Phonics Consonant Doubling

Grade 1 • Lesson 12

consonants appear together in a word, they are called

Learning Objectives double consonants. Even though the word hill ends
•• Identify and produce words with final consonant with double consonants—ll —they stand for just one
doubling ff, ll, ss, zz sound, /l/.
•• Utilize and apply phonics skills and word analysis •• Write hill on the board and circle the double
to decode words consonants. Have students echo the spelling and
pronunciation of the word. Reinforce by repeating
•• Add, delete, or substitute letters to blend and the routine with picture cards for doll and bell.
create new words
•• Repeat the activity with the remaining Picture Cards.
•• Read and spell high-frequency words Discuss what students see in the words: ss (dress,
Lesson Duration grass), ff (huff, puff), and zz (fizz, buzz).
15–20 minutes daily instruction and practice across •• Explain that when the /l/ sound, /f/ sound, /s/ sound,
the week based on student need or /z/ sound is heard at the end of a one-syllable word
with a short vowel, the word is spelled with a double
Materials ll, ff, ss, or zz.
TT Picture Cards •• Show the Letter Cards f, i, ll in order. Say the sound
TT Word Cards for each letter. Point out the double consonant ending
and remind students that these letters together stand
TT Word-Family Cards
for one sound: /l/.
TT Letter Cards
•• Run your finger under the letters as you blend the
TT Bingo Cards three sounds in fill: /f/ /i/ /l/. Point out that there are
TT Place Markers (provided by teacher) four letters in the word, but only three sounds are
TT Practice Sheet heard. Have students blend the word aloud with you
as you run your finger below the letters again.
TT Decodable Book: Jazz with Jill
TT Decodable Book (previously read)
•• Repeat the blending activity with class, jazz, and stuff.
After completing the activity with all the words, invite
volunteers to come forward to point to the double
consonants in each word as the group says the
Teach, Apply, and Practice sound aloud.

Use these activities with students in whole-class Blend and Create Words
or small-group settings based on student need. Materials: Letter Cards, Word-Family Cards
NOTE: Students will no longer be using a workmat Tell students they will practice making and reading
when blending and creating words. However, for words with final double consonants. Model using the
students having difficulty hearing the individual sounds Letter and Word-Family Cards.
(phonemes) when building words, continue to use them 1. Place the ill Word-Family Card in the final position
as a scaffolding strategy. You may use a workmat from in a pocket chart. Remind students that this is the ill
previous phonics lessons or draw the sound boxes word family. Say the sound of the word family aloud
on a sheet of paper for those individual students. with students. Ask students to identify the final
Introduce and Blend Final Double Consonant double consonants in the ill word family. Place the b
Letter Card in front of ill. Have students listen while
Words you model blending the sound in the onset with the
Materials: Picture Cards, Letter Cards sounds in the rime: b/ill. Have students repeat.
••Display the Picture Card for hill. Guide students to 2. Ask students to identify the Letter Card needed to
name the picture and identify the consonant sound change the word to fill. Have them make and write
they hear at the end of the word. Point out the the word. Repeat the process to make the words
double ll at the end of hill. Say: When two of the same hill, skill, and chill.

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Phonics Consonant Doubling
Grade 1 • Lesson 12

3. Remove the cards and replace the ill Word- Practice Decoding
Family Card with the ess Word-Family Card. Have Materials: Decodable Book: Jazz with Jill, Practice Sheet
students name the word family and the final double
consonants. Place the m Letter Card in front of ess. For students who seem to have a grasp of decoding
Ask students to listen while you model blending words with final double consonants and previously
the sound in the onset with the sounds in the rime: taught decodable and high-frequency words, provide
m/ess. Have students repeat. extra practice with the text by having them read the:

