© by Vista Higher Learning, Inc. All rights reserved. | TG P-24 | Connect to Phonics PLUS Teacher Guide Page P-28 Explore and Learn Consonant Clusters: ld, nd, nk, sk • Identify consonant clusters Explain that consonant clusters are groups of two or three consonants with no vowel. Write the clusters ld, nd, nk, and sk in different locations on the board. Say: These consonant clusters all have two letters. They are usually at the end of a word. Point to ld and say: These are the letters ld. The letters in consonant clusters are pronounced quickly together. Demonstrate the sound and have children repeat after you. Then point to the picture and word gold in the book. Model pronunciation of the word, emphasizing the final consonant cluster, but say the word naturally. Do not draw out the individual consonant sounds. Repeat for the clusters nd, nk, and sk and the words sand, sink, and mask. Play the audio and have children repeat. Practice A • Listen for consonant clusters Model item 1. Review the sounds of all four consonant clusters. Then play the audio. Ask children to listen and repeat the sound and word. Ask: What sound do you hear? (/sk/) What word do you hear? (desk) What letters make the /sk/ sound? (sk) Point to or circle the sk in item 1. Play the audio and have children complete the activity. They should practice saying each sound and word aloud. SCRIPT: 1. /sk/, desk 2. /ld/, sold 3. /nd/, wind 4. /nk/, pink Answers: 1. sk 2. ld 3. nd 4. nk Page P-29 Communicate B • Demonstrate knowledge of consonant clusters Write ld, nd, nk, and sk on the board. Say: Think of some words you know that end with ld, nd, nk, or sk. Can you say a sentence with them? Model the example sentences in the book. Read them aloud, pointing out the words gold, desk, told, pink, and mask. Then have children brainstorm words and say sentences on their own. Practice C • Spell one-syllable words with consonant clusters Explain to children that they should look at the picture, name what it shows, and then use the letters to spell that word. Write the letters amsk on the board. Then point to the example and say: The example shows a mask. Play the audio or say mask aloud. Segment the word into individual sounds. Ask: What sounds do you hear in mask? (/m/ /a/ /s/ /k/) What letter makes the first sound, /m/? (m) Cross out the m in amsk and then write the letter m on the board. Repeat the process for a, s, and k, crossing out the letters you hear and adding to the word you are making on the board. Ask: How do you spell mask? (m, a, s, k) Remember, the letters in a consonant blend are pronounced quickly together, but you can still hear each letter. What consonant blend is in this word? (sk) Then play the audio and have children complete the activity, naming the pictures, saying each word aloud, and unscrambling the letters to spell each word correctly. Answers: 1. bank 2. fold 3. wind 4. pond 5. world 6. skunk 7. hand 8. desk Differentiated Instruction • Scaffold Children who had difficulty with consonant blends at the beginning of words may also have difficulty with consonant clusters at the end of words. Provide extra practice and sufficient modeling of the different sounds. Make sure children aren’t adding a vowel or schwa sound between the letters or omitting the sound of one of the consonants. • Amplify Have children choose three words from the lesson that end with a consonant cluster and use them in complete sentences that tell a short story. They should say their sentences aloud. Show What You Know • Informal assessment Have children listen as you say the following words and tell them to raise a hand (or say the sound) when they hear a word that ends with a consonant cluster: tank, find, food, sink, hold, pick, pink. Then have children name the letters that make the clusters they hear.
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