Lesson Plans

Lesson 3 | 43

Consonant Digraphs
Lesson 3
OBJECTIVE

Students will read and spell initial and final consonant digraphs in closed-syllable words.

MATERIALS

• Lesson 1 letter cards*

• Lesson 3 letter cards*

• Lesson 3 word cards*

• Sentence reading worksheet*

• Cloze sentences worksheet*

• Pocket chart

• Board and markers or chalk for teacher

• Personal whiteboards and markers for students

• Notebook paper

*Blackline master available on CD.

TIPS

• Refer to the Appendix for a list of consonant digraph words.

• A student should master one digraph before progressing to another. Depending on your
students, introduce multiple digraphs during a single lesson.

• Include examples and nonexamples of words containing digraphs.

• Decode and encode, using real words and nonsense words.

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DAILY REVIEW

VOWELS, CVC WORDS

Review vowel sounds and CVC words. For vowels, students should say the letter name, key word,
and sound. Review blending and segmenting CVC words, and review that each letter makes its
own sound. Ask for individual and group responses, and keep a brisk pace.

Teacher: Let’s start by quickly reviewing vowels. I will point to a letter, and you will tell me
the name of the letter, its key word, and its sound. For example, if I point to e, your
response is, “e, egg, /e/.” Be alert, because I will go quickly! Remember that the cue I
give when it’s time for you to repeat is an open palm, like this.

[Gesture. Then, point to i and gesture.]

Students: i, itch, /i/.

Teacher: Excellent!

[Continue reviewing all short vowel sounds.]

Let’s review blending CVC words. Remember that each letter makes its own sound.

[Write bat on the board. Say the sounds as you slide your finger under each
letter.]

Teacher: /b/ /a/ /t/, bat.

Complete a quick review of CVC words by having students read word cards.

OPENING

Teacher: In the words we just reviewed, each letter made its own sound. /b/ /a/ /t/—
three letters, three sounds. Today, we will learn about digraphs. A digraph is two
consonants that combine to make one sound. Most of the time, that sound is
different from the sound that each letter makes individually.

Digraphs are important to learn because if you did not know that the two letters in
a digraph make one sound, you would be unable to read many new words.

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MODEL AND TEACH: ACTIVITY 1

INTRODUCE DIGRAPHS
DECODING

Introduce one digraph, such as sh, by reviewing each letter’s sound separately. Teach students
that when these letters appear together, they make one sound. Point out that digraphs can
appear at the beginning or end of a word.

Teacher: We just reviewed that s says /s/ and h says /h/.

[Write s and h next to each other.]

Teacher: When s and h are together in a word, they make a new sound: /sh/. What sound
does sh make?

Students: /sh/

Teacher: We’ll use shop as the key word for /sh/. sh, shop, /sh/. Repeat please.

Students: sh, shop, /sh/.

[Write o and p after sh to form shop. Circle sh.]

Teacher: /sh/ can appear at the beginning of a word, like we just learned with shop.

[Write cash, circling sh.]

Teacher: It can also come at the end of a word, as in cash. What sound does sh make?

Students: /sh/

After teaching the digraph, use letter cards to model blending /sh/ with other sounds to make
words. Point to the letters as you blend the sounds. When counting the number of sounds in
a word, a digraph counts as only one sound. Repeat the sequence with other words, gradually
reducing your modeling to give students greater independence.

[Display sh, o, and p in a pocket chart or on the table, leaving some space
between the letters.]

Teacher: You blend digraphs with other sounds to make words, as we did with CVC words.

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[Point to sh and say /sh/. Point to o and say /o/. Then, slide your finger under
each sound as you blend them.]

/sh/ /o/; your turn. Blend the sounds as I slide my finger under the letters.

Students: /sh/ /o/

[Model adding the final /p/: Slide your finger under sh and o, stretching out
the sounds until you point to p.]

Teacher: /sh/ /o/ /p/; your turn.

Students: /sh/ /o/ /p/

[Move the cards next to each other. Slide your finger under the letters.]

Teacher: Shop—the whole word is shop. Now, I will slide my finger under the letters, and
you will read the word.

Students: shop

Teacher: Although there are four letters, there are just three sounds because s and h make
one sound, /sh/.

[Model counting with your fingers: /sh/, /o/, /p/.]

Repeat the sequence with new words, gradually reducing your modeling.

ERROR CORRECTION

If a student makes an error with a digraph sound, guide the student by using questions about the
key word. If necessary, have the student repeat the blending sequence to read the word.

TIPS

• Introduce new digraph sounds after your students master each sound. The following are
suggested key words: th–think, ph–phone, wh–whisper, ck–sock, and ch–cheer.

