Lesson Plan of Digraphs and Their Positions
English Grade V
Students’ Learning Outcomes
· Articulate words containing digraphs, trigraphs and silent letters.
Information for Teachers
· Graph is a single letter that makes a single sound.
· Digraphs have two letters that make one sound.
· Trigraphs have three letters that make one sound.
· In digraphs, consonants or vowels and consonants join together to form a blend, which makes a single sound (phoneme)? For example, P and H combine to form ph, which makes the /f/ sound (consonant digraph), o and u combine to form loud (vowel digraph), s,a and w combine to form saw (vowel consonant blend).
· Digraphs can be used at the beginning (initial), middle or end (final) of a word.
Material / Resources
Chalk/marker, board, flash cards of graph (letter that makes one sound), chart or poster of words with digraphs in the initial, middle and final order, use the object that are present in class. E.g. three chairs or stools.
Worm up activity
· Write the following words on the board: check, chunk, phone, shine, thin, crunch, fish, cloth, etc.
· Ask students to notice the digraphs at initial and ending positions and pronounce them.
Development
Activity 1
· Write the following vowel digraphs on the board:
(oa, ow, ou, aw, au, er,, ir, ur, ee, ea, oo, ie, ue, ai, oi)
· Divide the students in small groups of four members each.
· Give each group one digraph. Repeat the digraph if there are more groups.
· All pairs of students will write examples of vowels digraphs in middle or final positions in their notebooks.
(Expected response: boat, blow, cow, soup, pour, saw, caught, bird, seed, meat, food, pie, blue, again, point)
· When students have written their words, ask them to read aloud to each other.
· Correct the pronunciation of the words to their spellings/sounds/phonics.
· Repeat this activity for practice and written work in lesson two.
Activity 2
· Paste the chart of words with its pictures on the board and ask the students to pronounce the words.
· Some common consonant digraphs are: ch, ck, ph, sh, th, wh, ur.
· Some common vowel digraphs are: oa, ow, ou, au, er, ir, ur, ee, ea, oo, ie, ue, ai, oi, oy, ay, ew, (last three have consonants but sound as vowels)
Sample Chart
· Ask students about the position of the digraphs in each of the words.
· Do this as written work in lesson two.
Sum up / Conclusion
· Ask the students to read some of the words done earlier.
· Appreciate the correct answers.
Assessment
· Assess students’ understanding when they make and pronounce them.
· Focus must be on proper pronunciation.
· Suggested words for spellings test next week:
(Thin, this, what, when, why, cat, cave, gave, fish, dish, now, bow, chin, chum, hard, card. Etc)
Follow up
· Ask students to write the names of 5 objects and 5 animals, which contain the digraphs they have learnt in the lesson.
· Illustrate and color them.
