Whirling Word Blends

Whirling Word Blends lesson plan

A word blend game makes learning grammar easy!

  • 1.

    English words are a little like putting a jigsaw puzzle together. The English language is constructed by combining units of sounds and letters to form words. Word blends are a special type of unit where two or more consonant sounds are combined without any vowel sounds to form new sounds. Some popular word blends are bl-, br-, gr-, -rd, -tch, sm-, and wr-. Ask students if they can think of any other word blends.

  • 2.

    Provide students with Crayola® Erasable Colored Pencils, a straight edge, and a thick paper plate for this activity. Ask students to use the straight edge and a selected color pencil to divide the paper plate into eight even, pie-shaped sections.

  • 3.

    Using another colored pencil, have students write a word blend in each sector of their plates. If time permits, allow students to decorate their plates with colorful designs.

  • 4.

    Provide each student with a small piece of recycled cardboard and a template of a spinner. Ask students to trace the template onto the recycled cardboard and cut it out using Crayola Scissors.

  • 5.

    Each student now needs a brass fastener to poke through the center of their plates and the non-pointing ends of their spinners. Provide adult supervision for this task.

  • 6.

    Once a hole is created in the center of the plate, have students connect the spinner to the plate using the brass fastener. Everyone is now ready to play!

  • 7.

    Twirl the spinner. When the spinner stops, the student provides a word that contains that word blend. Students may wish to write down each word so players always think of new words.


  • LA: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • LA: Know and apply grade-level phonics and word analysis skills in decoding words.
  • LA: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • LA: Recall information from experiences or gather information from provided sources to answer a question.
  • MATH: Measure and estimate lengths in standard units.
  • MATH: Reason with shapes and their attributes.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.


  • Possible classroom resource includes: Stop, Drop, and Flop in the Slop: A Short Vowel Sounds Book with Consonant Blends (Sounds Like Reading) by Brian P. Cleary.
  • Working in small groups, assign students a "consonant blend of the day." Students generate a list of as many words as possible that contain that blend. Write the list using Crayola Crayons or colored pencils. Post the list for ease of viewing in the classroom.
  • Students use identified blend words to create original sentences using as many words containing the same blend as is possible, while still creating a sensible sentence. For example, "Charlie chose to chew his chowder." Students write their sentences on large sheets of construction paper and illustrate them. Use a digital camera to photograph the image and upload to a class computer. Students will audio record a personal reading of the sentence. Attach the audio file to the digital photo file.
  • Encourage students to create similar learning games for rhyming words, word endings, and other language arts skills.