• th can make two different sounds: unvoiced, as in think and Beth, and voiced, as in the and
that. Teach students that the unvoiced /th/ feels like air over the tongue and that making
the voiced /th/ causes the tongue to vibrate.

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Lesson Plans Lesson 3 | 47

MODEL AND TEACH: ACTIVITY 2

SEGMENTING SOUNDS
ENCODING

Have students encode words containing digraphs by using the following sequence:

1. Dictate a word.
2. A student repeats the word (listen for correctness).
3. The student says each sound in the word and counts the sounds in the word.
4. The student says the letters that represent the sounds.
5. The student again says the letters while collecting the corresponding letter cards.
6. The student checks by reading the word.

Repeat the sequence with new words, gradually decreasing your modeling.

Teacher: The first word is rush. What is the word?

Students: rush

Teacher: Next, I will count the sounds I hear in the word.

[Model the following steps as you complete them.]

/r/ /u/ /sh/. I hear three sounds.

Next, I think about what letters make those sounds. /r/–r, /u/–u, /sh/–sh.

Now, I say the letters while I get the letter cards: r, u, s, h.

Finally, I check the word by reading it: rush.

Repeat the sequence with new words, gradually decreasing your modeling.

TIPS

• Tell students that the digraph ck is never at the beginning of a word. /k/ at the beginning
of a word is usually spelled c or, less often, k.

• Tell students that the digraph wh is never the final letters of a word.

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• Use blank letter cards (different colors for vowels and consonants) as a visual clue to the
structure of words. Have students put the letter cards on top of corresponding blank cards.

ERROR CORRECTION

If a student makes an error, say the word and have the student repeat it, emphasizing enunciation.
Note which sound was incorrect, whether digraph or letter, and use a prompt similar to the
following examples: “What digraph says /wh/?” or “What letter says /l/?”

Adapted from Wilson, B. A. (2002). Wilson reading system: Instructor manual. Oxford, MA: Wilson Language Training.

GUIDED PRACTICE: ACTIVITY 1

WHAT SOUND?
DECODING

Write on the board some digraphs and 10–12 other letters that have been taught. Point to a
digraph or letter and have students say its sound.

Teacher: I will point to a letter or digraph on the board. When I give you the cue, my open
palm, everyone will say its sound.

[Point to ch and gesture.]

Students: /ch/

[Point to wh and gesture.]

Students: /wh/

[Point to sh.]

Teacher: Sasha?

Sasha: /sh/

ERROR CORRECTION

If a student makes an error, dictate the sound, point to the letter again, and have the student say
the sound, such as in the following example script.

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Lesson Plans Lesson 3 | 49

Teacher: ch says /ch/.

[Point to ch.]

Teacher: What sound?

TIPS

• Keep a brisk pace.

• Choose additional consonants and vowels with which students struggle.

• Point to target sounds at least twice for extra practice.

GUIDED PRACTICE: ACTIVITY 2

READ A WORD
DECODING

Gather word cards that contain digraphs and other sounds that the students have learned.
Display one word card at a time. Have students read the word silently and then say the word.
Randomly elicit group and individual responses. Maintain a rapid pace and question students, so
they can demonstrate their knowledge.

Teacher: I will show you one word card at a time. Read the word silently and then, when I
point to the word, everyone say it aloud. Even if you know the word right away,
wait for the cue before you say it. Let’s practice.

[Show first card, whip; pause 2–3 seconds; and then point to the word.]

Students: whip

Teacher: Nicely done! Sometimes I might say someone’s name instead of pointing. That
person reads the word aloud, and everyone else reads it silently. Ready?

[Show the next card, rich.]

Kristen?

Kristen: rich

Teacher: Yes. Tony, what is the digraph in rich?

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Tony: ch, /ch/.

Continue showing words. Increase the pace as students gain proficiency.

ERROR CORRECTION

Ask questions to guide students to correct their errors, such as in the following example script.

[After a student reads shin as chin, point to the digraph.]

Teacher: What is the key word for sh?

[The student answers.]

Teacher: Read the word again, please.

TIPS

• Include words from previous lessons (e.g., CVC words).

• Include nonsense words to ensure that students grasp the sounds.

ADAPTATION

Use laminated word cards and have students circle the digraph in the word.

GUIDED PRACTICE: ACTIVITY 3

SENTENCE READING
DECODING

Distribute the sentence reading worksheet. Have students read the sentences silently, circling the
digraphs. Then, call on students to read the sentences aloud. One way to structure the read-aloud
is modeled below; other variations are described in the Adaptations section. Weave in questions
to assess understanding and keep students engaged.

