Lesson Plan: Explicit Systematic Final

Clusters
Name: Jordan Russell

Date: 2/26/2016

Standard: CCSS.ELA-Literacy.RF.K.3.d
Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.

Topic: Final Clusters (-ld, -mp, -nd)

Goal: The goal of teaching final clusters to a child is so that the child will be able to
differentiate between the final sounds for ld, mp, and nd so the student will be
prepared to successfully recognize the differences between these words and read
and comprehend correctly.

Learning Objective: Students will be able to recognize three specific consonant

blends at the end of words (ld, mp, nd) and the sounds they stand for with
automaticity whenever they see a word that ends with these letters.

Attention Getter: Ask what being bald means. Have them rub their heads as if
they were bald. Ask what a band is. Have them pretend to play a musical
instrument. Ask the difference between bald and band?

Teach/Model:

1. Say we are going to talk about a dad.

2. Read the sentence: We reached the line of pine trees, and Dad held up his
hand.
3. Ask what dad did?
4. Write the words held and hand on the board.
5. Have a student come to the board and circle the last two letters in the word
held.
6. Tell the students that when the letter l is blended with the letter d, both letter
sounds are heard.
7. Say the word held again with the students and point out the ld sound.
8. Repeat this procedure with the word hand and point out the blend of the
sounds in the letters n and d.
9. Write the word bump on the board and ask if anyone can identify the word.
10.Have the students repeat bump and point out how the sounds m and p are
blended together.
11.(If you feel more instruction is needed, ask the students to find another word
that rhymes with one of the above words or to pick a word from the original
sentence that ends with one of the blends we have talked about eg. child).
Guided Practice: Write a certain group of words and some sentences on the
board; As a class, read through the sentences together, and then have the students
help you decide which word would be most fitting. The words provided will be the
blends talked about it earlier.

Words to put on the board: hold, pump, hand, mind, wild, damp

Sentences (depending on time, put as many of these sentences as possible):

1. The dog was very wet. Now the dog is just a little _________. (damp)
2. Will your mother _______ mind if we play here? (mind)
3. How many fingers do you have on one _________? (hand)
4. We saw a _______ fox. (wild)
5. What do you ________ on to when you ride the horse? (hold)
6. Use this _______ to get some water. (pump)

Independent Practice: Give each student a copy of page 163 in the Phonics
Resource Book and have each student complete it individually. This page includes
pictures, sentences, and fill-in-the-blanks for the blend words that have been
discussed.

Lesson Closure: Each sound is important in a word, and we should remember to

pronounce each consonant sound in a blend of letters (consonants).

Assessment: Have the students create their own sentences using any of the
blend words listed on the board. Informally assess them as they do this to know
where they are at concerning their understanding of these blended-ending words.
This can be sent home as homework or done in class if there is time.