

7

jigte

npi

t

pat

bus

got

nut

cab

tin

bat

rug

tub


Less

on 1

8 mop

max

pop

tipbu

sho

t

rod

get

let

red

fox

ten


Less

on 1

9

red

jignu

t

map

nod

bat

tipfu

nlo

t

hop

lipdo

t


Less

on 2

0

tinha

dro

d

gas

six

tan

hut

bet

lot

him

pop

tub


APPEndIx BElkonin Mats


Elkonin Boxes


APPEndIx cWord Sort Mats


Lesson 2

st fl gr tw


Lesson 6

mp fr sl nd


Lesson 10

sn cl br tr


Lesson 14

nt sk cr sp


Lesson 18

dr pl st mp


APPEndIx ddictation


dIctAtIon JournAL

consonant Blends

nAME


Lesson 3

Line 1:

Line 2:

Sentence:


Lesson 7

Line 1:

Line 2:

Sentence:


Lesson 11

Line 1:

Line 2:

Sentence:


Lesson 15

Line 1:

Line 2:

Sentence:

108 | Blends v.1 PB | Blends v.1

Lesson 19

Line 1:

Line 2:

Sentence:

Documents

2 Consonant Blend Mastery - Jill Jacksonjackson-consulting.com/.../2_Consonant_Blend_Mastery-23.pdf4 | Blends v.1 5 | Blends v.1 Automatic Word recognition This section appears for