We have already learned that the letters 'ch' make the /ch/ sound. Let's read this sound together.
Students say 'ch.'
Today we are going to learn another way to spell the /ch/ sound!
Show students the picture flash card for '-tch'. Point to the picture of stitch on the card and say,
This is a needle and thread.
We use a needle and thread to make a stitch.
The sounds in stitch are /s/, /t/, /i/, /ch/. The /ch/ sound in stitch is spelled '-tch'. When we see '-tch' together, we read it /ch/. Notice that the 't' in '-tch' is silent. Repeat after me 't', 'c', 'h', stitch, /ch/.
Now let's read some words with '-tch'.
Write the following words on the board: hatch, pitch, etch.
Underline the '-tch' in each word. Discuss with your students that the words are all closed syllables and that the vowel sounds are short. Sound out each word together.
Say,
Reading the words with '-tch' is the easy part! Now let's talk about spelling. To help us decide when to spell with '-tch', we have a chant: Immediately after a short vowel, at the end of a one-syllable word, spell /ch/ … 't', 'c', 'h'!
That means if I am spelling a word and I hear a short vowel sound with a /ch/ right after it at the end of the word, I spell the /ch/ sound with '-tch'.
Let's look at the first word again. What does it say? [hatch]
Say,
Let's see why it's spelled with '-tch'.
The vowel in this word is 'a'. Is the 'a' closed in? [yes]
So what will the 'a' say? [/ă/]
So if I have /h/, /ă/, /ch/, the /ch/ sound is immediately after a short vowel so I have to spell /ch/ with '-tch.'
If needed, talk through the other two words and review the rule again.
Then move on to spelling.
Say,
Now let's spell a word together! The word is batch. Let's tap the sounds in batch. /b/, /ă/, /ch/.
Write a line for each sound in the word. Put 'b' on the first line and 'a' on the second line, saying the sounds as you write.
ba
Say,
The last sound here is /ch/. It's at the end of the word and it's after a short vowel. So let's spell it with '-tch'.
After explicitly modeling spelling with '-tch', you'll move on to the dictation portion of your lesson. During dictation, you will say a word like catch. Students will repeat the word and tap the sounds in the word. You will discuss if there is a short vowel sound and if it is immediately followed by a /ch/ sound. If so, they will use '-tch' to spell the /ch/ sound. Students will then write the word.
We encourage you to use our research-based lesson plans to introduce the '-tch' spelling rule. They're ready to print and use in your classroom right away!
Teacher Tip
Once students have had time to practice the new rule, you can introduce the four '-tch' rule breakers: which, rich, much, and such. Explain that these common words do not follow the '-tch' rule. The acronym WoRMS is a fun way for students to remember the four '-tch' exceptions. When they come across one of these four words, they can say, "Worms Alert!" to reinforce the skill. Posting the rule breakers (opens in new window) in your classroom can help them remember the words.
