1. Explain to students that sometimes two letters work together to make a new sound. Tell students that consonant digraphs are two consonants that make a new sound when they are put together.
2. Write the consonant digraphs ch, sh, th and wh on the board. Point to the ch and make the sound /ch/. Then have each student touch the ch and produce the sound. Repeat the process with the consonant digraphs sh, th, and wh.
3. Tell students that we can listen for the sounds of consonant digraphs in words. Using the Consonant Digraph Sorting Pictures tool, place each of the consonant digraphs on the table facing the students. Have students touch or trace each consonant digraph with a finger and produce its sound.
4. Tell students you will say a word that includes one of the consonant digraphs. After you say the word, have students touch the corresponding digraph. First, say each word normally. Then segment the word and produce each phoneme separately. Then say the word again.
- chair - /ch/ /a/ /r/ - chair
- sheep - /sh/ /e/ /p/ - sheep
- why - /wh/ /i/ - why
- this - /th/ /i/ /s/ - this
- bush - /b/ /u/ /sh/ - bush
- lunch - /l/ /u/ /n/ /ch/ - lunch
- both - /b/ /o/ /th/ - both
5. Next, tell students they will now match pictures to the correct consonant digraph. Provide a model by holding up one of the pictures from the Consonant Digraph Sorting Pictures tool. Use the following think-aloud model to guide students through determining the correct correspondence.
- This is a picture of a chipmunk. Listen. Chipmunk. The first sound I hear in chipmunk is /ch/. The letters ch make the sound /ch/. I'll place the picture of the chipmunk with the letters ch.
Hold up each picture -OR- hand out pictures to the students in the group. Have students say the word for the picture aloud, identify the correct consonant digraph, and place the picture with the digraph.