Name: Jennifer Miller

Date: October 14, 2016

Subject: English Language Arts
Topic: digraphs
Grade: 1st
Length of Lesson: 60 min
Introduction (Essential Question):
How can you find your way around?
Explain to students that they will be talking and reading about maps and how to use them.
Standard: Early Learning Foundations
Cluster: Phonics and Word Recognition
Objective:
ELA.1.II
Know and apply grade-level phonics and word analysis skills in decoding words.

Know the spelling-sound correspondences for common consonant digraphs.

Recognize and read grade-appropriate irregularly spelled words.

Specific Objective:
Students will demonstrate an understanding of the spelling-sound correspondences for the
digraphs ch, -tch, wh, and ph by completing the unit test with 80% accuracy.
Method(s):
Modeling
Choral Reading
Centers
Materials:
Hound Sounds game
Maps
Direct Instruction:
Introduce the consonant digraphs ch, -tch, wh, ph
o Display the Cheese Sound Spelling Card. Teach the sound /ch/ spelled ch and
-tch using cheese and match. Say: What is this a picture of? (cheese) Listen to
the beginning sound. The sound is /ch/. The /ch/ sound is spelled with the letters
ch. Say it with me: /ch/. This is the sound at the beginning of the word cheese:
/ch/ /e//z/. Sometimes, at the end of a word, the /ch/ sound is spelled -tch, as in
match. Repeat with whale and fire for /hw/wh and /f/ph.
Introduce the spelling words for this week. They are whip, whale, catch, match, chin,
graph, shop, with, many, around, by, place, and walk. Draw students attention to the
/hw/, /ch/, and /f/ sounds in each word.
Next, tell students that you will now read a nonfiction selection called Which Way on the
Map? As we read, look for the words around, by many, place, and walk. Look for words
where two or more letters stand for one sound, like ch, -tch, wh, and ph.

Introduce the words lake, letter,each, people, shows, and town. Spell each word and
model reading it. Tell students that they will be reading the words in the selection.
Discuss with students what nonfiction is and explain that Which Way on the Map? Is a
nonfiction story.

Guided Practice:
Complete Phonemic Awareness (week 12) with students.
Have students practice connecting the ch and tch to the sound /ch/by writing them with
their finger in the air as they say the sound. Repeat with /hw/wh and /f/ph.
Also, have students read the spelling words for the week out loud. Have students find the
digraphs ch, wh, and ph in the words.
Guide students in reading Which Way on the Map? Using choral reading. Point out the
high-frequency words and words in which digraphs ch, -tch, wh, and ph stand for one
sound.
Lesson Closure:
Connect the concept. Read together the Essential Question on page 94 of the
Reading/Writing Workshop. Discuss some places in your community that could be
shown on a map. Guide children to connect what they have read to the Essential
Questions: How can you find your way around?
Go back over the digraphs ch, -tch, wh, and ph. Have students say the sounds of each.
Independent Practice:
For independent practice, students will be working in centers.
o Computer Center students will be working on Spelling City, completing the
assignments for the new spelling words.
o Smart Table Sight Word Match
o Carpet students will be rereading Which Way on the Map?
o Reading Games Students will play Hound Sounds, creating sight words.
o Writing Station Students will draw a map, and write two sentences describing
their pictures. Provide students with several different kinds of maps to look at.
Assessment:
Students will complete a test on Friday for assessment.
Successful students will complete the test with 80% accuracy.

Reflection:
Some students are really struggling to hear the /f/ sound of ph. They get this confused with /th/. I
need to research ways to help the students better grasp these sounds. I may also be able to speak
with the speech therapist to see if she has any strategies to try.

The students have a general understanding of maps, and some students could even talk about a
compass.
Things that I would do differently:
1. I need to switch seating at carpet time. Up to this point, we have been letting them

choose their own seats. I struggled today to keep the students on task. Tomorrow, I will
assign seats and see if this helps.
2. I want to find a way to ensure that all students are following along during the choral
reading. I can hear most of them reading along, but some of them I am not sure. I think
that I will start pulling some of these students up with me and have them help me.
3. I want to find an activity for the students to play that incorporates the sight words and the
digraph sounds that they are using. Hound Sounds is a good game, but Ive noticed that
the students struggle unless I am sitting with them.