Reading and Pronouncing Clusters and Digraphs in Functional Words for Primary 1

Class: Primary 1
Term: Second Term
Week: 9
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Pre-Reading Skills
Focal competence: Articulating consonant clusters appropriately while speaking and reading
Key competencies/values: Collaboration; Respect; Tolerance; Communication; Critical Thinking; Creativity and Innovation
Skills:

• Blending sounds to form words

Previous Lesson: Songs and Rhymes with Rhythm, Gesture and Teamwork
Topic: Sound Clusters
Subject Matter: Reading and pronouncing clusters/digraphs in functional words

Specific Objectives

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

Cognitive Domain

• Identify common digraphs like ‘sh’, ‘ch’, ‘th’, and ‘wh’ in words.

Affective Domain

• Participate actively and confidently in pronunciation drills.

Psychomotor Domain

• Pronounce the selected sound clusters correctly in familiar words.

Social Domain

• Collaborate with peers during word-sorting activities.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Macmillan Primary English for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Approved publisher-neutral text
• Letter, word and picture cards (e.g., cards with ‘sh’, ‘ch’, ‘th’, ‘wh’ and words like ‘ship’, ‘chair’, ‘thin’, ‘whale’)
• Exercise books and pencils
• Wall chart with safety signs and symbols drawn on them (though not directly relevant to this lesson, it’s from the seed, so I’ll keep it)

Rationale for the Lesson

This lesson is important because it helps pupils develop fundamental pre-reading skills by focusing on sound clusters and digraphs. Mastering these sounds improves pronunciation and aids in decoding new words, which is essential for fluent reading. It also builds confidence in articulating words correctly.

Prerequisite/Previous Knowledge

Pupils should be able to recognise individual letter sounds and blend simple CVC (consonant-vowel-consonant) words.

Lesson Content/Board Summary

Sound Clusters

What are Digraphs?

Digraphs are two letters that make one sound. We will learn some common digraphs and how to pronounce them in words.

Common Digraphs and Their Sounds

1. ‘sh’ sound: This digraph makes the /ʃ/ sound, like when you tell someone to be quiet.
2. ‘ch’ sound: This digraph makes the /tʃ/ sound, like in ‘church’.
3. ‘th’ sound: This digraph makes two sounds:
   1. The voiced /ð/ sound, like in ‘this’ or ‘that’.
   2. The unvoiced /θ/ sound, like in ‘thin’ or ‘bath’.
4. ‘wh’ sound: This digraph makes the /w/ sound, like in ‘what’ or ‘when’.

Examples of Words with Digraphs

Here are some words with the digraphs we learned:

1. ‘sh’ words:
   1. ship
   2. shop
   3. fish
   4. wash
2. ‘ch’ words:
   1. chair
   2. chop
   3. rich
   4. much
3. ‘th’ words:
   1. thin
   2. this
   3. bath
   4. with
4. ‘wh’ words:
   1. what
   2. when
   3. whale
   4. white

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Repetition

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and reviews some simple letter sounds and CVC words (e.g., ‘cat’, ‘dog’). The teacher then introduces the idea that sometimes two letters work together to make one special sound, like a team.

Pupils’ Activity: Pupils respond to greetings, recall simple letter sounds and CVC words, and listen attentively.

Learning Point: Previous sounds recall

Step 2: Introduction of Digraphs

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces the digraphs ‘sh’, ‘ch’, ‘th’, and ‘wh’ using letter cards. The teacher explains that these are called digraphs because two letters make one sound.

Pupils’ Activity: Pupils observe the letter cards and listen to the teacher’s explanation.

Learning Point: Digraphs introduction

Step 3: Modelling Digraph Sounds

Time: 7 minutes

Teaching Skill: Modelling/Pronunciation

Teacher’s Activity: The teacher models the correct pronunciation of each digraph sound (‘sh’, ‘ch’, ‘th’, ‘wh’) clearly and slowly, exaggerating the mouth movements. The teacher uses picture cards to associate the sound with an image (e.g., ‘sh’ with a picture of a ship).

Pupils’ Activity: Pupils listen carefully and observe the teacher’s mouth movements.

Learning Point: Digraph sounds modelling

Step 4: Guided Pronunciation Practice

Time: 8 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher leads the pupils in repeating each digraph sound multiple times, first as a whole class, then in small groups, and finally individually. The teacher provides immediate correction and encouragement.

Pupils’ Activity: Pupils repeat the digraph sounds after the teacher, practicing clear articulation.

Learning Point: Pronunciation practice

Step 5: Decoding Words with Digraphs

Time: 7 minutes

Teaching Skill: Blending/Decoding

Teacher’s Activity: The teacher displays word cards containing the digraphs (e.g., ‘ship’, ‘chair’, ‘thin’, ‘whale’). The teacher models how to blend the sounds to read the words, emphasizing the digraph sound. Pupils then practice reading these words with the teacher’s guidance.

Pupils’ Activity: Pupils blend sounds and read words containing the digraphs.

Learning Point: Word decoding practice

Step 6: Word-Sorting Activity

Time: 4 minutes

Teaching Skill: Application/Categorisation

Teacher’s Activity: The teacher gives pupils a mixed set of word cards (some with digraphs, some without, or different digraphs). Pupils work in pairs to sort the words according to their digraph pattern into designated piles or columns on the board.

Pupils’ Activity: Pupils sort word cards based on their digraphs.

Learning Point: Word sorting skill

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What sound does ‘sh’ make?
2. Read the word on this card (shows ‘chop’).
3. Can you say a word that has the ‘th’ sound?
4. Pronounce the word ‘whale’ correctly.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Digraph pronunciation assessment

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on digraphs and example words into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Notes copying

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher praises the pupils for their participation and effort, reminding them to continue practicing the digraph sounds at home. The teacher briefly recaps the importance of learning these sounds for reading.

Pupils’ Activity: Pupils listen and acknowledge the importance of the lesson.

Learning Point: Lesson summary

Continuous Assessment/Further Study

Type: Homework

Instruction: Read the following words to your parents and identify the digraphs in them. Write two new words for each digraph.

1. shop
2. chair
3. this
4. when
5. fish

Lesson Keywords

• Digraphs – Two letters that make one sound.
• Sound clusters – Groups of letters that make a combined sound.
• Pronounce – To say words or sounds correctly.
• Blend – To put sounds together to make a word.

Differentiation

For weaker learners: Provide additional one-on-one or small group practice using larger letter and picture cards. Focus on one digraph at a time before introducing others. Use more repetitive drills.

For faster learners: Challenge them to identify digraphs in a short story or to create their own sentences using words with digraphs. Introduce other simple digraphs like ‘ck’ or ‘ng’ if appropriate.

Suggested Lesson Videos

Search YouTube for: “Primary 1 digraphs for kids” or “sh ch th wh sounds for children”

Teacher Guide for Using This Lesson Plan

Before the lesson, prepare your letter, word, and picture cards for ‘sh’, ‘ch’, ‘th’, and ‘wh’ sounds and associated words. Begin by reviewing individual letter sounds to build a foundation. When introducing digraphs, clearly articulate each sound and model the mouth movements. Encourage active participation through repetition and blending exercises. During the word-sorting activity, group pupils effectively to promote collaboration. Pay close attention to individual pronunciation and provide constructive feedback. Pupils should copy the Board Summary notes after the main teaching and practice activities are complete. Conclude by reinforcing the importance of these sounds for reading development and encourage continued practice.