Instructor:TaylorBlair

LessonTitle:ReadingDigraphs(wh)
CurriculumArea:Reading/writing

AbilityLevel:Fourthgrade
Date:8October2014
Estimatedtime:30minutes

State Standard:
20.) Know and apply grade-level phonics and word analysis skills in decoding
words.
21.) Read with sufficient accuracy and fluency to support comprehension.
IEP Goals:
Students will be able to recognize and pronounce words with digraphs within
and out of context.
Learning Objective: Students will be able to correctly identify and
pronounce words with the Wh digraph.
Evaluation of Learning Objective: When given a Wh- word written on a
notecard, the student will correctly pronounce the word with 100% accuracy.
The student will be able to write the given Wh- word with the correct spelling.
Engagement: What words can you think of that start with the wh sound.
Teacher will write down the words that the students say. Teacher will address
the words said that start with w and not wh.
Learning Design Outline:
I.
TeachingNow,doyouseehoweasyitistogetthewandwhsoundsconfused?
TodaywearegoingtolookcloselyatthewordsthatsoundliketheystartwithaW,
butactuallystartwithaWh.Nowletsthinkhardandwhocantellmewordsthat
onlystartwithWH?Teacherwillonlywritedownthewordsthatstartwithwh.
Teacherwillusenotecardstogothrougheachword.WhenIholdupanotecardI
wantyoutosaytheword.NowthemainwaytolearnthatthesewordsstartwithWh
istorereadandseethewordsoyoucanremember.Focusonthewords:which,
when,what,where,why,wheel,whistle,whisper.Teacherwillholdupeachcardas
shediscussesthemeaning.Whatdoeswhichmean?Waitforstudentresponse.Thisis
whyitisimportanttoknowthemeaningofthewordwhenyoureadandwrite
becauseawitchduringHalloweenisspelledwithjustaW!Teacherwillgoovereach
meaningofthewordswiththestudents.
II.
OpportunityforPracticeNowthatwearemorefamiliarwithwhichwordsstartwith
Whwearegoingtoputthemintosentences!NowwhenIputasentenceonthe
boardIwantyoutowritethewordfromthewordbankthatyouthinkbelongsinthe
sentence.Writethewordonyourcircleboard!Teacherwillhandoutdryerase
markersanderasers.Teacherwillgothrougheachsentencehavingstudentswrite
downtheiranswerindividuallythendiscussingasagroup.
III.
AssessmentYouallhavedoneawonderfuljobidentifyingthewhwords!Now
whenIholdupacardwithawordonitIwantyoutotellmewhichworditis!Once

IV.

thestudentshavecompletedthatportiontheywillmoveontothenextportion.NowI
amgoingtotellyouawordandyouaregoingtospellitonyourcircleboard.
ClosureNowboysandgirlswhenyouarewritingsentenceswhenyouhavetouse
thesewordsIwantyoutorememberhowtheyarespelled!Youallhavedonea
wonderfuljobtoday!

Resources and Materials:

- Notecards with Wh words written on them
- Dry erase markers and erasers
- Sentences projected on promethean board
- Active Inspire
Plans for Individual Learners:
- This lesson has been planned for lower level readers by using second
grade state standards for reading. Each of these students have a
difficult time reading, and emphasis will be put on the student being
able to the read the sentences and correctly pronounce the words out
loud.
- Student B will have her behavior guidelines on the table to follow in
order to receive a smiley face for the day.
Data Analysis:
Student Z was able to spell each word correctly. Student J could spell
the first 3 or 4 letters of every word consistently except for whistle and
whisper - for these two words he could only write wh- before he was
stumped. Student B could write 5 out of the 8 words correctly and had
difficult with wheel, whistle and whisper. She started writing wi- for whisper
and corrected herself. Student R struggled spelling the words whisper and
whistle but knew they both began with wh-. Student R was confident in
spelling the first three or four letters of each word but words that contained
more letters than that were difficult for him. Each student mastered spelling
each word by starting with wh- and the results varied from there whether or
not the student correctly spelled the rest of the word. Only student R and B
had difficulty with pronouncing the words whisper and whistle.
Reflection:
I loved teaching this lesson, and the students seemed to really enjoy it
as well. The fact that the students mastered spelling by starting with wh
made me proud that they were paying attention and putting forth the effort.
This lesson was a great groundwork for the students as they learn more
words with wh digraphs and other consonant digraphs. I loved that the
students were able to write down their answers with the dry erase markers,
which they love to use. The students were able to easily correct their
mistakes. Students sometimes get frustrated when they have to keep
erasing, and this way it made it easier for the student to not only correct
their mistakes, but make it fun to erase and rewrite. The example worksheet

we did together on the Promethean board provided great practice for the
students to recognize the wh words and be able to write them. Overall this

Which
Why

When
Wheel

What
Whistle

Where
Whisper

lesson was very successful and future digraph lessons could be modeled
after this plan.

1.Ihadtoaskmyfriend,__________________pencilis
yours?.
2.Iliketosmile_____________________Iamhappy.
3._____________________doyoulive?
4.Arefereeduringthebasketballgameusesa
____________________tomakecalls.
5.Whenmyclassmatesarereadingandarequiet,Ihave
to __________________totalktomyteacher.
6. The ____________________________ on my
bicycle is flat.
7. ___________________________ are you going to
do today?

8. My teacher asked me,

___________________________ did you not do
your homework?