4. Ask students to identify the Letter Cards needed ••Practice Sheet

to change the word to dress. Have them make and ••Decodable Book: Jazz with Jill
write the word. Repeat the process to make the Introduce New High-Frequency Word: need
words less and press.
••Tell students they are going to learn a new word that
5. Remove the cards and replace the ess Word- they need to be able to recognize and read quickly.
Family Card with the iff Word-Family Card. Have Write the word need on the board, and read the word
students name the word family and the final double as you point to it. Then have students read the word
consonants. Place the c and l cards in front of iff. with you.
Ask students to listen while you model blending
the sounds in the onset with the sounds in the rime:
•• Have students write the word need in the air with a
finger as you spell it aloud with them, pointing to each
cl/iff. Have students repeat. letter on the board as you say the letter name. Allow
6. Ask students to identify the Letter Cards needed to students to write the word need on a separate sheet
change the word to sniff. Have them make and write of paper or in a journal. Invite students to share what
the word. Repeat the process to make the word stiff. else they notice about the word.
7. Remove the cards and replace the iff Word- •• Use the high-frequency word in an oral sentence.
Family Card with the uzz Word-Family Card. Have Then ask students to create their own oral sentences
students name the word family and the final double with the high-frequency word.
consonants. Place the b Letter Card in front of uzz.
Have students listen closely as you model blending
Read the Decodable Book
the sound in the onset with the sounds in the rime: Materials: Decodable Book: Jazz with Jill
b/uzz. Have students repeat. NOTE: See the “Elements Used in This Book” section,
8. Ask students to identify the Letter Card needed found at the start of the Decodable Book, for a list of
to change the word to fuzz. Have them make and words and skills covered in the book. Pre-teach these
write the word. elements as necessary.

Sort Words
••Show students the cover of the book. Have them
read the title with you as you run your finger under
Materials: Letter Cards, Word Cards each word. Ask students what they see in the picture
Place the ll, ff, ss, and zz Letter Cards along the top and what they think the story might be about. Ask
row of a pocket chart or along the ledge of the board. a volunteer to point to the final double consonants
Ask volunteers to come forward one at a time, select in Jazz and Jill.
a Word Card, say the word, and place it below the •• Give students a copy of the book. Have them preview
corresponding Letter Card. Continue until all Word the pictures and predict the story. When they get to
Cards have been placed correctly. Then have students page 9, ask students why they think the dog looks
chorally read aloud all the words under each double so sad.
consonant. Allow students to choose at least one word •• Have students read the book. You may want them
from each category to write down on a separate sheet to whisper-read so you can monitor their progress.
of paper or in a journal. When they have finished reading, take time to discuss
the book and check for understanding. Ask students
why the dog is sad and to explain why he is happy
at the end of the story.

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Phonics Consonant Doubling
Grade 1 • Lesson 12

Optional Lesson Activities Learning Center Activities

Materials: Picture Cards, Word Cards, Bingo Cards,
Use these activities with students in small groups
Place Markers, Index Cards, Decodable Book
or individual students who need additional support
(previously read)
or practice.
••Tell partners to sort the Picture Cards based on the
Blend and Create Words final double consonant in each picture name. Have
Materials: Letter Cards students place each Picture Card below the correct
Use the Letter Cards to have students make words. Say Letter Card: ff, ll, ss, zz. Students may complete the
the word mess and have students listen for the sounds activity individually or in pairs. Have partners challenge
in the word. Ask students to select the Letter Cards they one another to add two new words to each category
need to spell mess. Offer guidance as needed. Have by writing the words on index cards and illustrating
students line up the cards for each sound in order. Ask each one.
students to blend the sounds in order and write the •• Ask students to select a few Word Cards to use to
word on a separate piece of paper. Invite students to write a story about something the pup in Jazz with
share what they notice about the word, such as familiar Jill might do to thank the other animals for the music.
patterns (ess). Encourage students to make, read, and Ask students to illustrate their stories. Then invite
write other words with the ess word family (dress, less, volunteers to share their stories and illustrations.
press). Repeat the activity with uzz (buzz, fuzz), ill (bill, •• Provide a blank Bingo Card for each student. Have
drill, fill, gill, hill, mill, still, will), and iff (cliff, sniff, miff, tiff, students write double consonant words from the Word
stiff ). Take this opportunity to explain to students that Cards on their Bingo Card. Place the Word Cards
miff means to annoy and tiff means a fight. facedown. Have students take turns drawing a Word
Card and reading the word aloud. Tell students to
Dictation put a marker on their card if they find the word that
••Dictate several words with final double consonants matches the word on the card drawn. Continue play
and have students write or spell them them such until a student has marked three words in a row on
as fuzz, fill, press, dress, cliff, and stiff. the card
•• Dictate simple sentences for students to write. •• Have students read previously read Decodable Books
The bee will buzz in the sun. in pairs or individually.
Jill can spell well.
I put on a dress.
That bag is full of stuff.

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