Identifying Two-Letter Sounds with Digraphs th, ck and wh for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 5
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Identifying consonant sounds and simple CVC words
Topic: DIGRAPHS TH, CK AND WH: IDENTIFYING TWO-LETTER SOUNDS
Subject Matter: DIGRAPH: th, ck, wh SIGHT WORDS: The This They. Weekly focus: Digraphs th, ck and wh: Identifying Two-Letter Sounds.

Specific Objectives

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

Cognitive Domain

• Identify the digraphs ‘th’, ‘ck’, and ‘wh’.
• State the sound made by each digraph.
• Differentiate between single letter sounds and digraph sounds.

Affective Domain

• Participate actively in sound games and activities.
• Show interest in learning new letter sounds.

Psychomotor Domain

• Circle digraphs in given words.
• Trace the digraphs ‘th’, ‘ck’, and ‘wh’ in the air or on paper.

Social Domain

• Take turns saying digraph sounds correctly.
• Work cooperatively during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources

Instructional Materials

• Chart showing digraphs ‘th’, ‘ck’, ‘wh’ with example words and pictures
• Chart showing single letter sounds for comparison
• Flashcards with digraph words (e.g., thumb, chick, whale, bath, duck, wheel)
• Flashcards with sight words: The, This, They
• Whiteboard or chalkboard
• Markers or chalk
• Plain paper and crayons for tracing/circling

Rationale for the Lesson

Learning digraphs like ‘th’, ‘ck’, and ‘wh’ is crucial for 5-year-olds as it helps them decode and read words more effectively. Understanding that two letters can make one sound builds foundational phonics skills, improving their early reading fluency and preparing them for more complex word recognition, which is essential for literacy development.

Prerequisite/Previous Knowledge

Pupils can recognise and say the sounds of individual letters of the alphabet. They can also identify some simple consonant-vowel-consonant (CVC) words.

Lesson Content/Board Summary

DIGRAPHS TH, CK AND WH: IDENTIFYING TWO-LETTER SOUNDS

A digraph is when two letters come together to make one single sound.

Digraph ‘th’

• The letters ‘t’ and ‘h’ come together to make the /th/ sound.
• Examples: thumb, three, bath, path.
• Sight Words: The, This, They.

Digraph ‘ck’

• The letters ‘c’ and ‘k’ come together to make the /k/ sound.
• Examples: duck, kick, clock, sock.

Digraph ‘wh’

• The letters ‘w’ and ‘h’ come together to make the /w/ sound.
• Examples: whale, wheel, what, when.

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.

What the Teacher Should Show or Draw

• Write ‘th’, ‘ck’, ‘wh’ clearly on the board.
• Draw simple pictures next to each digraph: e.g., a thumb for ‘th’, a duck for ‘ck’, a whale for ‘wh’.
• Display flashcards with example words and the sight words.

Digraph Sound Rhyme

Tune: “Twinkle, Twinkle, Little Star”

Lyrics:
Two letters, one sound, so clear,
Digraphs are here, let’s cheer!
‘T’ and ‘H’ say /th/, /th/, /th/,
Like in ‘thumb’ and ‘bath’.
‘C’ and ‘K’ say /k/, /k/, /k/,
Like in ‘duck’ and ‘kick’.
‘W’ and ‘H’ say /w/, /w/, /w/,
Like in ‘whale’ for you!

Actions: Pupils hold up two fingers for “two letters”, clap for “one sound”, point to their thumb for /th/, flap hands like a duck for /k/, and make a swimming motion for /w/.

How to use the rhyme: Sing the rhyme together, encouraging pupils to perform the actions for each digraph sound. Repeat several times to reinforce the sounds and examples.

Watch and Learn About Digraphs

This video introduces digraphs with catchy songs and examples. Focus on the sections for ‘th’, ‘ck’, and ‘wh’.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 2 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and reviews some single letter sounds (e.g., /t/, /h/, /c/, /k/, /w/) by showing flashcards and asking pupils to say the sounds. The teacher then introduces the idea that sometimes two letters work together to make one new sound.

Pupils’ Activity: Pupils greet the teacher, say the sounds of individual letters, and listen attentively.

Learning Point: Pupils recall single letter sounds and are introduced to the concept of two letters making one sound.

