Model of Teaching: Direct Instruction

Student Teacher Name:Megan Randazzo Date of Lesson:April 5, 2021

Grade Level(s): 1 Subject Area(s): ELA Duration: 30 minutes

Lesson Title: Ch- and Sh- Consonant Digraphs

Content Standard(s): RF.1.3.A Know the spelling-sound correspondences for common consonant digraphs.

Learning Objective: Students will be able to differentiate between the spelling-sound correspondences for the ch- and
sh- consonant digraphs by completing a ch- and sh- fill in the blank worksheet.

Materials: SmartBoard, Google Slides, Document Camera, Ch- and Sh- Worksheets, pencils

Student Readiness Levels and Prior Learning: Students have been introduced to the wh- and th- consonant digraphs.
Students know what a syllable is.

Student Interests and Assets: The lesson begins with the use of riddles for the anticipatory set, which students love;
sharing riddles is one of their favorite things to do at snack and lunch times. Throughout the lesson, the teacher has
used pictures in the slideshow that refer to interests of the students, including: a character from a book published by a
student (Lunk the chicken), favorite games (chess, Pokemon, and Minecraft), favorite animals (shark and pet goldfish),
favorite foods (sushi and French fries).

LESSON PLAN SYNTAX

Teacher/Student Script Student Engagement

Script what you will say, ask, and do. Note the following:
Include anticipated student responses and actions. ● Differentiation & Grouping
● Explicit Language Instruction
● Instructional Strategies/Materials
● Technology Integration
● Connections to Theory

Anticipatory Set Introduce the students to two riddles and ask them to - Explicit language instruction:
raise their hand if they can solve the riddle. “Remember that a syllable is
a part of a word that has one
vowel sound.”
I have legs and a back. I am not alive. You can sit on
me, but I’m not a sofa. My name begins with ch-.
What am I?

Answer: chair

I am an ocean animal. My name has one syllable. I

have fins, but I do not have a shell. My name begins
with sh-. What am I?

Answer: shark

Perceived Objective “After today’s phonics lesson, you will be able to - Connection to theory:
and Rationale know when to use the ch- and sh- digraphs.” Behaviorism (desired

© 2018 Adapted by Jennifer Miyake-Trapp

 behavior/skill explicitly stated
to the students)

Input and Modeling Teacher: “A digraph is a combination of two letters - Explicit language instruction:
that make one sound. The letters “ch” together make “A digraph is a combination
the ch- sound.” of two letters that make one
sound.”
After introducing the sound made by ch-, the teacher - Instructional strategy:
shows examples of words that contain this consonant scaffolding used to help
digraph on Google Slides. Examples include: students think of examples of
chicken, French fries, chunk (Minecraft term), and the ch- and sh- consonant
Pikachu. digraphs
- Technology integration:
Teacher points out that the consonant digraph can Google Slideshow projected
come at the onset of a word, in the middle of a word, onto the smart board
or at the end of a word. - Instructional materials:
teacher refers to the
Students help the teacher complete the word map on consonant digraph anchor
the slideshow with other examples of words chart on the wall that
containing the ch- consonant digraph. students can use as a
reference throughout the
Next, the teacher introduces the sound made by sh-, lesson
and shows examples of words that contain this - Technology integration:
consonant digraph on Google Slides. Examples document camera used to
include: shark, sushi, shell, and goldfish. project the worksheet onto
the whiteboard
Students help the teacher complete the word map on - Instructional materials: ch-
the slideshow with other examples of words and sh- fill in the blank
containing the sh- consonant digraph. worksheet
- Connection to theory:
Following instruction, the teacher uses the document Behaviorism (I do, We do,
camera to project the ch- and sh- worksheet onto the You do method reinforces the
board for students to see. The teacher reviews the desired skill the teachers
instructions and models how to complete the first wishes the student will learn)
example: “I see a picture of a watch. I hear the ch-
sound at the end of watch. I know that the letters ‘c’
and ‘h’ make the ch- sound, so I will fill in the blanks
with those letters.”

