Overview

Grade: 3rd
Duration: 15 minutes per day (2 days)
Class Size: 9 students
Subject: English Language Arts (ELA)
Topic: Digraphs – ch, sh, th, wh

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Standards Alignment

Common Core State Standards (CCSS) – English Language Arts
CCSS.ELA-LITERACY.RF.3.3.D
"Decode words with common prefixes and suffixes" (supporting decoding multisyllabic words containing digraphs)
CCSS.ELA-LITERACY.RF.3.3.A
"Know and apply grade-level phonics and word analysis skills in decoding words."
CCSS.ELA-LITERACY.L.3.4.A
"Use knowledge of language and its conventions when writing, speaking, reading, or listening."

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Day 1: "I Do" – Introduction & Teacher Modelling

Learning Objective

I can identify and pronounce the digraphs ch, sh, th, and wh in words.

Success Criteria

• I can listen carefully to the sounds each digraph makes.
• I can recognize when ch, sh, th, or wh appears in a word.

Materials

• Whiteboard and marker
• Flashcards with digraphs and pictures (e.g., chair for ch, shell for sh)
• A short, engaging video or sound clip pronouncing each digraph

Procedure

1. Hook (1 minute): Play a short, animated sound clip illustrating the four digraphs. Encourage students to listen closely.
2. Teacher Modelling (7 minutes):
   • Write each digraph (ch, sh, th, wh) on the board.
   • Say the sound slowly and clearly for each, then blend it into simple one-syllable words (chair, ship, thumb, when).
   • Show a flashcard and say the word. Ask students to watch your mouth movements and listen.
3. Think Aloud (3 minutes):
   • Model how to identify the digraph in words by sounding it out aloud.
   • Use examples such as "chat," "shark," "think," "whale."
4. Quick Check (3 minutes):
   • Show a flashcard and ask, “What digraph do you hear?”
   • Call on individual students for answers, giving hints if needed.

Differentiation

• Visual learners: Use picture cues for each digraph.
• Auditory learners: Repeat sounds multiple times, encourage echoing.
• Students with phonemic awareness difficulties: Use kinesthetic activities like tapping under each digraph sound as it’s pronounced.

Extension

Challenge advanced learners by introducing compound words with digraphs (e.g., "whale watching") and have them blend and segment parts of the words aloud.

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Day 2: "We Do" & "You Do" – Guided Practice & Independent Application

Learning Objective

I can read, write, and use words containing digraphs ch, sh, th, and wh in sentences.

Success Criteria

• I can read words aloud containing the target digraphs accurately.
• I can write my own sentence using these digraph words.
• I can explain the sound each digraph makes.

Materials

• Worksheet with fill-in-the-blanks and word sorting (ch, sh, th, wh)
• Whiteboard for group work
• Mini whiteboards/paper and pencils for students

Procedure

1. Warm-up Review (3 minutes):
   • As a class, recite the digraphs and sound them out together with actions (e.g., thumbs-up for "th").
2. Guided Practice "We Do" (5 minutes):
   • Use a collaborative sorting activity on the board or with cards. For example, group pictures and words by digraph sound.
   • Invite students to place words/cards under the right digraph heading.
3. Independent Practice "You Do" (5 minutes):
   • Provide each student with a small worksheet that includes word matching, fill-ins, and a simple sentence writing prompt (e.g., Write a sentence using "ship" or "whale").
4. Sharing & Reflection (2 minutes):
   • Select 2–3 students to share their sentences aloud.
   • Prompt them to articulate the target digraph sound in their word.

Differentiation

• Struggling learners: Provide word banks and sentence starters.
• English Language Learners (ELLs): Use bilingual flashcards and visuals, slower pacing for pronunciation practice.
• Advanced learners: Add a mini spelling challenge or have them create a short story verbally using words with digraphs.

Extension

Have advanced students brainstorm five new words with each digraph and share meanings, or write a riddle using digraph words for their peers to solve.

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Assessment & Reflection

• Formative: Observation during “Quick Check” and “We Do” sorting.
• Summative: Review student sentences for correct digraph usage and pronunciation accuracy.
• Teacher reflects on pacing, student engagement, and adjusts follow-up lessons as needed.

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Teacher Tips

• Use consistent gestures or hand signals for each digraph to reinforce auditory learning.
• Leverage peer support by pairing higher-level learners with those needing more guidance during independent work.
• Celebrate correct attempts to build confidence and encourage risk-taking in speaking and writing.

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By following this detailed, engaging, and highly aligned lesson plan, teachers will confidently introduce 3rd graders to digraph mastery while empowering students with clear goals and success criteria grounded in the Common Core standards.