Consonant blends decodable sentences and word list
80 words with two or three consonants that keep their own sounds, as in frog and jump, and 10 sentences a child can sound out. Project them, or print the sheet.
Consonant blends: two or three consonants that keep their own sounds, as in frog and jump. 80 words.
- flag
- clap
- plan
- slip
- step
- stop
- drum
- frog
- grab
- trip
- skip
- swim
- snap
- spin
- hand
- jump
- lamp
- sand
- tent
- nest
- belt
- gift
- pink
- sink
- bank
- camp
- desk
- mask
- best
- fast
- just
- list
- gust
- rust
- dust
- band
- land
- pond
- left
- lift
- soft
- raft
- melt
- help
- gulp
- damp
- bump
- dump
- pump
- plant
- flat
- flap
- flip
- clip
- club
- plug
- plum
- slug
- slam
- snug
- stem
- stub
- swam
- trap
- grin
- grip
- drip
- drop
- crab
- crib
- crop
- skin
- spot
- glad
- glass
- grass
- dress
- press
- smell
- spell
Tricky words used so far, read by sight: a, the, is, has, to, I, my.
About this pattern
In a blend each consonant keeps its own sound; children just have to say them one after the other. Blends are harder than they look because each one adds a sound to a word the child already knows how to read: cat is easy, scat is not. Teach the beginning blends (fl, st, tr) before the ending blends (nd, mp, st).
What to say
Say the two sounds slowly, then faster: s-l-i-p, slip. Remind children that every letter still counts, and that the word gets longer, not different.
How to use it
- Start in Word list: say the pattern, then read the words together with the coloured letters as your clue.
- Press Full screen (F), choose Sentences, one at a time, and use the arrow keys for the next sentence.
- Press Print for a sheet with the words and the numbered sentences to take home.
Ideas for class
- Add a letter to a known word: sip becomes slip, tap becomes trap, and so on.
- Use a two-column sort: beginning blends and ending blends.
- Play Blend Bingo with a card of words and a caller who reads them out.
- Have students act out the sentences: jump, swim, skip and clap.
Related
Questions
Is st a blend or a digraph?
A blend. Each letter keeps its own sound, unlike sh, ch and th, where two letters make a new sound.
How is this different from the short vowel lists?
The vowel is still short, but the words have more consonants around it. A child who is shaky with blends should go back to CVC words, add one consonant and read again.
How do I know each sentence is decodable?
Every word in these 10 sentences is either on the word list for consonant blends or for a pattern taught before it, or is one of the tricky words read by sight (a, the, is, has, to, I, my). The list is checked by a program, so a word that has not been taught cannot slip in.
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