Day 1: Spotting & Understanding Digraphs and Trigraphs

Standards

• CCSS.ELA-LITERACY.RF.4.3.A: Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-LITERACY.RF.4.3.C: Use knowledge of morphology (e.g., roots and affixes) to read and spell unfamiliar words.

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Learning Objectives (I Can Statements)

• I can identify digraphs (ch, th, ph, wh, ng) and the trigraph (tch) in words.
• I can spot these digraphs and trigraphs at the beginning, middle, and end of multi-syllable words.

Success Criteria

• Correctly identify and underline digraphs and trigraphs in 8 out of 10 words.
• Participate in group discussions and articulate where the sound appears in the word.

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Materials

• Word list with multi-syllabic words containing digraphs/trigraphs
• Whiteboard and markers
• Individual mini whiteboards for students
• Chart paper with examples of digraphs and trigraphs

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Lesson Timing and Activities

Time	Activity	Description
3 minutes	I Do (Modeling)	Introduce digraphs (ch, th, ph, wh, ng) and trigraph (tch). Show examples with words on whiteboard. Pronounce and point out position (beginning, middle, end).
5 minutes	We Do (Guided Practice)	Together, read a list of words. Ask students to identify and highlight the digraph or trigraph aloud and indicate its position. Write examples on chart paper.
7 minutes	You Do (Independent Practice)	Students receive a word list and mini whiteboards. They find the digraph/trigraph and write the position (beginning, middle, end) of the sound. Teacher circulates to support.
5 minutes	Review and Reflect	Discuss as a class: Which digraph/trigraph was easiest? Most challenging? Reinforce understanding through asking “How do you know?” and “What clues help you?”

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Differentiation Strategies

• Provide word lists with fewer syllables and simpler vocabulary for students needing support.
• Use visuals and mouth movement modeling to help ELL students hear and see sounds better.
• Pair students strategically for peer support during independent work.

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Extension Activity

• Challenge advanced learners to list additional multi-syllable words containing specified digraphs/trigraphs and use them in original sentences.

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Day 2: Applying Spelling with Digraphs and Trigraphs

Standards

• CCSS.ELA-LITERACY.L.4.2.E: Spell grade-appropriate words correctly, consulting references as needed.
• CCSS.ELA-LITERACY.L.4.4.B: Use common Greek and Latin affixes and roots as clues to meaning of words.

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Learning Objectives (I Can Statements)

• I can correctly spell words using digraphs (ch, th, ph, wh, ng) and trigraph (tch) in different word positions.
• I can explain the sound each digraph or trigraph makes when spelling.

Success Criteria

• Correctly spell at least 8 out of 10 words containing the digraphs/trigraphs.
• Use the correct digraph/trigraph to represent sounds in spontaneous spelling attempts.

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Materials

• Spelling word cards with digraphs/trigraphs in multi-syllable words
• Individual whiteboards or notebooks
• “Digraph & Trigraph” Sorting Mats (beginning, middle, end columns)

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Lesson Timing and Activities

Time	Activity	Description
4 minutes	I Do (Model Spelling)	Teacher models spelling 3 multi-syllable words aloud with digraphs/trigraphs, explaining sound-spelling connection.
6 minutes	We Do (Guided Spelling & Sorting)	Students spell words together with the teacher. Then, place word cards on sorting mats based on digraph/trigraph position.
7 minutes	You Do (Independent Spelling)	Students spell the day's word list independently, then check their work with a peer or teacher.
3 minutes	Wrap-Up & Share	Volunteers share their favorite word and explain the digraph/trigraph spelling used.

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Differentiation Strategies

• Provide word banks and phonics charts for students who need additional support when spelling.
• Allow struggling spellers to say words aloud multiple times before writing.
• Offer advanced learners multisyllabic words with higher complexity and ask them to create sentences orally.

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Extension Activity

• Create a short story or poem using at least five words that contain any of the digraphs or the trigraph introduced.

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Teacher Notes

• Use upbeat and encouraging feedback to celebrate each student’s progress.
• Emphasize phonemic awareness and morphological understanding to connect sounds with meaning and spelling.
• Use consistent terminology ("digraph" = two letters, "trigraph" = three letters representing one sound) to build academic vocabulary.