Reading and Building Words with Trigraphs tch and ure for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 6
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Pupils have learned about letter sounds and blending simple CVC words.
Topic: Trigraphs tch and ure: Reading and Building Words
Subject Matter: Trigraphs tch and ure, and Sight Words: Hair, Match, Pure

Specific Objectives

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

Cognitive Domain

• Identify the trigraphs ‘tch’ and ‘ure’ in words.
• Sound out words containing ‘tch’ and ‘ure’.
• Read simple words with ‘tch’ and ‘ure’ trigraphs.
• Recognise and read the sight words: Hair, Match, Pure.

Affective Domain

• Show enthusiasm for learning new sounds and words.
• Participate actively in reading and word-building activities.
• Listen attentively to the teacher’s instructions.

Psychomotor Domain

• Point to words containing ‘tch’ and ‘ure’ on flashcards.
• Arrange letter cards to build words with ‘tch’ and ‘ure’.
• Trace the trigraphs ‘tch’ and ‘ure’ in the air or on paper.

Social Domain

• Take turns during group activities.
• Share learning materials with classmates.

Reference Materials

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

Instructional Materials

• Chart showing trigraphs ‘tch’ and ‘ure’ with example words and pictures
• Flashcards with ‘tch’ words (e.g., match, catch, patch)
• Flashcards with ‘ure’ words (e.g., pure, cure, sure)
• Sight word cards (Hair, Match, Pure)
• Individual letter cards (t, c, h, u, r, e, m, a, p, s, etc.)
• Whiteboard and markers
• MP3 player/MP4 player (for sound practice or video)

Rationale for the Lesson

This lesson helps pupils expand their phonics knowledge by introducing trigraphs, which are essential for decoding more complex words. Learning trigraphs ‘tch’ and ‘ure’ improves reading fluency and spelling skills, enabling children to read and understand a wider range of words in their everyday environment.

Prerequisite/Previous Knowledge

Pupils can recognise individual letter sounds, blend consonant-vowel-consonant (CVC) words, and have some experience with digraphs (two letters making one sound).

Lesson Content/Board Summary

Trigraphs tch and ure: Reading and Building Words

A trigraph is three letters that make one sound.

The ‘tch’ Trigraph

The letters ‘t’, ‘c’, and ‘h’ together make the /ch/ sound, just like ‘ch’ but often comes after a short vowel sound.

• Sound: /ch/ (as in “chair” or “cheese”)
• Examples:
  • match
  • catch
  • patch
  • witch

The ‘ure’ Trigraph

The letters ‘u’, ‘r’, and ‘e’ together often make the /yur/ or /oor/ sound.

• Sound: /yur/ or /oor/ (as in “picture” or “treasure”)
• Examples:
  • pure
  • cure
  • sure
  • future

Sight Words

These are words we learn to recognise quickly, without sounding them out.

• Hair: The fine threads that grow from the skin of people and animals.
• Match: To be similar or equal to something else, or a small stick used to make fire.
• Pure: Not mixed with anything else; clean and clear.

What the Teacher Should Show or Draw

• Write ‘tch’ and ‘ure’ clearly on the board.
• Draw or show pictures for ‘match’ (e.g., a matchstick, two matching socks), ‘catch’ (e.g., someone catching a ball), ‘pure’ (e.g., pure water), ‘cure’ (e.g., medicine).
• Display word cards for example words.

Trigraph Sound Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Three letters together, make a sound,
‘T-C-H’ says /ch/, all around.
Like in ‘match’ and ‘catch’, you see,
A trigraph sound for you and me.
‘U-R-E’ says /yur/ or /oor/, so clear,
Like in ‘pure’ and ‘cure’, let’s hear!

Actions: Pupils hold up three fingers for “three letters”, make a ‘ch’ sound with hands clapping for ‘tch’, and then make a ‘yur’ sound with hands cupped for ‘ure’.

How to use the rhyme: Sing the rhyme after introducing each trigraph sound to help pupils remember the letter combinations and their sounds. Repeat several times with actions.

Watch and Learn About Trigraphs

Let’s watch a short video to see more about trigraphs ‘tch’ and ‘ure’ and practice their sounds with examples.

https://www.youtube.com/watch?v=0h0D819aF0c

Key Words

• Trigraph: Three letters that make one sound.
• tch: A trigraph that makes the /ch/ sound.
• ure: A trigraph that makes the /yur/ or /oor/ sound.
• Match: To be similar or equal; a small stick for fire.
• Pure: Clean, not mixed.
• Hair: Fine threads growing from skin.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and reviews previous knowledge by asking them to identify some letter sounds and blend a few simple CVC words (e.g., “cat”, “sun”). The teacher then introduces the idea of three letters making one sound, explaining they are called trigraphs.

Pupils’ Activity: Pupils respond to greetings, identify letter sounds, blend CVC words, and listen attentively to the introduction of trigraphs.

Learning Point: Pupils recall prior knowledge and are introduced to the concept of trigraphs.

