Building Words and Sight Words with Digraphs th, ck and wh for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 6
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Identifying and sounding single letters of the alphabet
Topic: DIGRAPHS TH, CK AND WH: BUILDING WORDS AND SIGHT WORDS
Subject Matter: DIGRAPH: th, ck, wh SIGHT WORDS: The This They. Weekly focus: Digraphs th, ck and wh: Building Words and Sight Words.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify the digraphs ‘th’, ‘ck’, and ‘wh’.
• Sound out the digraphs ‘th’, ‘ck’, and ‘wh’ correctly.
• Pronounce words containing the digraphs ‘th’, ‘ck’, and ‘wh’.
• Recognise and read the sight words “The”, “This”, and “They”.
• Form simple words using the target digraphs.

Affective Domain

• Participate actively in sounding out digraphs and words.
• Show interest in learning new words.
• Listen attentively to the teacher’s instructions.

Psychomotor Domain

• Trace and write the digraphs ‘th’, ‘ck’, and ‘wh’.
• Point to words containing the target digraphs on flashcards or charts.
• Attempt to write simple words and sight words.

Social Domain

• Work cooperatively with peers during guided practice.
• Take turns in pronouncing words.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources
• Suitable early-years phonics workbook

Instructional Materials

• Chart on digraph sounds (‘th’, ‘ck’, ‘wh’)
• Chart on single letter sounds
• Flash cards with digraphs ‘th’, ‘ck’, ‘wh’
• Flash cards with example words (e.g., the, this, they, duck, kick, what, when)
• Flash cards with sight words: “The”, “This”, “They”
• Picture cards for words with digraphs (e.g., thumb, clock, whale)
• Whiteboard/chalkboard and markers/chalk
• Individual small whiteboards/slates and markers/chalk
• Pencils and exercise books

Rationale for the Lesson

This lesson introduces pupils to digraphs and sight words, which are fundamental building blocks for early literacy. Understanding digraphs helps children decode and pronounce a wider range of words, while learning sight words enables them to read common words quickly and fluently, boosting their confidence and comprehension in reading simple sentences.

Prerequisite/Previous Knowledge

Pupils can identify and sound out most single letters of the alphabet. They can also blend simple CVC (consonant-vowel-consonant) words.

Lesson Content/Board Summary

DIGRAPHS TH, CK AND WH: BUILDING WORDS AND SIGHT WORDS

What are Digraphs?

A digraph is when two letters come together to make one sound. They are like two friends holding hands to make a special sound!

Digraph ‘th’

• The letters ‘t’ and ‘h’ come together to make the /th/ sound.
• Sometimes it’s a soft sound like in “thin” or “bath”.
• Sometimes it’s a buzzing sound like in “the” or “this”.
• Examples:
  • the
  • this
  • they
  • thin
  • bath
  • path

Digraph ‘ck’

• The letters ‘c’ and ‘k’ come together to make the /k/ sound, just like the letter ‘k’ or ‘c’ alone.
• We often see ‘ck’ at the end of short words after a short vowel sound.
• Examples:
  • duck
  • kick
  • clock
  • sock
  • neck

Digraph ‘wh’

• The letters ‘w’ and ‘h’ come together to make the /w/ sound, like in “what” or “when”.
• The ‘h’ is usually silent.
• Examples:
  • what
  • when
  • why
  • where
  • whale

Sight Words:

Sight words are words we see very often. We learn to recognise them quickly, just by looking, without sounding them out. This helps us read faster!

• The
• This
• They

What the Teacher Should Show or Draw

• Display large flashcards of ‘th’, ‘ck’, ‘wh’.
• Write the digraphs clearly on the board.
• Show picture cards of words with each digraph (e.g., ‘thumb’, ‘clock’, ‘whale’).
• Write example words for each digraph.
• Write the sight words “The”, “This”, “They” clearly.

Digraph Sound Rhyme

Tune: “Twinkle, Twinkle Little Star”

T and H, they make one sound,
/th/, /th/, all around.
C and K, they make one sound,
/k/, /k/, all around.
W and H, they make one sound,
/w/, /w/, all around.
Digraphs help us read new words!

Actions:

• For /th/: Put tongue between teeth and blow gently.
• For /k/: Make a short, sharp ‘k’ sound.
• For /w/: Round lips and make a ‘w’ sound.
• For “all around”: Wave hands in a circle.

How to use the rhyme: Sing the rhyme slowly, demonstrating the sound and action for each digraph. Repeat several times, encouraging pupils to join in the sounds and actions.

Watch and Learn Digraphs

The teacher can show a short educational video to reinforce the sounds and examples of the digraphs.

https://www.youtube.com/watch?v=wX11F41-r8E

Key Words

• Digraph – Two letters that make one sound.
• th – A digraph that makes the /th/ sound.
• ck – A digraph that makes the /k/ sound.
• wh – A digraph that makes the /w/ sound.
• The – A common sight word.
• This – A common sight word.
• They – A common sight word.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity, Flashcard Drills.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly. Leads a quick alphabet song to warm up their voices and recall single letter sounds. Asks pupils to identify a few familiar letter sounds.