Teacher: You each have a worksheet with 15 sentences on it. Please read each sentence
silently. When you see a word with a digraph, circle the digraph. Read each
sentence three times because you will read them aloud later.

Let’s make sure everyone understands what to do. Tony, what is the first step?

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Tony: We’re going to read the sentences and circle digraphs.

Teacher: Yes, you will circle digraphs. Will you read silently or aloud, Sasha?

Sasha: We will read silently, and we’re supposed to read each sentence three times.

Teacher: Exactly right. While you are reading, I might ask you to whisper-read, so I can listen.
Please begin, everyone.

[Circulate among students and listen to them read.]

Teacher: OK, now we will read aloud. I will call on someone and say a sentence number to
read. After that person reads, he or she will choose the next person and sentence
number. You don’t have to go in numerical order; you can choose any sentence
number. Stay alert, though, because I will ask questions between people reading.

Kristen, please read sentence 8.

[Kristen reads.]

Teacher: Sasha, what word in Kristen’s sentence had a digraph?

[Sasha responds.]

Kristen: Nick, read sentence 13.

[Nick reads.]

Teacher: Nick, what’s the digraph in that sentence?

[Nick responds.]

Students continue calling on each other and reading sentences. Continue to ask questions.

ADAPTATIONS

• Write sentences on sentence strips.

• Write sentences on a whiteboard or overhead and have students circle the digraphs.

• Have students choose 3–4 sentences to practice and read aloud, using their best prosody.

• Have students read sentences to a partner.

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GUIDED PRACTICE: ACTIVITY 4

WHAT SAYS…
ENCODING

Spread letter cards in front of students. Follow the steps below. Focus on digraphs, but also weave
in previously learned sounds.

1. Ask students which letters make a particular sound.

2. Have students repeat the sound (listen for correctness).
3. Have students point to the corresponding letter cards.

Teacher: I will ask you which letters make a certain sound. You will repeat the sound and
point to the letter cards that make the sound. If the sound is a digraph, you will
point to the two letters that make the sound.

What says /ch/?

Students: /ch/

[Students point to c and h.]

Teacher: What says /k/, like you hear at the end of sock?

Students: /k/

[Students point to c and k.]

Teacher: What says /i/?

Students: /i/

[Students point to i.]

Teacher: What says /k/, as in cat?

Students: /k/

[Students point to c.]

Teacher: How about /k/, as in kite?

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Students: /k/

[Students point to k.]

Teacher: /th/?

Students: /th/

[Students point to t and h.]

Continue dictating sounds, making sure to include many digraphs.

ERROR CORRECTION

Tell students who answer incorrectly the letter that makes the sound as you point to the correct
letter cards, as in the following example script.

Teacher: Sh says /sh/.

[Point to s and h.]

Teacher: What says /sh/?

If the error is with a sound that has multiple spellings, say something similar to the following.

[A student points to k when asked for the /k/ in cup.]

Teacher: K can make the /k/ sound, but in cup, it is spelled c.

[Point to c.]

Teacher: What says /k/ in cup?

ADAPTATION

Instead of letter cards, print targeted letters and digraphs on paper.

Adapted from Wilson, B. A. (2002). Wilson reading system: Instructor manual. Oxford, MA: Wilson Language Training.

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GUIDED PRACTICE: ACTIVITY 5

WORD DICTATION
ENCODING

Dictate digraph and CVC words. Have students write the words on notebook paper. Emphasize
that this activity is spelling practice and that you are there to help students. Monitor student
responses and ask questions that guide students toward correcting errors and demonstrating
knowledge.

Teacher: I will dictate a word. You’ll follow these steps to spell it. First, repeat the word. Next,
say each sound in the word. Last, write the word on your paper. Remember to
check by reading the word you wrote. If a word is difficult to spell, I’ll help you get
to the correct spelling.

The first word is hush.

[Gesture with an open palm for students to repeat.]

Students: hush

Teacher: Say each sound in hush.

[Circulate and listen. ]

Good. You each said /h/ /u/ /sh/. Now, write the word.

[Students write hush.]

Teacher: The next word is thick.

[Gesture.]

Students: Thick, /th/ /i/ /k/.

Teacher: Before you write, I will give you a rule to follow that is true most of the time: When
/k/ is at the end of words after a short vowel, spell it with the digraph ck. The word
you’re spelling is thick. In thick, /k/ is at the end after a short vowel, so that should
tell you how /k/ is spelled.

Continue dictating words and providing feedback to students.

