Initial consonant blends
bl, cl, fl, pl, sl, br, cr, dr, fr, gr, pr, tr, st, sc, sm, sn, tw, shr, thr, scr, spr, and str.
Final consonant blends
lb, ld, lf, lk, lm, ln, lp, lt, ct, ft, nt, pt, xt, mp and nd.
It is important that the children hear the individual sounds in the consonant blends. To develop this, say each blend, for example, ‘cr’ and ask the children to respond with ‘c…r’, putting up a finger for each sound. Repeat a few examples each day and gradually the children will become fluent at identifying the sounds in consonant blends. The following list is helpful to refer to for regular words containing initial and final consonant blends:
Example of words with initial consonant blends
bran clap clip club flag flat
flap flip glad plan plug plum
plot slap slim slug crab crop
drag drip drop drug drum frog
from grab grim grip print prop
trim trap trip smog snap snip
snug swam swim swum twig twin
Examples of words with final consonant blends
bulb held golf milk silk film
help gulp belt melt quilt gift
lift soft ant pant bent went
tent mint hunt kept next camp
damp lamp bend mend wind pond
skip desk step best nest lost
must plump slept frosts grand crisp
After identifying the sounds in words with consonant blends, virtually any words can be sounded out. For example:
‘spending’ - s.p.e.n.d.i.n.g - 7 fingers, 7 sounds in the word.
‘ground’ - g.r.o.u.n.d - 5 fingers, 5 sounds.
‘blister’ - b.l.i.s.t.er - 6 fingers, 6 sounds.
‘shoot’ - sh.oo.t - 3 fingers, 3 sounds.
Gradually, the children become accustomed to hearing all the sounds and understand that some sounds are represented by two letters.
Hearing sounds such as the ‘n’ in ‘went’ and the ‘er’ in ‘supper’ tends to be the more difficult. Regular practice is the key to success.