English lesson plan · Kindergarten (Reception and Year 1 in England) · 60 minutes
Two letters, one sound: sh, ch, th, ng
Phonics & Sight Words
CCSS RF.K.3.ACCSS RF.1.3.AEngland: Reception Phonics (digraphs)
Objective and success criteria
Students will: Two letters, one sound: sh, ch, th, ng.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Count the sounds (phonemes) in a word
Leads to: Short vowel then ff, ll, ss, zz or ck
Materials: Sound cards and picture cards, Magnetic letters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Count the sounds (phonemes) in a word). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- How many sounds (phonemes) can you hear in "pot"? → 3Prompt: Say the word very slowly, stretching it out like a rubber band.
- How many sounds (phonemes) can you hear in "see"? Remember: two or three letters can work together to make ONE sound. → 2Prompt: Say the word very slowly, stretching it out like a rubber band.
- How many sounds (phonemes) can you hear in "belt"? Remember: two or three letters can work together to make ONE sound. → 4Prompt: Say the word very slowly, stretching it out like a rubber band.
Hook · 6 min
- Hide picture cards in a bag and ask children to say the first sound of each one they pull out.
- Share the objective: Two letters, one sound: sh, ch, th, ng. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which word has the "sh" sound in it?
- Step 1: "dish" has "sh": two letters making one sound.
- Step 2: So the answer is: dish
- Answer: dish
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which word has the "ng" sound in it? (bang / path / rich / rush) → bangPrompt: Look for the two letters n and g side by side.
- In the word "wing", which two letters work together to make ONE sound? (wi / in / ng) → ngPrompt: Say the word in sounds. Which sound is written with two letters?
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- In the word "rich", which two letters work together to make ONE sound? (ch / ri / ic) → chPrompt: Say the word in sounds. Which sound is written with two letters?
- Which word has the "sh" sound in it? (chop / long / shin / moth) → shinPrompt: Look for the two letters s and h side by side.
Watch out for
- Adding an extra "uh" to sounds ("buh" instead of a clean b).
- Reading the letters one by one but not blending them into a word.
Support and stretch
Support
- Review first: Count the sounds (phonemes) in a word.
- Use concrete materials: sound cards and picture cards.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Short vowel then ff, ll, ss, zz or ck.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder