CH and its three sounds

/tʃ/ in chip, /k/ in school, /ʃ/ in chef. Each group has a cause — and the cause is where the word came from.

Digraphs

ch DIGRAPH_CH_01

Useful pattern · Medium reliability · Very common · Early · Reading

Where Wiggler teaches it: Skill 3: Consonant Digraphs · Skill 11: Advanced Patterns & Silent Letters

Child explanation

Ch usually says /ch/ like chip. But in school it says /k/, and in chef it says /sh/. If one does not make a word you know, try the next.

The rule

Try /tʃ/ first — it covers the large majority of English words. If that gives no word you know, try /k/, which appears in words from Greek. /ʃ/ is a small French-derived set.

What is really going on

The three values are etymologically conditioned. /tʃ/ is the native Germanic and Old French development and is by far the largest group. /k/ occurs in Greek-derived vocabulary, where ch transliterates chi — school, chorus, chemistry, character, echo, stomach, ache, anchor — and clusters heavily in academic and scientific words. /ʃ/ occurs in later French borrowings that entered English after French had shifted /tʃ/ to /ʃ/ — chef, machine, chalet, parachute, brochure.

Why English does this

All three groups were once the same sound. Latin and Greek ch was /k/; Old French turned it into /tʃ/; modern French turned that into /ʃ/. English borrowed from all three stages and kept the spelling each time, so the spelling records when the word arrived rather than how it sounds.

Position in the word

When this rule works

When this rule does not work

Examples

Easy examples

chip, chair, lunch, much, chin

More examples

cheese, chest, chop, check, rich, such, beach, teacher, kitchen, children, chicken

Advanced examples

school, chorus, chemist, character, echo, stomach, ache, anchor, chef, machine, parachute, brochure

Pseudo-words

Made-up words that follow the rule. A child who reads these has the pattern rather than the vocabulary.

chab, chen, flonch, chust

Exceptions

Contrast pairs

Decodable sentences

Common reading mistakes

Do not teach it like this

"Ch says /ch/."

School, Christmas, stomach, ache and echo are all words a young child uses, and all of them break it. Stating the rule without its alternatives means the first time a child meets school they conclude they have read it wrong.

"Ch usually says /ch/. In some words it says /k/ and in a few it says /sh/. Try /ch/ first, and if that is not a word you know, try /k/."

Teacher note

Teach /tʃ/ alone for several weeks — it is the overwhelming majority and a child needs it automatic. Introduce /k/ as a named group when school, Christmas and stomach start appearing, and give children the flexing strategy explicitly: try the first sound, listen for a word you know, try the next. That strategy is more valuable than the ch facts themselves, because it is what every variable grapheme needs.

Teaching sequence

  1. ch as /tʃ/ at the start: chip, chin, chop, chest.
  2. ch as /tʃ/ at the end: much, rich, such — then contrast with tch in catch, match.
  3. Introduce flexing: try sound one, does it make a word?
  4. The Greek /k/ group, named as a group: school, Christmas, stomach, ache, echo.
  5. The French /ʃ/ group, last and briefly: chef, machine.

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