Step 2: Introducing Digraph ‘th’

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher displays the chart for digraphs and points to ‘th’. The teacher explains that ‘t’ and ‘h’ together make the /th/ sound. The teacher models the /th/ sound clearly (e.g., putting tongue slightly between teeth) and says example words like “thumb,” “three,” “bath.” The teacher then shows flashcards for sight words “The,” “This,” “They” and says them.

Pupils’ Activity: Pupils observe the chart, listen to the teacher, and try to make the /th/ sound, repeating the example words and sight words after the teacher.

Learning Point: Pupils identify the ‘th’ digraph and practise its sound and associated sight words.

Step 3: Introducing Digraph ‘ck’

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher points to ‘ck’ on the chart and explains that ‘c’ and ‘k’ together make the /k/ sound. The teacher models the /k/ sound and says example words like “duck,” “kick,” “clock.” The teacher shows flashcards for ‘ck’ words and guides pupils to say the words.

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

Learning Point: Pupils identify the ‘ck’ digraph and practise its sound and example words.

Step 4: Introducing Digraph ‘wh’

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher points to ‘wh’ on the chart and explains that ‘w’ and ‘h’ together make the /w/ sound. The teacher models the /w/ sound and says example words like “whale,” “wheel,” “what.” The teacher shows flashcards for ‘wh’ words and guides pupils to say the words.

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

Learning Point: Pupils identify the ‘wh’ digraph and practise its sound and example words.

Step 5: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing the “Digraph Sound Rhyme” with actions. The teacher then plays the educational video on digraphs, encouraging pupils to listen for ‘th’, ‘ck’, and ‘wh’ and repeat the sounds.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating the digraph sounds and words as prompted.

Learning Point: Pupils reinforce their understanding of digraphs through song and visual aids.

Step 6: Practical Application

Time: 4 minutes

Teaching Skill: Application/Observation

Teacher’s Activity: The teacher distributes simple worksheets or points to words on a chart. The teacher asks pupils to circle the digraphs ‘th’, ‘ck’, or ‘wh’ in the words provided (e.g., “bath,” “sock,” “when,” “this”). The teacher walks around to observe and provide assistance.

Pupils’ Activity: Pupils independently or with guidance, circle the identified digraphs in the words.

Learning Point: Pupils apply their knowledge by identifying and circling digraphs in written words.

Step 7: Evaluation/Review

Time: 4 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. “Can you point to a word on the chart that has the /k/ sound from ‘ck’?”
3. “Say a word that starts with the ‘wh’ sound.”
4. “Show me the flashcard for the sight word ‘The’.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarising/Praising

Teacher’s Activity: The teacher briefly recaps that two letters can make one sound (digraphs ‘th’, ‘ck’, ‘wh’). The teacher praises the pupils for their participation and effort.

Pupils’ Activity: Pupils listen to the recap and respond to the praise.

Learning Point: Pupils feel encouraged and remember the main concept of the lesson.

Lesson Keywords

• Digraph – Two letters that join to make one sound.
• Th – A digraph that makes the /th/ sound, as in ‘thumb’.
• Ck – A digraph that makes the /k/ sound, as in ‘duck’.
• Wh – A digraph that makes the /w/ sound, as in ‘whale’.
• Sound – What we hear when we say letters or digraphs.

Differentiation

• Support: For pupils who struggle, use larger flashcards, provide more one-on-one repetition, or focus on only one digraph at a time. Use hand-over-hand guidance for circling. Encourage peer support.
• Extension: For pupils who grasp the concept quickly, ask them to identify other words around the classroom or in a picture book that contain the digraphs. They can also attempt to write the digraphs independently.

Note for teachers using this lesson plan

Before the lesson, ensure all charts and flashcards are prepared and clearly visible. Practice the pronunciation of each digraph sound to model it accurately for the pupils. Emphasize the concept that “two letters make one sound” repeatedly. Encourage active participation from all pupils, especially during the sound-making and rhyme activities. Observe pupils closely during the practical application to identify those needing extra support or those ready for extension. Repetition is key for young learners, so revisit these digraphs in subsequent lessons or during daily literacy routines. Ensure all materials, especially crayons and paper, are child-safe.