Digraphs

Hey phonics teachers and parents! I know the world of digraphs can sometimes feel a bit like a puzzle, especially when it comes to those tricky 'ch' and 'tch' sounds. It’s one of the most common questions I get: how do you explain when to use which one? I've found a few simple tricks and activities that really click with kids, and I'm excited to share them with you! Let's dive into the 'ch' vs 'tch' rule, which is a key part of understanding Digraph Sounds. Essentially, we're dealing with TWO DIGRAPHS TOGETHER that make the same /ch/ sound, but the LETTERS SHOW SOMETHING different about their placement. The golden rule for 'tch' is pretty straightforward: 'Use the "-tch" when: There is a short vowel before the /ch/ at the end of a word.' Think of words like PITCH, CATCH, or HATCH. You hear that quick, short vowel sound right before the /ch/ sound at the word's end? That's your signal for 'tch'! For the 'ch' sound, it's generally used at the Beginning & Middle of a word (like 'chair' or 'teacher'). It's also used at the End when no short vowel precedes it (like 'beach' or 'lunch'). So, if there's no short vowel directly before the /ch/ at the end, or if it's at the beginning or middle of the word, you're GOING with 'ch'. It's all about that vowel sound leading up to the /ch/! Knowing which of these words follows the 'PITCH LIKE' pattern is key. So, how do I teach this? I always start by explicitly teaching the rule with clear examples. Visual aids are super helpful – I often use two cards, one with 'ch' and one with 'tch', and we practice sorting words. We also use hand motions; for 'tch,' I might have them tap their chin to emphasize the short vowel sound right before the /ch/. Now for the fun part: activities! These can make all the difference in solidifying their understanding: Word Sorts: Prepare a collection of word cards with various 'ch' and 'tch' words. Have students sort them into two piles based on the rule we just discussed. This hands-on activity really reinforces their understanding of when to use each spelling. Short Vowel Hunt: Give your students a list of words that contain the /ch/ sound. Their mission? Identify if there's a short vowel directly before the /ch/ at the end of the word. If yes, it's a 'tch' word. If no, it’s 'ch'. Sentence Building: Provide simple sentences with blanks where a 'ch' or 'tch' word should go. Encourage them to choose the correct spelling based on the rule. 'PITCH LIKE' Game: Create a simple game board. Students pick a word with the /ch/ sound. If it follows the 'PITCH LIKE' rule (short vowel before /ch/ at the end), they move forward. If not, they use 'ch' and might have to move back. This makes learning the rule interactive and competitive. Whiteboard Practice: Call out words, and have your learners quickly write the correct spelling ('ch' or 'tch') on individual whiteboards. It’s a fantastic way to get immediate feedback and identify areas for review. Digraph Sound Story: Write a short, engaging story that naturally incorporates many 'ch' and 'tch' words. Read it aloud and have students raise their hand whenever they hear one, then discuss which spelling was used and why. Remember, consistency is key! Keep reinforcing this rule through reading, writing, and playful activities. Soon, distinguishing between these Digraph Sounds will become second nature for your learners!