Ch Sounds and Sentences

Overview

Students learn that the letters c and h can work together as a digraph, but ch does not always make the same sound. They sort familiar words by the sounds /ch/, /k/, and /sh/, then use determiners such as a and the to build and read simple sentences. The lesson uses pictures, oral rehearsal, movement, and repeated reading to support English language development and students working at a kindergarten instructional level.

Learning intentions

Students will be able to recognize ch in a word.
Students will be able to hear and sort ch words by the sounds /ch/, /k/, and /sh/.
Students will be able to blend and read simple one-syllable words, including words with consonant blends where appropriate.
Students will be able to use a or the in a meaningful sentence.
Students will be able to spell and write selected words with the ch pattern.

Success criteria

I can find and point to ch in a word.
I can say whether ch sounds like /ch/, /k/, or /sh/.
I can use a or the to make a sentence.
I can read my sentence aloud and underline ch in the word.

Curriculum links

Reading: Foundational Skills — common consonant digraphs and their spelling-sound correspondences.
Reading: Foundational Skills — orally blending sounds to make single-syllable words.
Reading: Foundational Skills — distinguishing short vowel sounds in spoken words.
Language — using conventional spelling for common patterns and using determiners such as a and the.

Lesson structure (50 minutes)

0–5 min · Hook and listening warm-up. Teacher displays a picture of a chick and asks, “What sound do you hear at the beginning?” Open with the hook and sound-listening slide and say chick slowly, then naturally. Students repeat the word, touch their throats or mouths as they say it, and identify the beginning sound. Briefly explain that c and h can join to make one sound.
5–13 min · Teach the three ch sounds. Teacher uses the slides to model three categories: /ch/ in chip, chop, chick; /k/ in chop? No—clarify with less familiar examples chorus and school? Since school does not begin with ch, use Christmas and chord; and /sh/ in chef and machine. Explain that students will learn the sound each word makes rather than guess from the letters. Students echo-read each word, stretch the sounds when possible, and show one, two, or three fingers for the category.
13–25 min · Picture and word sort. Teacher places three labeled headings—/ch/, /k/, and /sh/—on the board and models sorting chick and chef. Distribute the ch sound sort and sentence worksheet; students cut or point to the illustrated word choices and place each under the correct sound heading. Use partner talk: “I put ___ under ___ because I hear ___.” Check each item orally before students glue or mark it. Include chop, chin, chat, chorus, chord, Christmas, chef, and machine, while accepting oral approximations and correcting gently.
25–33 min · Build sentences with a and the. Teacher models picture-supported sentences: “A chick can hop.” “The chef can chop.” Point out that a can introduce one thing and the can name a specific thing. Use the sentence-building and determiner slides to show color-coded word groups: determiner, noun, verb, and punctuation. Students orally build sentences with word cards or the worksheet, then read them with a partner. Prompt with “A ___” or “The ___” as needed.
33–43 min · Write, underline, and read. Teacher models writing one sentence, leaving spaces between words, using a capital letter and period, and underlining ch in the target word. Students choose one word from each sound group and write three short sentences, such as “A chick can hop.” “The chorus is loud.” “A chef can chop.” Students underline ch in each target word and practice reading the sentences aloud to a partner. Provide a tracing or enlarged copy for students who need it.
43–50 min · Share and exit check. Teacher invites several students to read one sentence and asks the class to identify the ch sound and the determiner. For an individual exit check, show or say chick, chorus, and chef. Students point to or say the sound for each, then complete the final item on the ch sound sort and sentence worksheet by choosing a or the in a short sentence. Collect worksheets and note who needs reteaching.

Resources

the ch sound and sentence-building slide deck
the ch sound sort and sentence worksheet
Board or chart paper
Three sound headings: /ch/, /k/, /sh/
Picture cards for chick, chop, chin, chorus, chord, Christmas, chef, and machine
Word cards for a, the, nouns, verbs, and periods
Pencils, crayons, scissors, and glue
Optional headphones or text-to-speech support

Assessment

Listen during the warm-up and sort to check whether students hear and produce the three target sounds.
Check whether students correctly sort words, choose a or the, spell familiar words, and underline the ch pattern.
During the exit check, record students who can identify all three sounds independently, those who need a picture or verbal choice, and those who confuse /ch/ with /sh/ or /k/.

Differentiation

Support: Teach in a small group of five, use only two sound categories at first, and add the third when students are ready. Pair each word with a clear picture and repeat the word slowly before asking students to sort it.
ELD and special education: Use gestures, mouth modeling, choral repetition, and sentence frames such as “A ___ can ___” and “The ___ is ___.” Accept pointing, selecting, dictating, or orally recording a sentence before requiring independent writing.
Dyslexia-friendly options: Use a clear sans-serif font, large print, strong contrast, generous spacing, and one word per line when needed. Avoid requiring students to copy from a crowded board; provide highlighted ch, tracing, sound boxes, and optional text-to-speech or adult read-aloud support.
Extension: Advanced learners write an additional sentence using a different determiner, such as this or that, and explain how the meaning changes. They may find another word with ch, identify its sound, and add it to the class sort.

Teaching Instructions