Pupils’ Activity: Pupils respond to greetings, sing the alphabet song, and identify letter sounds as requested.

Learning Point: Pupils recall prior knowledge of letter sounds.

Step 2: Introduction to Digraph ‘th’

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher introduces the concept of digraphs using the ‘th’ flashcard. Explains that ‘t’ and ‘h’ together make one sound, /th/. Demonstrates the /th/ sound (soft and voiced) and shows picture cards of words like ‘thumb’ and ‘bath’. Models pronunciation of “the”, “this”, “they”.

Pupils’ Activity: Pupils observe, listen, and try to make the /th/ sound with the teacher. They repeat “the”, “this”, “they” after the teacher.

Learning Point: Pupils understand that two letters can make one sound and learn the /th/ sound.

Step 3: Practising ‘th’ Words and Sight Words

Time: 5 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher uses flashcards for “The”, “This”, “They”. Shows each word, says it clearly, and asks pupils to repeat. Guides pupils to trace ‘th’ in the air and then on their slates. Asks pupils to make simple sentences using “The”, “This”, “They” with guidance.

Pupils’ Activity: Pupils repeat the sight words, trace ‘th’ in the air and on their slates. They attempt to make simple sentences with the sight words.

Learning Point: Pupils recognise and begin to write ‘th’ and read the sight words “The”, “This”, “They”.

Step 4: Introducing Digraph ‘ck’

Time: 4 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher introduces the ‘ck’ digraph using its flashcard. Explains that ‘c’ and ‘k’ together make the /k/ sound. Shows picture cards like ‘duck’ and ‘clock’. Models pronunciation of ‘duck’, ‘kick’, ‘clock’. Guides pupils to trace ‘ck’ in the air.

Pupils’ Activity: Pupils observe, listen, make the /k/ sound, and repeat the words after the teacher. They trace ‘ck’ in the air.

Learning Point: Pupils learn the /k/ sound made by ‘ck’ and identify words containing it.

Step 5: Introducing Digraph ‘wh’

Time: 4 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher introduces the ‘wh’ digraph using its flashcard. Explains that ‘w’ and ‘h’ together make the /w/ sound. Shows picture cards like ‘whale’ and ‘wheel’. Models pronunciation of ‘what’, ‘when’, ‘why’. Guides pupils to trace ‘wh’ in the air.

Pupils’ Activity: Pupils observe, listen, make the /w/ sound, and repeat the words after the teacher. They trace ‘wh’ in the air.

Learning Point: Pupils learn the /w/ sound made by ‘wh’ and identify words containing it.

Step 6: Guided Word Building and Rhyme

Time: 4 minutes

Teaching Skill: Application/Reinforcement

Teacher’s Activity: The teacher writes simple words on the board, leaving a blank for a digraph (e.g., _in, du_k, _at). Asks pupils to choose the correct digraph to complete the word. Leads the class in singing the “Digraph Sound Rhyme” from the Board Summary.

Pupils’ Activity: Pupils suggest digraphs to complete words orally. They sing the digraph rhyme with actions.

Learning Point: Pupils apply their knowledge of digraphs to build words and reinforce learning through song.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “What sound do ‘t’ and ‘h’ make together?”
2. “Point to the word ‘The’ on this flashcard.”
3. “Which digraph makes the /k/ sound in ‘duck’?”
4. “Say a word that has the ‘wh’ sound.”
5. “Trace the digraph ‘ck’ on your slate.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., making sounds, pointing, tracing).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarisation/Encouragement

Teacher’s Activity: The teacher summarises the lesson by quickly reviewing the three digraphs and the sight words. Praises pupils for their participation and effort. Encourages them to look for these sounds and words in books.

Pupils’ Activity: Pupils listen and acknowledge the summary. They feel encouraged.

Learning Point: Pupils consolidate their learning and feel motivated to continue practicing.

Lesson Keywords

• Digraph – Two letters that make one sound.
• th – The digraph in ‘the’ and ‘bath’.
• ck – The digraph in ‘duck’ and ‘clock’.
• wh – The digraph in ‘what’ and ‘whale’.
• The – A common word we read quickly.
• This – A common word we read quickly.
• They – A common word we read quickly.

Differentiation

• Support: For pupils who are struggling, provide more one-on-one repetition of sounds and words. Use larger flashcards and hand-over-hand guidance for tracing digraphs. Pair them with a stronger peer for guided practice. Focus on identifying and sounding the digraphs before moving to word building.
• Extension: For pupils who grasp the concepts quickly, challenge them to identify more words with the target digraphs in their environment or in picture books. Encourage them to write simple sentences using the sight words (e.g., “This is the duck.”).

Note for teachers using this lesson plan

Before the lesson, ensure all flashcards, picture cards, and charts are prepared and easily accessible. Clear pronunciation of the digraph sounds is crucial; model them slowly and clearly. Encourage lots of repetition and make the learning process fun and interactive. Observe individual pupils during guided practice to identify those needing extra support or those ready for extension activities. Remember that for preschoolers, understanding is best judged by what they can do – point, say, trace, or choose correctly. The focus should be on oral recognition and sound production before extensive writing.