Phonics: Digraphs and Trigraphs
To develop secure knowledge of common digraphs (ch, sh, th, oo, ee) and trigraphs (igh, ear) for reading and spelling.
- Framework: EYFS
- Unit: EYFS Literacy
- Learning area: Literacy
- Level: EYFS Reception
Objectives
- Reads common digraphs
- Spells words with digraphs
- Applies digraph knowledge when decoding
- Identifies digraphs in texts
Materials
- Digraph action cards
- Word sorting mats
- Digraph bingo
- Decodable texts featuring target digraphs
Instructions
Introduce digraphs as 'special pairs': 'We know that 'c' makes the sound 'c'. But when 'c' and 'h' are together, they make a completely NEW sound — 'ch'! Like 'cheese' and 'chicken' and 'chair'.'
Create physical associations: 'sh' = finger to lips (shhh!); 'ch' = a little sneeze (ch!); 'th' = tongue peeping out. Physical anchors make abstract grapheme-phoneme correspondences memorable and retrievable.
Play digraph sorting: a pile of words/pictures — children sort into 'ch' words and 'sh' words. 'Chair — ch! Ship — sh! Cheese — ch!' The sorting action makes the discrimination active and physical.
Play digraph bingo with three to four digraphs on a board. Call words: 'I say 'sheep' — what sound does 'sheep' start with? Sh! Do you have 'sh' on your board?' Mark it off.
Read decodable texts featuring target digraphs: 'This book has lots of 'sh' and 'ch' words. Let's look out for them! Every time we find one, tap the book.' This keeps children alert to target patterns during real reading.
Build word banks for each digraph — display them in the classroom. 'Let's add 'church' to our 'ch' word collection! Ch — ch — church!' Word banks serve as visual references during writing.