- First Grade
- 70 minutes
- Standards: RF.1.3.A
In this lesson, students take letter ingredients to cook up some digraphs.
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.