Hungry for the Digraph Th

Explicit Instruction/Teacher modeling

• Tell students you are going to reread the story, but this time you want them to listen for words that begin with /th/. If they hear a word, put a “thumbs up”.
• As you read, when you come to a word with /th/, students should give you a thumbs up. If not, go back and reread the sentence and tell them to listen carefully.
• As students begin recognizing the “th” words, list them on the board or chart paper. Some of the words will appear more than once; encourage the kids to put up their thumbs every time they hear the repeated words.
• When done reading, read through the list together as a class, emphasizing the /th/ sound.
• Isolate the common words, “the”, “that”, “then”, “that”, and “three”.
• Segment these words on the board or chart paper according to the sounds heard in each word: th/e, th/a/t, th/e/n, th/a/t, th/r/ee.

Guided Practice

• Have students return to their desks and give them the Hungry for “th” Words worksheet.
• Tell students they will cut out the body parts of the caterpillar and glue them to the caterpillar’s head on the separate sheet. They are to build three words from The Hungry Caterpillar using the body parts. There are five possible words, but they only need to build three words.
• Model instructions by choosing one word to build and demonstrate by cutting and building one word.

Independent working time

• Have students cut and build their own words.
• Walk around the room to assess cutting skills and guide those that need help with cutting, gluing, and/or building the words.
• If students are done early, they can work on the “th” graphic organizer, “th” Words, to list all the words in the story and/or come up with their own “th” words and/or complete the Word Scramble worksheet.