Step 2: Introduction to ‘tch’ Trigraph

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher displays the ‘tch’ trigraph on a chart and says its sound /ch/ clearly. The teacher then shows flashcards with ‘tch’ words (e.g., match, catch, patch) and demonstrates how to sound out and blend these words, emphasising the /ch/ sound at the end.

Pupils’ Activity: Pupils observe the ‘tch’ trigraph, listen to its sound, repeat the /ch/ sound, and listen as the teacher sounds out and reads ‘tch’ words.

Learning Point: Pupils learn to recognise the ‘tch’ trigraph and its sound.

Step 3: Guided Practice with ‘tch’ Words

Time: 5 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher leads pupils in reading ‘tch’ words from flashcards. The teacher also provides individual letter cards and guides pupils to arrange them to build ‘match’ and ‘catch’. The teacher sings the ‘tch’ part of the trigraph rhyme.

Pupils’ Activity: Pupils repeat ‘tch’ words after the teacher, read them aloud, arrange letter cards to build words, and sing along with the rhyme.

Learning Point: Pupils practice reading and building words with the ‘tch’ trigraph.

Step 4: Introduction to ‘ure’ Trigraph

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher displays the ‘ure’ trigraph on a chart and says its sound /yur/ or /oor/ clearly. The teacher shows flashcards with ‘ure’ words (e.g., pure, cure, sure) and demonstrates how to sound out and blend these words, emphasising the ‘ure’ sound.

Pupils’ Activity: Pupils observe the ‘ure’ trigraph, listen to its sound, repeat the /yur/ or /oor/ sound, and listen as the teacher sounds out and reads ‘ure’ words.

Learning Point: Pupils learn to recognise the ‘ure’ trigraph and its sound.

Step 5: Guided Practice with ‘ure’ Words and Sight Words

Time: 5 minutes

Teaching Skill: Guided Practice/Word Recognition

Teacher’s Activity: The teacher leads pupils in reading ‘ure’ words from flashcards. The teacher then introduces the sight words: Hair, Match, Pure. The teacher shows each sight word card, reads it clearly, and encourages pupils to repeat and recognise them quickly. The teacher sings the ‘ure’ part of the trigraph rhyme.

Pupils’ Activity: Pupils repeat ‘ure’ words, read them aloud, repeat sight words, and try to recognise them quickly. They sing along with the rhyme.

Learning Point: Pupils practice reading ‘ure’ words and begin to recognise sight words.

Step 6: Video Reinforcement and Sentence Building

Time: 5 minutes

Teaching Skill: Visual Learning/Application

Teacher’s Activity: The teacher plays the educational video on trigraphs ‘tch’ and ‘ure’. After the video, the teacher guides pupils to form simple oral sentences using the sight words, e.g., “My hair is black,” “I have a match,” “The water is pure.”

Pupils’ Activity: Pupils watch the video, repeat sounds and words from the video, and participate in forming simple oral sentences using the sight words.

Learning Point: Pupils reinforce their understanding of trigraphs and practice using sight words in context.

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. Show me the trigraph ‘tch’.
2. What sound does ‘tch’ make?
3. Read this word: (show ‘match’ flashcard).
4. Show me the trigraph ‘ure’.
5. What sound does ‘ure’ make?
6. Read this word: (show ‘pure’ flashcard).
7. Identify and read the sight word: (show ‘Hair’ flashcard).

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

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarisation/Closure

Teacher’s Activity: The teacher summarises the lesson by reiterating that ‘tch’ and ‘ure’ are trigraphs (three letters, one sound) and reviews the sight words. The teacher praises pupils for their participation and encourages them to look for these sounds in books.

Pupils’ Activity: Pupils listen to the summary and respond to the teacher’s praise.

Learning Point: Pupils consolidate their learning and are encouraged to continue practicing.

Lesson Keywords

• Trigraph – Three letters that make one sound.
• tch – A trigraph making the /ch/ sound.
• ure – A trigraph making the /yur/ or /oor/ sound.
• Match – To be similar or equal; a small stick for fire.
• Pure – Clean, not mixed.
• Hair – Fine threads growing from skin.

Differentiation

• Support: For pupils who are struggling, provide larger flashcards, more one-on-one repetition of sounds, hand-over-hand guidance for building words with letter cards, and focus on only one trigraph at a time if necessary. Use more picture cues.
• Extension: For quicker learners, challenge them to identify other words that contain ‘tch’ or ‘ure’ (e.g., “watch,” “future”). Encourage them to write the trigraphs and a simple word on their own.

Note for teachers using this lesson plan

Before the lesson, ensure all charts, flashcards, and individual letter cards are prepared and easily accessible. When introducing trigraphs, clearly explain that it’s three letters working together to make a single sound, similar to how digraphs work. Emphasise the sound of each trigraph multiple times, allowing pupils to mimic. For ‘tch’, highlight that it often follows a short vowel sound. For ‘ure’, practice both /yur/ and /oor/ variations as appropriate for the example words. Encourage active participation through repetition, singing, and hands-on word building. Observe pupils closely during activities to identify those who need extra support or those who are ready for more challenging tasks. Understanding will be shown by their ability to correctly sound out words, identify the trigraphs, and read the sight words.