RF.1.3.B.vii: Decode Regularly Spelled One-Syllable Words with Common Consonant Digraphs (sh, ch, tch, th, ph, gh, ng)

Skill

RF.1.3.B.vii: Decode Regularly Spelled One-Syllable Words with Common Consonant Digraphs (sh, ch, tch, th, ph, gh, ng)

 

Standard

CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.

 

Description

Mastery: Student silently recognizes digraphs (sh, ch, tch, th, ph, gh, ng) as a single sound and decodes regularly spelled one-syllable words containing consonant digraphs with automaticity.

 

Acquiring: Student is able to identify letter-sound correspondence of consonant digraphs in isolation, but may decode the sounds separately when reading words (e.g. /m/ /e/ /s/ /h/ instead of /m/ /e/ /sh/). Student is better able to decode consonant digraphs at the beginning of the word and has more difficulty when it comes at the end of the word.

Probes

T: Read the following words: ship, chat, patch, thin, thus, them, graph, cough, rung, phone (only count errors on digraphs – ignore variant or long vowel pattern errors, e.g. cough & phone).

Activities and Resources

 

Small Group Instruction – Direct Instruction

 

 

During Transitions

 

 

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

 

 

Display (e.g. Anchor Chart):

Considerations & Reminders

  • Teachers need to remind students that consonant digraphs are two letters that make one sound. When pointing out that the two letters make the one sound, the teacher might use two fingers to point at each letter, but tap/touch the word and the sound as one (i.e. both fingers tap at the same time). This tap/connecting of the two letters, shows students that the two letters make one sound.
  • Be careful to differentiate between consonant blends (two letters that keep both of their individual sounds even when combined) and digraphs (two letters that make one new sound).