Phonics Mini Lesson

Topic: Phonics- Word Study Lesson

Level: Fontas and Pinnell Level E-H
Time: Approximately 15
Learning Target: I can say a word that has a “ch” digraph.
(This learning target is for students who know most letter- sound relationships. One of the next steps is
knowing what digraphs are and that sometimes 2 letters put together only make one sound. The goal of this
lesson is to teach students what digraphs are and practice using the “ch” digraph. This lesson is only one day,
but it could be a multi-day lesson if you did different digraphs per day.)

I do
1. Start by sharing the learning target with the students. Then explain what a digraph is and show
them a digraph chart so that they see examples.
a. “Today’s learning target is “I can say a word that has a “ch” digraph in it.” You might be
thinking, what is a digraph? A digraph is when 2 sounds are put together, a different
sound is made. There are lots of different digraphs, here’s a chart of some digraphs!
We’re going to be working on the “ch” digraph today, that makes a /ch/ sound. Can you
make a /ch/ sound?”
2. Show students pictures of objects that are labeled that have a ch digraph in it.
a. “Let’s look at some pictures of some objects, all of these words have a ch digraph in it.
Sometimes the ch digraph will be in the beginning of the word and sometimes it will be
at the end. The first word is “chin”. Where is the ch digraph? Hmm, it’s right here at the
beginning. Now the next picture is a beach, where is the ch digraph? It’s right here at
the end of the word! Let’s do some together.”
We Do
3. Have the students do a couple of words on their own as you monitor for understanding.
a. “Your turn! Grab a picture and say what it is.” (Students will grab a picture and say what
the object is) “What is that? Do you hear the ch? Look at the word, where do you see
the ch digraph?
4. After the student has done 3 with good understanding, introduce the next activity.
5. Bring out a book that you and the students have read together before, ensure that it’s a warm
read so that they are familiar with the book. Explain to the students that they will be reading,
but as they read they’re going to find a word that has a ch digraph in it. Have the students read
until the first ‘ch’ digraph, and pause and ask “have you seen a ch digraph yet?”
a. “You’ve done great so far reading words with an “ch” digraph. Now, we’re going to read
a book that we’ve read before. But this time, as we read, we’re going to see if we can
find any words that have an “ch” digraph in them. Are you ready? Okay read the first
couple of pages.” (After the student has read a ch digraph, let them finish the page then
pause them) “Have you seen a word with a ‘ch’ digraph yet? What word was it? Good!
Now keep reading, looking for words with ‘ch’ digraphs.
You Do- (Informal Assessment)
6. After a couple of digraphs and ensuring that the student understands what they’re doing, have
them read on their own without pausing to ask them. Take a running record as they read to
monitor their ability to decode all words, including ‘ch’ digraph words.
a. Okay, keep reading and while you’re reading I want you to look for words that have ‘ch’
digraphs. When you find one, I want you to read it and tell me about it after you finish
the page.
7. After the student has read a couple of pages on their own, pause them and ask them to name
a few words that have a “ch” digraph in them- this comes back to the learning target.

Differentiation for EL students:

- When you’re creating picture cards with “ch” digraphs, try to use words that the students already know
and are familiar with. Then, before starting the activity, go through all of the pictures so that they know
what they all are.
- Give students time- it may take more than 15 minutes.
- Allow for different types of assessment- if they can’t list a word on their own, have them go back into the
book and find a word with a ‘ch’ digraph
- Check even more for understanding to ensure that they know what they’re being asked to do.