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A resource produced through the support of AusAID
on behalf of the Australian GovernmentPHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
REGIONAL LEARNING MATERIALS CE NTER VII (RLMC VII)
Teacher Support Material in English
CONSONANT BLENDS
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Published by the
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education, Culture and Sports
Region VII, Central Visayas
Cebu City
Copyright (c) 2000 by PROBE
Revised Edition 2010
COPYRIGHT NOTICE
Susebia E. CabreraWriter/Editor (Elem. English)
PROBE-RLMC VII
Writer
The production of t his Teacher Suppor t Material (TSM) has been m ade possible with the as sistance of
the P - A PROBE RLMC VII Staff.
This edition has been revised for online distribution through the Learning Resource
Management Development System (LRMDS) Portal by Region VII-Bohol under Project
STRIVE for BESRA, a project supported by AusAID.
Section 9 of Presidential Decree No. 49 provides:
No copyright shall subsist in any work of the Government of the Philippines. How-
ever, prior approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit.
This material was developed within the Project in Basic Education (PROBE) imple-
mented by the Educational Development Projects Implementing Task Force (EDPITAF)
of the Department of Education, Culture and Sports (DECS) in collaboration with the
Bureau of Elementary Education, Bureau of Secondary Education and the Commission
on Higher Education. Prior approval must be given by the PROBE Management Unit
lodged at EDPITAF and the source must be clearly acknowledged.
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CONSONANT BLENDS(Teachers Guide)
References
Pado, Felicitas, E. 1990. Up We Go in Reading. Manila:
ICS Publishing House.
Spennato, Nicholas A. 1982, Springboards to Reading.
Pennsylvania: Instructo Corporation.
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3
DescriptionThis teacher support material provides a practical approa
to developing beginning reading skills through carefu
sequenced activities. The pupil is guided in very small ste
through experiences in visual discrimination and lett
recognition to letter - sound relationships of consonants
sl, fl, pl, cl and gl.
Target AudienceGrade II Pupils
Subject Matter/Learning CompetencyListening A.1. Speech Sounds
1.2. Identify initial consonant blends - bl, sl, fl, pl, cl, g
Duration10 minutes per activity sheet
ObjectivesAfter doing all the activities, the pupils will be able to:
identify initial consonant blends
name objects associated with initial consonant blen
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CONTENTS
Description 1
Target Audience 1
Subject Matter/Learning Competency 1
Duration 1
Objectives 1
Preparation 1
Procedure 1
Teaching Hints 3
Evaluation 3
Resource List 3
PreparationReproduce Activity Sheet Nos. 1-7 according to the number of
pupils in the class.
ProcedureActivity Sheet No.1
1. Let the pupils name all the pictures in this worksheet.
2. Have them identify the initial consonant blend of each
picture in the center column.
3. Next, let the pupils draw lines from the dot on either
side of the picture of the clock to the dot beside eachpicture that begins with the same initial consonant
blend as that of the word clock.
4. Follow the same procedure for the rest of the initial
consonant blends.
5. Check the completed activity with the pupils.
Activity Sheet No. 2
1. In the first row, have the pupils identify the name of
the key picture of plane and the symbol representing
the beginning sound pl. Pupils are to name the other
pictures in the row.
2. If they hear the same sound (initial consonant blend)
as in the key picture, let them write the letters that
represent the sound ( ) in the appropriate space.3. Follow the same procedure to complete the rest of the
exercise.
4. Check the completed activity with the pupils.
Activity Sheet No. 3
Follow the procedure in Activity Sheet No. 1.
Activity Sheet No. 4
Follow the procedure in Activity Sheet No. 2.
Activity Sheet No. 5
2
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1. Have the pupils identify each picture on the page.
2. Next, using the words at the bottom of the page,
them write the name of each object pictured in t
appropriate space in each blank.
3. Check the completed activity with the pupils.
Activity Sheet No.6
1. There are three boxes on the page. On each box
indicated letters representing initial consonant blen
(sl, pl and bl).
2. In the sl blend box at the top page, have pupils identthe words mice and red.
3. Next, let them name the two pictures below mice a
the two pictures below red.
4. Have pupils circle each picture whose name begins w
the initial blend sl.
5. If they cross out the initial letter of mice and the init
letter of red and substitute the sl blend, they will ma
two new words slice and sled.
6. Have them write each new word in the appropria
space.
7. Follow the same procedure for the rest of the exerci
8. Check the completed activity with the pupils.
Activity Sheet No. 7Follow the procedure in Activity Sheet No. 6.
Teaching HintsClarify the instructions in each activity sheet so that pupils w
know what to do.
EvaluationThe success of this material will be measured by the pupils
ability to identify consonant blends bl, cl,
pl and sl
completion of activities.
1
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INITIAL BLENDS
CL SL PL
Activity Sheet No. 1
clock
sleep
plate
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Symbol Representing the SoundWriting cl sl pl
Activity Sheet No. 2
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INITIAL BLENDS
Activity Sheet No. 3
glasses
blocks
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Sound Symbol AssociationWriting f bl gl
Activity Sheet No. 4
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Sound Symbol AssociationInitial Blends cl sl pl f bl gl
Activity Sheet No. 5
slippers fag plant
plate clock gloves
blanket fower clown
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SUBSTITUTIONSINITIAL BLENDS
SL PL BL
Activity Sheet No. 6
sl redmice
plcowmay
blmousedock
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SUBSTITUTIONSINITIAL BLENDS
CL FL GL
Activity Sheet No. 7
cl docktown
fgamebag
glrobemass