50 Pairs of Consonant Cluster/Blend Reduction - Sentence Completion

50 Pairs of Consonant Cluster/Blend Reduction - Sentence Completion
50 Pairs of Consonant Cluster/Blend Reduction - Sentence Completion
50 Pairs of Consonant Cluster/Blend Reduction - Sentence Completion
50 Pairs of Consonant Cluster/Blend Reduction - Sentence Completion
50 Pairs of Consonant Cluster/Blend Reduction - Sentence Completion
50 Pairs of Consonant Cluster/Blend Reduction - Sentence Completion
50 Pairs of Consonant Cluster/Blend Reduction - Sentence Completion
50 Pairs of Consonant Cluster/Blend Reduction - Sentence Completion
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10 MB|27 pages
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Product Description
• This activity targets the phonological process of consonant cluster/blend reduction in both marked and unmarked pairs. In the future, I will publish a product that simply has these words/pictures in flashcard form. But, this activity is meant to add context to the contrasting pairs. This context will help students understand that, if they produce the word in error, it changes the meaning of their message. If they say that they dropped their “gas on the four” instead of their “glass on the floor,” then others will not understand their message and may become confused.

• Suggestions for use:

1. I recommend laminating the product and using Velcro tabs so that it becomes interactive for the students (not to mention, durable).
2. I have numbered each set of sentence pairs and corresponding contrasting cluster/non-cluster pairs so that you can easily find the words needed for the sentences should they become mixed up during practice.
3. Read the sentences with the missing words to the student, presenting them the two contrasting options. For example, with the “swing/wing” pair, you may read the first sentence, “My favorite thing on the playground is the _______________.” If the student chooses “swing,” you will complete the sentence as they said it, reinforcing that it makes sense. Have them practice production of the blend as well. But, if they say “wing” as they hand you “swing,” you can pick “wing” and reinforce that you heard them say that “My favorite thing on the playground is the wing.” They will likely look at you like you said something that doesn't make sense. Surely, when they said “wing,” they meant “swing.” But, this is your opportunity to show them, that when they make an error, others misunderstand what they mean.
4. When the student becomes independent enough with production, they can complete this as a sort of “center” activity. That way, they can work on their own while you work with other students in the group.
Total Pages
27 pages
Answer Key
N/A
Teaching Duration
30 minutes
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