I – IV NEW CONCEPT. In this lesson, we will learn beginning consonant blends. Beginning consonant blends are just slightly more difficult than the ending consonant blends that were previously introduced. In the short-vowel words on the lesson page, each consonant in the frontal blend is spoken. Have your student read (then spell) the main words in row I. The words underneath in italics are helper words (all of which were introduced in Lessons 1 through 21) and should be used only if your student needs a hint for succeeding with the main word. As always, remember the importance of reading and spelling each word from left to right. Before allowing your student to begin the next lesson, be sure that he can read and spell these newly introduced words without the use of helper words.

There are some end blends in the lesson words. These blends are ss, nd, mp, st, ll, and nt, as in bless, stand, stamp, trust, twill, and squint. (We saw these end blends previously in Lessons 19 through 21.)

The letter c pronounced |k| almost always appears with the vowels a, o, or u and whenever a |k|-sounding consonant blend is involved (cat, cot, cut, class, crest). The c-with-a–o–u pattern is quite consistent and may be considered a true spelling rule.

LEARN more beginning consonant blends. REVIEW end consonant blends. Here we will encounter the ck digraph. A digraph is a pairing of two letters that together make one sound.

VI LEARN the squ spelling, pronounced |skhw|, as in squid and squint. The letter q is almost always paired with u. The short vowel pronounced in these words is the i. (See Lessons 13 and 16)

Help Wanted

One of The Real Reading Company’s excellent instructors covers the helper words with a piece of paper. If her student is having difficulty pronouncing a new word, she slides the paper down to reveal the helper word. With this clue, her student is usually able to read the main word. Another instructor we know has a technique for getting students to focus. She tells her student to “Get ready!” She waits one second to allow the student time to focus, then has her student begin reading.

Spelling Pedagogy

During the spelling portion of this lesson, if your student is having difficulty spelling a particular word (black, for example), tell him the helper word (lack). These helper words have been encountered in previous lessons. Mention that you want him to write “Not the word |lack|, but |b| – |lack|, |black|.”