GENEVA COLLEGE
BEAVER FALLS, PA
NICO & KYLIE
NAME: Kyleigh Jo Ward DATE: 9.18.2020
SUBJECT: ELA GRADE LEVEL: 5th
I. TOPIC AND GENERAL GOAL
WORD ATTACK SKILLS - DIGRAPHS
II. REFERENCE TO PA OR COMMON CORE STANDARDS
CC.1.1.5.D Know and apply grade-level phonics and word analysis skills in decoding words. •
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology to read accurately unfamiliar multisyllabic words.
III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS
TSWBAT verbalize the sounds ch makes
TSWBAT verbalize the sounds wh makes
TSWBAT build with letter cards words with digraphs
TSWBAT box digraphs in multiple words
IV. MATERIALS
LETTER CARDS
DICTATION WITH DIGRAPHS
V. A. INTRODUCTION
“ON TUESDAY, WE TALKED ABOUT THREE WAYS WE CAN GET THE “K” SOUND. WHAT WAS ONE
KYLIE? NICO WHAT WAS ANOTHER? ON THREE SAY THE LAST ONE TOGETHER, 1,2,3…
TODAY, WE ARE GOING TO CONTINUE PRACTICING THE “K” SOUND USING CK, BUT WE ARE
GOING TO ADD SOME OTHER THINGS ON.” *WRITE CK ON THE BOARD
B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)
“FIRST OF ALL, WHAT ARE THESE TWO LETTERS PUT TOGETHER CALLED? HOW MANY LETTERS
DOES A DIGRAPH HAVE? DO YOU HEAR BOTH LETTER SOUNDS OR DOES IT MAKE JUST ONE? CAN
YOU GIVE ME SOME MORE EXAMPLES? IF YOU NEED A HINT, LOOK AT YOUR LETTER CARDS AND
FIND THE YELLOW ONES.”
“WE ARE GOING TO PRACTICE BUILDING WORDS FIRST AS A LITTLE REVIEW OF OUR FIRST THREE
DIGRAPHS.”
*START WITH THE WORD MOTH. ALTERNATE BETWEEN STUDENTS. “WE ARE GOING TO START
WITH THE TH SOUND. WHAT IS THE FIRST SOUND IN THIS WORD? WHAT’S THE NEXT SOUND?
LAST SOUND? PUT IT TOGETHER.”
CONTINUE WITH THAN, OTHER, SHE, SHOUT, SHAKE, BACK, LICK, RACKET
“DOES TH MAKE MORE THAN THE “TH” SOUND? HOW ABOUT SH? CK? NONE OF THESE MAKE
MORE THAN ONE SOUND.”
“LET’S LOOK AT THE DIGRAPH CH. WHAT SOUND CAN THE DIGRAPH CH MAKE? CAN IT MAKE
ANOTHER SOUND? WHAT IF I PUT THIS WORD ON THE BOARD?” *WRITE STOMACH ON THE
BOARD. “NOW WHAT SOUND DOES IT MAKE?” WAIT, SO DOESN’T THAT MEAN WE CAN GET
THE “K” SOUND FOUR DIFFERENT WAYS NOW? LET’S NAME THEM.
“KYLIE WHAT TWO SOUNDS DOES CH MAKE? NICO WHAT TWO SOUNDS DOES CH MAKE?”
“NOW LET’S LOOK AT WH. WHAT SOUND DOES THIS DIGRAPH MAKE? CAN IT MAKE ANOTHER
SOUND? TRY TO THINK OF A WORD WITH WH THAT MAKES A DIFFERENT SOUND.” *PROMPT
WITH: “THINK OF THE QUESTIONS WE USUALLY ASK WHEN WE READ A BOOK. WHAT, WHERE,
WHEN, WHY AND…” “WHO, SO LET ME WRITE THAT WORD ON THE BOARD. DOES IT HAVE THE
WH DIGRAPH? YES! IT DOES.”
“NICO WHAT TWO SOUNDS DOES THE WH DIGRAPH MAKE? KYLIE WHAT TWO SOUNDS DOES
THE WH DIGRAPH MAKE?”
LET’S BREAK APART SOME WORDS WITH THE CH AND WH DIGRAPH IN THEM.
“LOOK UP HERE AT MY LETTER CARDS. YOU WON’T NEED YOURS THIS TIME. THE FIRST WORD IS
CHIN. NICO WHAT’S THE FIRST SOUND IN CHIN. WHAT’S THE SECOND SOUND? AND THE LAST?”
CONTINUE WITH: CHOP, CHAIN, CHEW, WHALE, WHEEL, WHO, WHOLE
“NOW THAT WE’VE PRACTICED BREAKING APART SOME OF THE WORDS, LET’S LOOK UP ON THE
BOARD AND READ EACH LINE OF WORDS.”
WHAT, WHALE, WHOLE, WHY
WHEEL, WHITE, WHERE, WHO
CHIN, CHORUS, LUNCH, CHEEK
CHILD, CHICK, MUCH, BEACH
“LET’S BUILD A COUPLE OF THESE JUST FOR PRACTICE. I WANT YOU TO BUILD THE WORD CHECK.”
CONTINUE WITH: WHEN, BRUNCH, SUCH, WHIP
“DO YOU THINK YOU CAN MASTER DIGRAPHS TODAY? WE ARE GOING TO READ A STORY AND
I’M GOING TO PAUSE ON SOME PAGES. YOU ARE GOING TO HAVE TO LOOK FOR AS MANY
DIGRAPHS AS YOU CAN FIND. IT’S KIND OF LIKE A COMPETITION.”
“THE BOOK WE ARE GOING TO READ IS CALLED “WHAT’S THAT SOUND?”
STOP ON PAGES 5,8-9,12,20 & 31
ASK STUDENTS TO COUNT THE DIGRAPHS THAT THEY SEE ON THAT PAGE AND HIGHLIGHT
THEM
IF THEY MISS SOME, GO OVER THE TEXT TO SEE WHERE THEY MISSED THEM
C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING
ENVIRONMENT)
FOR DICTATION: KYLIE WILL NOT USE A PENCIL, SHE WILL USE SMALL STICKY NOTES TO MARK
DIGRAPHS AND THEN MARK WITH PENCIL ONCE THE TEACHER CHECKS HER STICKY NOTES.
D. CLOSURE (SUMMARY)
DICTATION WITH DIGRAPHS FROM THE STORY.
“GO THROUGH EACH WORD FROM THE STORY WITH A DIGRAPH IN IT, AND PUT A BOX AROUND
ONLY THE DIGRAPH. “WHAT WAS THE FIRST WORD WITH A DIGRAPH FROM THE STORY NICO?” *THERE’S ON
BOARD. “SO, FOR THIS WORD, I AM ONLY GOING TO BOX THE LETTERS TH BECAUSE THAT’S THE DIGRAPH.
LET’S TRY THE NEXT ONE TOGETHER. SUCH. KYLIE WHERE DO YOU THINK I SHOULD PUT THE BOX? NICO?
AROUND THE CH. TRY THE REST ON YOUR OWN, IF YOU GET STUCK, LET ME KNOW.”
VI. ASSESSMENT/EVALUATION
Worksheet: See how many digraphs they circled correctly. (80%)
Observation: During the read aloud, look to see which one’s students are missing (Which
digraph they aren’t recognizing the most)
Cooperating Teacher Approval _________________________________________________
