Phonics Final Consonant Blends

Grade 1 • Lesson 7

••Repeat the process for -ft (craft), -ld (fold), -lp (yelp),
Learning Objectives and -mp (grump).
•• Identify and produce the letter-sound ••Show the Letter Cards l, u, m, p in order. Say the
correspondence for consonant blends sound for each letter. Point to the -mp blend and ask
-ft, -ld, -lp, -lt, -mp students to blend the m and p together to make the
•• Utilize and apply phonics skills and word blended sound.
analysis to decode words •• One by one, push each letter up in order saying the
•• Add, delete, or substitute letters to blend and sound the letter stands for as you push it into the box
on the workmat.
create new words
•• Read and spell high-frequency words •• Run your finger under the letters as you blend the
four sounds in lump: l/u/m/p. Point out that four letters
Lesson Duration are blended together to form the four sounds in the
15–20 minutes daily instruction and practice across word. Then have students blend the word aloud with
the week based on student need you as you run your finger under the letters.
•• Repeat the blending activity with the following words:
Materials bump, welt, soft, held, help. Work with one word at a
TT Word Cards time. When students have blended the words, invite
TT Word-Family Cards volunteers to come forward and point to the final
blend in each word as the group says the sound.
TT Letter Cards
TT Bingo Cards Blend and Create Words
TT Place Markers (provided by teacher) Materials: Letter Cards, Word-Family Cards
TT Index Cards (provided by teacher) Tell students they will practice reading words with final
TT Practice Sheet blends. Model use of the Letter Cards and Word-Family
Cards.
TT Workmat
1. Place the amp Word-Family Card in a pocket chart
TT Decodable Book: The Ramp
or along the ledge of the board. Remind students
TT Decodable Book (previously read) that this is the amp word family. Say the sound of
the word family aloud with students. Ask students
to identify the final blend in the word family. Place
Teach, Apply, and Practice the c Letter Card at the beginning of amp. Ask
students to listen while you model sounding out
Use these activities with students in whole-class the word by blending the sound in the onset with
or small-group settings based on student need. the sounds in the rime: c/amp. Have students echo
and write the word.
Introduce and Blend Final Consonant Blend Words
2. Ask students to identify the Letter Card needed
Materials: Letter Cards, Workmat
to change the word to lamp. Have them make and
••Write the word belt and say the word aloud. Point to write the word. Repeat the process to make the
the letters lt at the end of the word as you explain words damp, ramp, stamp.
that the letters l and t together stand for the blended
3. Take out the cards and replace the amp card with
/lt/ sound they can hear at the end of the word belt.
the ift card. Have students name the new word
Stretch out the sounds in lt so that students can hear
family and the final blend. Place the l Letter Card
that there are two sounds—/l/ and /t/—but understand
at the beginning of ift. Ask students to listen while
that they can quickly blend the sounds together to
you model sounding out the word by blending the
say /lt/.
sound in the onset with the sound in the rime: l/ift.
•• Say the words belt and bet aloud. Have students Have students echo and write the word.
say the words. Ask them which word contains the
final blend, making sure students can differentiate
between the ending sounds.

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Phonics Final Consonant Blends
Grade 1 • Lesson 7

