Lesson 2 Blends at the Beginning and End

Lesson 2: Blends at the Beginning and End

Before You Begin

You Will Need

Objective

This lesson teaches words containing consonant blends at the beginning

and end.

Preview Blends at the Beginning and End

In Level 1, your student learned words with consonant blends either at

the beginning, as in plan, or at the end, as in lump. A consonant blend

consists of two sounds that are said together quickly. For example, the

word stop has a consonant blend at the beginning. The /s/ and /t/ sounds

are said in rapid succession, but each consonant keeps its own sound.

A consonant blend is different from a consonant team (also

known as a digraph). In a consonant team, two or more letters

work together to make one sound, such as sh and th, while the

letters in a blend retain their own individual sounds.

In this lesson, your student will learn words containing blends at both

the beginning and end. Read the following examples and listen for the

blends.

bland slump grunt trust cramp

Words with consonant blends will be decoded using the same procedure

your student used in Level 1. This procedure is described in detail in

Appendix C: Blending Procedure.

Lesson 2 Blends at the Beginning and End

Leap into Reading pages 21-29

Word Cards 1-11

Lesson 2: Blends at the Beginning and End46

Review the Phonogram Cards that are behind the Review

divider in your student’s Reading Review Box. Show each

card to your student and have him say the sound(s). If

necessary, remind your student of the sound(s).

Build the following words with letter tiles. Have your

student label the words with the proper syllable tags and

then read the words.

Closed Syllable

d r o p

Open Syllable

n o

Play “Change the Word”

Build the word plan.

p l a n

“What is this word?” Plan.

“I’m going to add a tile to this word.” Add a t to form the word plant.

p l a n t

“What does this new word say?” Encourage your student to sound out

the new word, plant.

Build the word plum.

p l u m

“Sound out this word.” Student sounds out the word plum.

Phonogram

Cards

Review

If your student knows the Phonogram Card without prompting

and you feel that the card has been mastered, place the card

behind the Phonograms Mastered divider. If the card has not

yet been mastered, place it back behind the Phonograms Review

divider.

Concepts

New TeachingNew TeachingNew Teaching

Lesson 2: Blends at the Beginning and End

New Teaching

(continued)

Add a p to form the word plump.

p l u m p

“What does this new word say?” Student sounds out the word plump.

Continue this activity using several of the words below.

Add a letter tile to the end of the following words.

Add a letter tile to the beginning of the following words.

*Use the ch tile for the words branch and ranch.

Complete Activity Sheet

“Let’s help these pups find their favorite things.”

It’s a Dog’s Life

Remove pages 21-26 from the Leap into Reading

activity book.

Cut out the dog cards and the object cards. Place

the dog cards in a pile with the words facing

down. Spread the object cards on the table with

the words facing down.

Your student should select a dog card and then

locate the two cards whose objects match the object on the dog card. For

example, if your student selects the dog card with the image of a puppy

and a bone, he will locate the cards with the image of a bone. He will

then turn over all three cards and read the rhyming words.

Continue playing until all the dog cards have been matched with the

appropriate object cards.

bran

clam

cram

prim

scan

slum

Stan

stun

branch*

brand

clamp

cramp

primp

scant

slump

stand

stunt



land

last

lend

limp

ranch*

risk

runt

lamp

lump

rust

rump

wept

bland

blast

blend

blimp

branch*

brisk

grunt

clamp

clump

trust

grump

swept



Lesson 2: Blends at the Beginning and End48

New Teaching

(continued)

Practice Reading Words

Have your student practice reading the words on Word Cards 1-9.

File the Word Cards behind the Review divider in the Reading Review

Box.

Teach Two Leap Words:

you

and

are

Show Word Card 10 to your student.

“This word is you, as in Did you ask? The y says /y/ and the o and u work

together to say /oo/. You haven’t learned the sounds of ou yet, but this is

a common word that you will see often.”

“What is this word?” You.

The words craft/kraft and you/ewe are homophones (two words

that sound alike but are spelled differently). A sentence has

been added to the Word Cards for craft and you and all cards

containing homophones in future lessons. Your student does

not need to read these sentences, but they are there in case you wish

to discuss the correct word usage.

Show Word Card 11 to your student.

“This word is are, as in My shoes are brown. The a and the r work together

Lesson 2: Blends at the Beginning and End

New Teaching

(continued)

to say /ar/, and the e isn’t pronounced—it’s a Silent E. You haven’t learned

about ar and Silent E yet, but this is a common word that you will see

often.”

“What is this word?” Are.

Review these Leap Words several times today.

File the flashcards behind the Word Cards Review

divider in your student’s Reading Review Box. The

cards will be reviewed at the beginning of the next

lesson.

Practice Fluency

Turn to pages 27-29 in the activity book.

Have your student read from the Practice Sheets.

Most of the Practice Sheets contain a section called Challenge

Words. Skip this section if you are working with younger

students. Use the section with older students who need an

additional challenge.

Read a Story or Poem

Read aloud to your student for twenty minutes.

Read-Aloud Time

Lesson 2: Blends at the Beginning and End50

Ohhhh ...

I like these consonant blends.

We can make a lot of fun words with them.

My favorite words with blends are

croak and swamp. What are yours?

You know what else blends well together?

Mosquitoes and dragonflies. Mmmm ... time to

whip up a nice batch of bug stew! I’ll bring you

some for the next lesson.

Don’t forget your spoon!

Mark the Progress Chart

Have your student mark Lesson 2 on the

Progress Chart.

Track Your Progress

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