Digraph Sounds Review

Grade Level

3rd Grade (2nd & 3rd graders combined)

Duration

27 minutes

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Common Core Standards

CCSS.ELA-LITERACY.RF.2.3.A
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.3.3.A
Know and apply grade-level phonics and word analysis skills in decoding words.

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Learning Objectives (I Can Statements)

• I can recognize and pronounce the digraphs ch, sh, th, and wh in words.
• I can decode and read words containing these digraphs fluently.
• I can write words and simple sentences using these digraphs correctly.

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Success Criteria

• Student correctly identifies and pronounces ch, sh, th, and wh sounds in given words.
• Student reads aloud words containing targeted digraphs with 90% accuracy.
• Student writes at least 3 words or a sentence using the digraphs during the lesson.

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Materials Needed

• Flashcards with ch, sh, th, wh words (both pictures and words)
• Whiteboard and markers
• Mini individual dry-erase boards for students
• Dyslexia-friendly word cards (featuring clear font such as OpenDyslexic, high contrast colors)
• Multisensory letter tiles or sand tray for tactile practice

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Lesson Outline

1. Introduction and Warm-up (5 min)

• Objective: Activate prior knowledge of digraphs and sounds.
• Quickly review what digraphs are (two letters that make one sound).
• Show flashcards of ch, sh, th, wh with pictures. Say each sound and have students repeat chorally (e.g., “ch” as in chip).
• Use the “I can” statement: I can hear and say the ch, sh, th, wh sounds.

Differentiation:

• For struggling readers, show corresponding picture and say the word slowly.
• For advanced learners, ask them to come up with an additional word for each digraph.

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2. Sound Identification Game (7 min)

• Objective: Practice listening and identifying digraph sounds in words.
• Say a word aloud and have students hold up the flashcard with the correct digraph. Include words like: chip, ship, thin, when, chat, shell, thumb, what.
• Confirm answers aloud and discuss tricky ones.
• I can statement: I can listen carefully and find the digraph in words I hear.

Differentiation:

• Provide dyslexia-friendly written word cards for reference during the game.
• Allow students who need extra support to whisper the sound before choosing the card.

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3. Word Building and Writing (8 min)

• Objective: Blend sounds to form words and write digraph words.
• Use letter tiles or sand tray. Model building words beginning with or containing ch, sh, th, and wh.
• Have students build 2 words each then write them on mini whiteboards.
• Ask students to use their words in a sentence orally or in writing.
• I can statement: I can build and write words using the ch, sh, th, wh sounds.

Differentiation:

• Provide tactile sand trays or textured letters for sensory input.
• Allow advanced learners to write longer sentences or find synonyms for their words.

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4. Cumulative Reading Practice (5 min)

• Objective: Read short sentences aloud containing multiple digraph words.
• Prepare short 3-5 word sentences, e.g., “The shell is big,” “What is that chip?”
• Each student reads a sentence aloud; peers provide positive feedback.
• I can statement: I can read sentences with ch, sh, th, wh words smoothly.

Differentiation:

• Offer dyslexia-friendly sentence cards with clear spacing, high contrast colors, and dyslexia fonts.
• Advanced learners can read two sentences or add their own sentences to the group.

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5. Wrap-up and Reflection (2 min)

• Review the “I can” statements as a group.
• Ask students to share which digraph they found easiest or hardest and why.
• Give verbal praise and encourage continued practice at home.

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Extension Activity (Optional, for advanced learners)

• Create a short story or comic using as many ch, sh, th, and wh words as possible. Illustrate if they wish.

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Notes on Dyslexia-Friendly Supports

• Use dyslexia-friendly fonts (OpenDyslexic) on all printed materials.
• Provide line guides to help tracking when reading sentences.
• Use multisensory approaches combining auditory, visual, and kinesthetic inputs (e.g., sand tray letter formation, tapping out sounds).
• Keep instruction language simple and direct, chunk instructions into small steps.

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This lesson plan aligns tightly with Common Core phonics standards and tailors instruction to the young developmental levels of 2nd and 3rd graders. It strategically scaffolds learning with multi-sensory activities, collaborative practice, and customization for diverse learner needs.