4. Ask students to identify the Letter Card needed to Continue until all words have been placed correctly.
change the word to sift. Have them make and write Then have students chorally read aloud all the words
the word. Repeat the process to make the words in each group. Have students select at least one word
gift, swift. from each category to write on a separate sheet of
5. Take out the cards and replace the ift card with paper or journal.
the olt card. Point out that this word family makes Practice Decoding
a long vowel sound. Have students name the word
Materials: Decodable Book: The Ramp, Practice Sheet
family and final blend. Place the b card in front of olt.
Have students listen while you model sounding out For students who seem to have a grasp of decoding
the word by blending the sound in the onset with the final blend words and previously taught decodable and
sounds in the rime: b/olt. Have students echo and high-frequency words, provide extra practice with the
write the word. text by having them read the:
6. Ask students to identify the Letter Card needed to ••Practice Sheet
change the word to jolt. Have students make and ••Decodable Book: The Ramp.
write the word.
Introduce New High-Frequency Words: so, soon
7. Take out the cards and replace the olt card with the
ild card. Point out that this word family makes a long
••Tell students they are going to learn two new words
that they need to be able to recognize and read
vowel sound. Have students name the word family
quickly. Write the words so and soon on the board,
and final blend. Place the w card in front of ild. Have
and read each word as you point to it. Then have
students listen while you model sounding out the
students read the word with you.
word by blending the sound in the onset with the
sounds in the rime: w/ild. Have students echo and •• Have students write the word so in the air with their
finger as you spell it out loud with them, pointing to
write the word.
each letter on the board as you say the letter name.
8. Ask students to identify the Letter Card needed to Allow students to write the word so on a separate
change the word to mild. Have students make and sheet of paper or journal. Invite students to share
write the word. what they notice about the words. Repeat the process
9. Take out the cards and replace the ild card with the with the other word.
elp card. Have students name the word family and •• Use each high-frequency word in an oral sentence.
final blend. Place the h card in front of elp. Have Then ask students to create their own oral sentences
students listen while you model sounding out the with the high-frequency words. Challenge students to
word by blending the sound in the onset with the create a sentence that includes both words.
sounds in the rime: h/elp. Have students echo and
write the word. Read the Decodable Book
Materials: Decodable Book: The Ramp
10. Ask students to identify the Letter Card needed to
change the word to help. Have students make and NOTE: See the “Elements Used in This Book” section,
write the word. Repeat the process to make the found at the start of the Decodable Book, for a list of
word yelp. words and skills covered in the book. Pre-teach these
elements as necessary.
11. Repeat the process to make the words wilt,stilt,
limp, blimp, and held. ••Show students the cover of the book. Have them
read the title with you as you run your finger under
Sort Words each word. Ask students what they see in the picture
Materials: Word Cards, Index Cards and what they think the story might be about. Ask a
On index cards, write the following: -ft, -ld, -lt, -lp, and student to point to the blend in the word ramp.
-mp. Ask volunteers to come forward one at a time, •• Give students a copy of the book. Have them preview
select a Word Card, and say the word aloud. Have them the pictures and predict the story. When they get to
identify the final blend in the word and say the sound of page 4, ask students how they think the girl feels
the blend. Have students sort the words by final blend. about riding her bike on the ramp.

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Phonics Final Consonant Blends
Grade 1 • Lesson 7

••Have students read the book. You may want them Learning Center Activities
to whisper-read so you can monitor their progress. Materials: Word Cards, Bingo Cards, Place Markers,
When they have finished reading, take time to discuss Decodable Book (previously read)
the book and check for understanding. Ask students
to describe how Taft makes Beth happy with a ramp. ••Have students select four to six Word Cards and use
those words to write a story about the ways Beth uses
her new ramp. Ask students to illustrate their stories.
Optional Lesson Activities Then have volunteers present their stories and
illustrations to the class.
Use these activities with students in small groups or
with individual students who need additional support
•• Provide a blank Bingo Card for each student. Have
students write final blend words from the Word Cards
or practice.
on their Bingo Card. Then have them place the Word
Blend and Create Words Cards face down. Have students take turns drawing
Materials: Letter Cards, Word-Family Cards, Workmat a card and saying the word on the card aloud. Tell
students to put a place marker on the word on the
••Provide Letter Cards and Word-Family Cards. Say Bingo Card if it matches the card drawn. Continue
the word lamp. Ask student to identify the rime they playing until a student has marked three words in a
hear at the end of the word. Have students place the row on the card.
amp Word-Family Card in front of them. Ask them to
identify the final blend they hear in this word family.
•• Have students read previously-read decodable books
in pairs or individually.
Then have students find and correctly place the onset
they need at the beginning of amp to make the word
lamp. As students finish their work, write lamp on the
board. Have students check their spelling against the
word you have written. Have students write the word
on a separate piece of paper or in a journal. Then
have them blend the sound of the onset with the
sound of the rime. Repeat with the words camp, sift,
molt, mild, help, lift, colt, wild, yelp, wilt, held, and limp
one at a time, and have students use the Letter and
Word-Family Cards to spell the words.
•• Provide the Letter Cards and workmat for students.
Say the word lump and have students listen for the
sounds in the word. Ask students to select the Letter
Cards they need to spell lump. Offer guidance, as
needed. Have students line up the cards for the
sounds in order. Ask students to blend the sounds to
say the word lump. Have the students write the word
on a separate sheet of paper or journal. Repeat the
process with the words bump, welt, soft, held, help
belt, sift, ramp, and stamp.

Dictation
••Dictate several final blend words, for example: bump,
bolt, gulp, and cold. Have students write the words or
chorally spell them aloud.
•• Dictate the following simple sentences one at a time
for students to write:
He is cold.
I have a bump on my hand.
He took a big gulp from his cup.

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