Lesson Plan:

Cooking Up Digraphs

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October 11, 2015
by Dee Mulhern

Learning Objectives

Students will be able to identify and use digraphs to complete words.


Introduction (5 minutes)

  • Ask students if they ever have had a chance to cook or bake something. Have students briefly share their experiences.
  • Tell students that just like they mix a bunch of ingredients in a bowl to make something, today they will make a new sound using some sound "ingredients." Instead of making a food, tell students they will make a digraph, or a single sound composed of two letters.

Explicit Instruction/Teacher Modeling (15 minutes)

  • Show students the mixing bowl, mixing spoon, and letters. Show students the letters “s” and “h”.
  • Have students tell you the sounds that each letter makes. Have two student volunteers place the “s” and “h” into the bowl. Have a student mix up the letters in the bowl. Connect the two letters with tape or place them together on the board using a magnet. Explain that now the two letters make one sound called a digraph. The new sound the “s” and “h” makes is /sh/.
  • Tell students that now you can make words like sheep, ship, shin, shell, and dish. Tell students that digraphs can come at the beginning or end of a word.
  • Have students come up with other words to add to the list.
  • Repeat this procedure with the other digraphs as listed at the top of the digraph worksheet.

Guided Practice/Interactive Modeling (15 minutes)

  • Have students choose one or two digraphs with a partner. Have the students work together to list or find other examples of words that include those digraphs.
  • Have students share some of the words they came up with to go with their chosen digraphs.

Independent Working Time (10 minutes)

  • Have students independently complete the Digraphs: Two as One worksheet.



  • Enrichment: Encourage students to search for digraphs in the environmental print around the classroom or in their independent reading books. Have students list these digraphs and share them with a partner.
  • Support: For students in need of support, provide a list of words containing digraphs. Have the students highlight the digraphs and practice making the sound.


Assessment (15 minutes)

  • Circulate as students work in pairs on the worksheet. Have students make the sound of the digraph for you. Ask students to identify the digraph within a word.
  • Collect and assess the worksheet for mastery.

Review and Closing (10 minutes)

  • Have students share the words they made by matching the digraphs on the worksheet.
  • Have students define and review what a digraph is.

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