The teacher models writing ‘c’ and ‘h’ on the blank

lines.

Checking for “Are there any questions about how to complete this
Understanding worksheet?”

Guided Practice The teacher calls on students to help complete the - Instructional materials: ch-
next example by prompting with questions, such as: and sh- fill in the blank
worksheet
“What picture do you see for number 2?” - Connection to theory:
Behaviorism (I do, We do,
“What sound do you hear at the end of the word You do method reinforces the
fish?” desired skill the teachers
wishes the student will learn)
“Which letters make the sh- sound?”

“Do other students agree with writing the letters ‘s’

© 2018 Adapted by Jennifer Miyake-Trapp

 and ‘h’ on these lines? Give a thumbs up if you
agree.”

The teacher fills in the blanks with sh- while the

worksheet is still projected onto the board for
students to see.

Independent Practice The teacher confirms that there are no further - Instructional materials: ch-
questions. Before dismissing the students to work on and sh- fill in the blank
the worksheet independently for 5 minutes, the worksheet
teacher reminds students that there is a bonus - Differentiation: “challenge”
challenge for those who finish early. The challenge section at the bottom of the
involves students creating their own fill-in-the-blank worksheet
ch- and sh- activity on the back of their worksheet. - Grouping: students may
The students who finish early may work together on choose a partner to work with
the activity, or work independently on the challenge for the challenge portion of
and then exchange papers with a friend who would the worksheet
like to complete their challenge. - Instructional materials:
students may use the
As students work, the teacher circulates the consonant digraph anchor
classroom to check in on students who may need chart on the wall as a
additional support. reference
- Connection to theory:
The teacher gives reminders on how much time is Behaviorism (I do, We do,
left to complete the activity. You do method reinforces the
desired skill the teachers
When the 5 minutes is up, the teacher asks students wishes the student will learn)
to turn their worksheets into the assignment bin.

Closure Think-pair-share: in pairs, the teacher asks students - Instructional materials:

to think of one example of a word with the ch- students may use the
digraph and one example of a word with the sh- consonant digraph anchor
digraph. chart on the wall as a
reference
To check for understanding, the teacher asks each
pair to share their examples when she holds up a
flash card showing either “ch-” or “sh-”.

Assessment Formative Assessment - The teacher is able to do formative assessment throughout the
lesson to check for understanding of the ch- and sh- digraphs. Examples include: thinking of
examples of the ch- and sh- digraphs to complete the word maps in the slideshow, student
involvement during guided practice, thinking of examples with a partner during the closure
think-pair-share activity, and evaluation of the ch- and sh- worksheet following the lesson.

Summative Assessment - This lesson is the second in a series of 3 phonics lessons

teaching common consonant digraphs. Upon completion of the third lesson, students will take
an assessment in which they must sort pictures into the correct consonant digraph group.
The assessment will contain five columns, each labeled with one consonant digraph (th, wh,
ch, sh, and ph). The students will cut out various pictures (i.e brush, phone, whistle, etc.) and
place them into the correct column. From this assessment, the teacher will use the data to
create differentiated groups for the students who need to revisit specific consonant digraphs.

© 2018 Adapted by Jennifer Miyake-Trapp

A6 Lesson Plan 2: Ch- and Sh- Worksheet

Name __________________

Instructions: Fill in the missing letters to complete the spelling of each word.

1. w a t ____ ____

2. f i ____ ____

3. ____ ____ u n k

4. ____ ____ a r k

5. ____ ____ e s s

6. s u ____ ____ i

7. F r e n ____ ____ fries

_________________________________________________
Bonus: Turn your paper over and create your own fill-in-the-blank
activity using the ch- and sh- digraphs!
A6 Lesson Plan 2: Google Slides

Ch- and Sh- Digraphs

chicken
French fries
chunk
Pikachu
 chocolate

ch-
shark
sushi
shell
goldfish
 sh-
show