Lesson Planning of Consonant Cluster


Lesson Planning of Consonant Cluster -1

Subject English

Grade V


Students` Learning Outcome

  • Classify words that begin or end with the same consonants clusters.

Information for Teachers

  • Cluster means group, bunch or collection. When two or three consonants are combined they make consonant cluster, as; ck, br, sk, bl, nd etc.

Consonant Cluster

  • It is important to distinguish between clusters and digraphs. Clusters are made of two or more consonants sounds, while a digraph is a group of two consonant letters standing for a single sound. For example, in the word ship, the two letters of the digraph (sh) together represent the single consonant-sound.
  • Examples of some same common consonant clusters at initial and final positions are: as;


skill, skin, skim, skip, etc.


speak, special, speech, spark, sparrow, speed, etc.


ask, desk, risk, dusk, brisk, etc.


crisp, grasp, wasp, etc.

  • Make the same flashcards for each word or add more words if you wish.
  • Make at least three flashcards for each word.
  • While teaching the lesson, the teacher should also use textbooks.


Writing board, chalk/marker, duster, picture cut outs or flashcards of the given consonants clusters are in information for teachers


  • Divide students into groups of five members each and ask them to write 3 words and color or circle the consonant letters in those words.
  • Share with other groups the words written by them telling the consonant letters in the words. Give them three minutes for this activity.

Consonant Cluster

  • Write them on the writing board.
  • Write on the writing board words starting with sh, ch, sk, and sp.
  • Explain to them the difference between diagraph and consonant clusters. (see information for teachers).
  • Students realize that if two consonants without a vowel in between come together, it is a consonant cluster.


Activity 1

  • Give the groups mixed flashcards of words starting or ending with the same consonant clusters.
  • Ask them to separate words starting and ending with the same consonant clusters.
  • Ask them to think and tell more words starting and/or ending with the same consonant clusters.


Sum up/ Conclusion

  • Ask students the difference between a digraph and a consonant cluster. Assess students through their responses in the class during the lesson by checking their pronunciation


Assess students` responses during class activities and follow up activities.


  • Involve the students in solving problems related to consonant clusters given in exercise of the textbook.

Follow up.

  • Look into a dictionary or newspaper or your textbook or any other book and find your new words starting with ‘br’, ‘tr’ and ‘sc’ consonant clusters.
  • Possible responses would be as;

brow, brown, bread, bring, brought, broom, branch

tree, trip, trunk, treasure, trolley, try, trail, tray

scare, scale, scold

  • Find consonants cluster in the beginning/initial position and write these words in your notebooks.

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