© by Vista Higher Learning, Inc. All rights reserved. | TG P-25 | Connect to Phonics PLUS Teacher Guide Page P-30 Explore and Learn Consonant Clusters: scr, shr, spl, str, thr • Identify consonant clusters Explain that consonant clusters are groups of two or three consonants with no vowel. Write the clusters scr, shr, spl, str, and thr in different locations on the board. Say: These consonant clusters all have three letters. They are usually at the beginning of a word. Point to scr and say: These are the letters scr. 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 scream in the book. Model pronunciation of the word, emphasizing the initial consonant cluster, but say the word naturally. Do not draw out the individual consonant sounds. Repeat for the clusters shr, spl, str, and thr and the words shrink, splash, straw, and three. Remind children that the letters sh and th make a single sound: /sh/ and /th/. Play the audio and have children repeat. Practice A • Listen for consonant clusters Model item 1. Review the sounds of all five consonant clusters. Then play the audio. Ask children to listen and repeat the sound and word. Ask: What sound do you hear? (/str/) What word do you hear? (strong) What letters make the /str/ sound? (str) Point to or circle the str in item 1. Play the audio and have children complete the activity. They should practice saying each sound and word aloud. SCRIPT: 1. /str/, strong 2. /shr/, shrug 3. /skr/, screw 4. /spl/, split 5. /thr/, throw 6. /shr/, shred Answers: 1. str 2. shr 3. scr 4. spl 5. thr 6. shr Page P-31 Communicate B • Demonstrate knowledge of consonant clusters Write scr, shr, spl, str, and thr on the board. Say: Think of some words you know that begin with these letters and sounds. Can you say a sentence with them? Model the example sentences in the book. Read them aloud, pointing out the words splash and three. Then have children brainstorm words and say sentences on their own. Practice C • Isolate consonant clusters Explain to children that they should look at the picture, name what it shows, and then choose the letters to spell that word. Model the example. Say: The example shows a wave making a splash. Play the audio or say splash aloud. Segment the word into individual sounds. Say: We see the letters ash here already. That sounds like /ash/. Ash… splash. What’s missing? What letters make the sound at the beginning of the word: scr, spl, or str? (spl) Model circling spl and writing the letters on the line to complete the word. Ask: How do you spell splash? (s, p, l, a, s, h) Remember, the letters in a consonant blend are pronounced quickly together, but you can still hear each letter. Then play the audio and have children complete the activity, naming the pictures, saying each word aloud, and writing the missing letters. Help children name the pictures if they are unclear. Answers: 1. shrimp 2. stream 3. screw 4. throw 5. splatter 6. thrill Differentiated Instruction • Scaffold Explain that not all clusters with three consonants will make three separate sounds. Remind children that the letters sh and th make one sound. Model and have children repeat. The clusters shr and thr have three letters but only two sounds. Provide extra practice and sufficient modeling of the different sounds. • Amplify Have children brainstorm (or use a dictionary to find) other words that begin with the consonant clusters from this lesson. They should explain the meaning of each in their own words. 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 begis with a consonant cluster: string, three, two, splash, play, shrink, sing. Then have children name the letters that make the clusters they hear.
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