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ERROR CORRECTION

If a student mispronounces a word (e.g., says hutch instead of hush), say the word and have the
student repeat the word, enunciating carefully. Note which sound was incorrect (e.g., vowel,
digraph) use a prompt similar to the following example: “What digraph says /wh/?” If a student
misspells a word, use a prompt similar to this example: “The word is Beth. You spelled bath. What
can you change to make it Beth?”

TIPS

• Include CVC words.

• Have students draw a circle around digraphs in words.

INDEPENDENT PRACTICE: ACTIVITY 1

POINT AND READ

DECODING

Arrange 15–20 word cards faceup on the table. Point to a word and call on individual students to
read the word. Use a quick pace. Occasionally include questions to assess understanding.

Teacher: When I point to a word and say your name, read the word aloud. Everyone else,
read silently. I will go quickly. Let’s try it.

[Point to chick.]

Nick?

Nick: chick

[Point to dash.]

Teacher: Sasha?

Sasha: dash

Teacher: Nice job, everyone. Now I will really pick up the speed!

Continue until all the words have been read.

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ADAPTATIONS

• Have students keep the cards they read correctly.

• Have students turn facedown cards that are read correctly.

INDEPENDENT PRACTICE: ACTIVITY 2

WAR OF WORDS (READING)

DECODING

This activity is similar to traditional War, played with a regular deck of cards. Deal a large stack
(30–40 words) of well-shuffled word cards between two players. Both students each play one
card faceup, saying the word on the card. The player with the card whose initial letter comes
first alphabetically wins the round, adding both cards to his or her pile (e.g., chat beats dish). A
“war” ensues when both players’ words have the same initial letter (e.g., when and wet). Each
player plays another card faceup. Whoever has the new card whose initial letter comes first
alphabetically wins the round and all of the cards played.

Teacher: Please raise your hand if you have ever played the card game War.

[Students raise their hands.]

Teacher: We will play War of Words, which is similar. Each pair gets a stack of word cards, just
like regular War. You split the deck and then each turn over a card. Then, you each
read the word on your card aloud. Whoever has the card whose first letter comes
first alphabetically wins the round and keeps both of the cards. If the first letter
is the same, there is a war, and both players turn over another card. The winning
player takes all of the cards from the round.

Let’s say that Nick and Kristen are partners. Nick reads his word, kick. Kristen reads
her word, shot. Who gets the cards in this round?

Sasha: Nick gets the cards because k is earlier in the alphabet than s.

Teacher: Exactly. What about this: Sasha reads her word, bath, and Tony reads his word,
back. What would happen?

Nick: It’s a war because they both have words that start with the same letter.

Teacher: You’re right. So they each put a new card faceup and read it.

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Kristen: Then they do the alphabetical thing again!

Teacher: Yes, they check the first letter of the new faceup cards, and the person who has the
word that comes earlier in the alphabet gets all of the cards from the war.

TIPS

• Students can create their own word cards.

• Be sure students remember to read their word each time a card is placed on the table.

INDEPENDENT PRACTICE: ACTIVITY 3

WAR OF WORDS (SPELLING)

ENCODING

Have students play war, as in the decoding activity, except instead of turning the cards faceup
and reading them, Student A dictates his or her word to Student B, who writes it. Student B then
dictates his or her word to Student A, who writes it. The student who has the word card that
comes first alphabetically wins the round.

Teacher: We will play War of Words again, but this time you won’t just read words; you’ll spell
words, too. Instead of putting your cards faceup, you will read your word to your
partner. For example, Nick and Kristen are partners. Nick reads his word. Kristen
writes the word on notebook paper. Nick checks it against the card and helps
Kristen correct any errors. Then Kristen dictates her word to Nick, and so forth. The
person whose card has a word with an initial letter closer to the beginning of the
alphabet gets to keep the cards.

INDEPENDENT PRACTICE: ACTIVITY 4

CLOZE SENTENCES
DECODING AND ENCODING

Distribute the cloze sentences worksheet. Have students select the correct word to complete the
sentence and write it on the line. Have students take turns reading the completed sentences to a
partner.

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Teacher: I have given each of you a worksheet of fill-in-the-blank sentences. Please read
each sentence silently, select the correct word from the word bank to complete
the sentence, and write it on the blank line. As a challenge, after you identify the
word from the word bank, cover it and write it without looking. Then check your
answer. In 3 minutes, you will read the sentences with a partner.

Have students complete the worksheet. As they finish, have them take turns reading the
sentences to a partner.

MONITOR LEARNING

Listen carefully for accurate reading of words, including blending and digraphs. Ensure that
students pronounce words correctly. Check written work (sentence-reading worksheet, word
dictation, and cloze activity) to determine whether students can identify digraphs by circling
them.

