Teaching Digraph through Stories

By Tanvi Parval

Stories are adored by children. Knowledge imparted through stories is not only interesting but also remains with children forever. Besides, it is easier to remember stories. While using stories with children, it is important to keep in mind that the story teller should narrate the story with full energy and expressions to ensure learning and enjoyment. A story narrated plainly fails to be effective.

Digraphs are an inevitable element of English language teaching. They are different from blends. This difference is visible in the way digraphs and blends are read or pronounced. Thus, to teach digraphs and blends their comprehensive understanding is pivotal.

+ Digraph– When two consonants or two vowels appear together such that both the consonants and vowels represent a single sound then it is called consonant digraph or vowel digraph respectively. For example ch in chain, sh in sheet, th in this or thin, wh in what, ph in phone, etc. are consonant digraphs whereas ea in teach, ai in rain, ue in true, oo in book, etc are vowel digraphs. Any vowel followed by a ‘w’ is also classifies as a vowel digraph. For example aw in paw, ew in blew etc.

+ Consonant Blends/Cluster– When two consonants appear together such that both the consonants represent their own sounds then it is called consonant blend or cluster. Here the sound of each individual letter can be heard separately, for example bl in blend, cr in cry, st in stop, br in bread, sp in spoon, etc.

Teaching ‘blends’ is not hugely challenging as the sounds that are taught separately are blended; therefore children are able to use their previous knowledge. But when it comes to digraphs, the rule applied to blend sounds of different consonants does not pertain. Many times children vie to construe why a consonant when attached to ‘h’ produces a different sound. Mere repetition of these rules is not sufficient. In such a case teaching these rules through stories is very handy.

Below are two stories through which digraphs can be made fun for children (the stories are written in a form of lesson plans so that its usage is clear). The beginning and end of each story can be the same:

+ Previous knowledge– Children should know the letters of the alphabet and their sounds.

+ Duration– 30 minutes

+ Items required– Stick puppets of s, t, c, h, sh, th and ch (draw each letter and make a face for each.)

Begin by telling the children that we will listen to a story whose characters are ‘s’, ‘t’, ‘c’ and ‘h’. Explain that they are always with us when we listen, talk, write and read. Show the puppets of ‘s’, ‘t’, ‘c’ and ‘h’ while describing the characters. Ask the children to recognize the letters. Ask them to name a few words starting with these letters (to activate previous knowledge).

Story 1– Narrate what happened with these letters when they were walking on the road: S was feeling lonely in her new house. So she decided to go out. While walking on the road something fell from the tree. She was scared. When she looked around she saw H standing by her side. She asked H, ‘Who are you?’ H replied, ‘I am happy. I make people happy. I know you are feeling lonely. So, I have come to give you company. We can walk together.’ S was excited to find a new friend. While walking on the road people started addressing them as ‘sh’. S and H were surprised. They saw a mirror in a shop. When they looked at the mirror they started laughing. H said, ‘Look together we become shhh’. They started singing ‘sh sh sh sh sh shooooo’. They then saw C sitting on a chair. She was crying. T was sitting beside her. When SH asked them what is the matter C said, ‘I am upset. There is no one with me.’ SH started smiling. H said, ‘We all can live together if I am with you.’ H called his other H friends and asked them each to remain with C and T. C was happy as after H joined her she became CH. And T was jumping with excitement. T had now become TH. Then they started singing sh sh sh shhhhooooo, ch ch ch chiiiiiii, th th th th thaaaaaaa. And people were surprised to see sh, ch and th happily singing and dancing.

Story 2– Narrate what happened with the letters when they were singing: S was singing in his room (Teacher- Sing the song in any rhythm of your choice) – Sunny Summer, Seeing the Sun, Sight Seeing, What fun!

His friend H entered the room. S asked “Hey! How are you”. H replied, ‘Happy and handsome.’ S smiled and started singing again (Teacher- Sing the same song). H said, ‘I also know a song.’ He starts singing (Teacher- Sing the song in any rhythm of your choice)

Happy Hitesh, Having honey, Humming a song, What is so funny?

S wanted to take the guitar. While crossing each other they were not able to move ahead. Oh! They got stuck and became and … Whoosh! They became ‘sh’. They started singing- (Teacher- Sing the song in any rhythm of your choice) Shining Shimmer, Show the shape, Shift a little, Where there is shade (Teacher- Repeat the same thing with other letters or ask the students what would happen if c/t/w/p got stuck with h.) End the class by asking the students to repeat the sounds twice. You can ask the following questions:

+ What did s and h become after joining?
+ What did c and h become?
+ What did t and h become?

While narrating the story show the puppets of s, c, t, h, sh, ch, th as and when they appear in the story. The story can also be depicted on the board by making the drawing as and when the events happen. Teachers can also become these puppets themselves and as a whole school activity this story can be role played.

Teaching difficult sounds through stories and music makes learning fun and children enjoy the class. Through stories, digraphs will surely become children’s favourite.

Tanvi Parval is a developmentalist by education, a linguist by profession, an educationist by passion and a feminist by choice. She says, ‘I believe language cannot be taught but it can only be developed because it is not a subject but a skill to be achieved.’ Currently she is working as an Assistant Manager in Educational Innovations where she looks after the curriculum of languages, both English and Hindi and educates teachers in bettering language teaching in the classroom. She has also worked as a special Educator and Teacher Educator earlier. She holds a post-graduate degree in Human Development and Childhood Studies.