Lesson 5: Consonant Digraphs - ch, sh, th, ng
π― Learning Objectives
- Students understand that two letters can make one sound (digraph concept)
- Students can identify and produce the sounds /ch/, /sh/, /th/, /ng/
- Students can read words containing consonant digraphs
- Students can spell simple words with consonant digraphs
- Students distinguish between digraphs and separate letter sounds
π¦ Materials Needed
Teacher Materials:
- 'The Code' digraph cards: ch, sh, th, ng
- Whiteboard and colored markers
- Digraph word cards (chip, shop, that, ring)
- Sound button worksheets
- Picture cards for digraph sounds
Student Materials:
- Individual digraph cards (ch, sh, th, ng)
- Sound button practice sheets
- Pencils and erasers
- Small whiteboards and markers
- Digraph word building mats
1. Warm-Up: Sound Review & Mystery Sound (7 mins)
Purpose: Review previous sounds and introduce the concept of special letter teams.
Quick Review (3 mins): Flash through previously learned 'Code' cards. Students say the sound when they see each letter.
Mystery Sound Introduction (4 mins):
Teacher: "Today we're learning about special letter teams. Sometimes two letters work together to make one new sound. Listen to this..."
- Say "chair" - emphasize the /ch/ sound
- Say "shop" - emphasize the /sh/ sound
- "These are special sounds made by letter teams!"
2. Introducing Digraph 'ch' (8 mins)
Teacher Script: "Meet the first letter team: 'ch'. When c and h work together, they make a special sound."
Teaching Process:
- Show the 'ch' card
- Model the /ch/ sound clearly
- Use memory prompt: "Choo-choo train says /ch/"
- Students repeat sound 5 times
- Practice with words: chip, chat, much
Key Teaching Points:
- Two letters = one sound
- Sound buttons: one button for 'ch'
- Not "c" and "h" separately
- Listen for the /ch/ in different positions
Practice Activity: Students listen to words and give thumbs up when they hear /ch/: chair, cat, cheese, dog, lunch, pen
3. Introducing Digraphs 'sh', 'th', 'ng' (15 mins)
Systematic Introduction: Follow the same process for each digraph, spending 3-4 minutes on each.
Digraph Teaching Sequence:
sh - /sh/ sound:
- Memory prompt: "Quiet! /sh/ /sh/ /sh/"
- Practice words: ship, shop, fish, wash
- Hand action: Finger to lips for "shush"
th - /th/ sound:
- Memory prompt: "Stick your tongue out for /th/"
- Practice words: that, this, with, bath
- Hand action: Point to tongue
ng - /ng/ sound:
- Memory prompt: "Gong! /ng/ /ng/ /ng/"
- Practice words: ring, song, king, long
- Hand action: Tap imaginary gong
4. Sound Buttons with Digraphs (10 mins)
Concept Reinforcement: "Remember, digraphs are two letters that make one sound, so they get one sound button."
Guided Practice Words:
- ship: sh-i-p (3 sounds, 3 buttons)
- chat: ch-a-t (3 sounds, 3 buttons)
- ring: r-i-ng (3 sounds, 3 buttons)
- bath: b-a-th (3 sounds, 3 buttons)
- shop: sh-o-p (3 sounds, 3 buttons)
- much: m-u-ch (3 sounds, 3 buttons)
Teaching Reminder: Model each word clearly, showing that the digraph gets ONE sound button, not two separate buttons.
5. Independent Practice & Exit Ticket (5 mins)
Exit Ticket Task
"Draw sound buttons under the words 'ship' and 'ring'. Remember: digraphs get one button!"
Success Criteria:
- Emerging: Places some sound buttons correctly, may separate digraph
- Developing: Correctly identifies most digraphs with one sound button
- Secure: Accurately uses sound buttons for all digraphs and can blend words
Celebration: "You've learned about letter teams! Tomorrow we'll practice more words with digraphs and learn about long vowel patterns."
π Assessment & Differentiation
Formative Assessment:
- Observe digraph sound production
- Check understanding of "two letters, one sound"
- Monitor sound button placement for digraphs
- Listen for accurate blending with digraphs
Support Strategies:
- Struggling: Practice one digraph at a time, use physical gestures
- Confident: Try longer words (lunch, thing, sharp)
- ELL Support: Connect to sounds in home language if applicable
Next Lesson Preview: We'll review all digraphs and introduce long vowel patterns (a-e, i-e, o-e) to expand reading vocabulary.