GENERALIZATION

Explain to the students that texts they will read in other subjects, like science, mathematics, and
social studies, contain many words with digraphs. Point out that /ph/ is a digraph seen most often
in mathematical and scientific words.

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Lesson Plans Lesson 3 | 59

LETTER CARDS LESSON 3 WORD CARDS

CONSONANT DIGRAPHS

ch ch ch ch

chick
chap

chip
ck ck ck ck
ph ph ph ph
sh sh sh sh

check

chill
th th th th

ash
wh wh wh wh
First of 6 pages

SENTENCE READING CLOZE SENTENCES

CONSONANT DIGRAPHS
Select the correct word from the word bank to complete each
1. Rick got cash from Beth for the bus. sentence. Write the word on the line. Read the completed
sentence.
2. The rock is on the path.
3. Rob cut his lip with the dish. WORD BANK
4. Jack had a chip with his dip. fish chop thud whiz thin
5. The shed is in the back of the lot. lock hush wish pick when
6. When will Pat chat with Mom? dash rich bath chin which
7. This fog is thick!
8. It is bad to rush in math. 1. Tim has no cash, so he is not ____________.
9. I wish to pack my red bag.
2. ____________! Sis is in bed for a nap.
10. Which log will Ann chop?
3. Mom will ____________ the shed and then dash to the
11. Do not hit the dog with the whip! shop.
12. Get a tux in that shop. 4. ____________ did Chuck hop on the bus?
13. Meg has a red rash on her chin.
5. Beth got 10 ____________ in the net!
14. The sock is in the mesh bag.
6. The ____________ was too hot for the tot.
15. The ship is not at the dock yet.
7. I ____________ to be a whiz in math.
8. Rich did not ____________ the log for the shed.
9. ____________ job did Bev get?
10. Max got a bit of chip dip on his ____________.
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
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First of 2 pages:
Worksheet plus answer key

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Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
LESSON 3
CONSONANT DIGRAPHS

Lesson 3 Letter Cards

Lesson 3 Word Cards

Guided Practice: Activity 3

Sentence Reading Worksheet

Independent Practice: Activity 4

Cloze Sentences Worksheet
Cloze Sentences Worksheet Answer Key

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 LETTER CARDS
CONSONANT DIGRAPHS

ch ch ch ch
ck ck ck ck
ph ph ph ph
sh sh sh sh
th th th th
wh wh wh wh
ash chap

check chick

chill chip
chop dash

deck gosh

jack lack
lash mash

math much

neck pack
quick rash

rich rush

shack shell
shun than

them then

thud tick
whack which

whim whiz

wick wish
 SENTENCE READING
CONSONANT DIGRAPHS

1. Rick got cash from Beth for the bus.

2. The rock is on the path.
3. Rob cut his lip with the dish.
4. Jack had a chip with his dip.
5. The shed is in the back of the lot.
6. When will Pat chat with Mom?
7. This fog is thick!
8. It is bad to rush in math.
9. I wish to pack my red bag.
10. Which log will Ann chop?
11. Do not hit the dog with the whip!
12. Get a tux in that shop.
13. Meg has a red rash on her chin.
14. The sock is in the mesh bag.
15. The ship is not at the dock yet.

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
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 CLOZE SENTENCES
Select the correct word from the word bank to complete each
sentence. Write the word on the line. Read the completed
sentence.

WORD BANK
fish chop thud whiz thin
lock hush wish pick when
dash rich bath chin which

1. Tim has no cash, so he is not ____________.

2. ____________! Sis is in bed for a nap.
3. Mom will ____________ the shed and then dash to the
shop.
4. ____________ did Chuck hop on the bus?
5. Beth got 10 ____________ in the net!
6. The ____________ was too hot for the tot.
7. I ____________ to be a whiz in math.
8. Rich did not ____________ the log for the shed.
9. ____________ job did Bev get?
10. Max got a bit of chip dip on his ____________.
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
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 CLOZE SENTENCES ANSWER KEY
Select the correct word from the word bank to complete each
sentence. Write the word on the line. Read the completed
sentence.

WORD BANK
fish chop thud whiz thin
lock hush wish pick when
dash rich bath chin which

rich
1. Tim has no cash, so he is not ____________.
Hush
2. ____________! Sis is in bed for a nap.
lock
3. Mom will ____________ the shed and then dash to the
shop.
When
4. ____________ did Chuck hop on the bus?
fish
5. Beth got 10 ____________ in the net!
bath
6. The ____________ was too hot for the tot.
wish
7. I ____________ to be a whiz in math.
chop
8. Rich did not ____________ the log for the shed.
Which
9. ____________ job did Bev get?
10. Max got a bit of chip dip on his ____________.
chin

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin