Blends and Digraphs Quiz

WALT (We Are Learning To)

Demonstrate our understanding of consonant blends and digraphs.
Identify blends and digraphs in spoken and written words.
Apply our phonics knowledge to decode and spell words accurately.

National Curriculum Links

English: Reading - Word Reading (Years 2-3)

Programme of Study: Apply phonic knowledge and skills as the route to decode words.
Focus: Recognise and use common digraphs and blends to read unfamiliar words.
Develop fluency in decoding connected text.
Assessment Focus: Pupils should be able to read words containing new grapheme-phoneme correspondences and common exception words.

Success Criteria

I can recognise blends and digraphs in words.
I can read aloud words containing blends and digraphs fluently.
I can spell simple words that include blends and digraphs.
I can explain the difference between a blend and a digraph.

Resources

Individual mini whiteboards and markers
Printed quiz sheets (dyslexia-friendly font, e.g., OpenDyslexic)
Flashcards with blends and digraphs (e.g., “bl”, “st”, “ch”, “sh”, “th”, “ng”)
Audio speaker for phonics sounds
Stickers for self-assessment and encouragement

Lesson Structure (30 minutes)

1. Introduction (5 minutes)

Review the definitions:
- Blend: Two or more consonants where each sound is heard (e.g., “bl” in “black” - b + l)
- Digraph: Two letters that make one sound (e.g., “sh” in “shop”)
Use flashcards with sounds; say them aloud together to refresh students’ memory.
Set clear expectations: We are going to have a quiz to show how much we have learned about blends and digraphs.

2. Quiz Activity (15 minutes)

Format: Combination of oral, written, and interactive components

Part A: Oral Identification (5 minutes)
- Teacher says a word aloud.
- Students hold up a flashcard or whiteboard with the correct blend or digraph from the word.
- Example: Teacher says “ship” → Students hold up “sh”.
Part B: Written Recognition (5 minutes)
- Hand out printed quiz sheets with 10 words (mix of blends and digraphs).
- Students underline the blend or circle the digraph in each word.
Part C: Spelling and Application (5 minutes)
- Dictate 5 words containing blends and digraphs; students write these on their mini whiteboards.
- Challenge: Write a sentence using two of the spelled words.

3. Review and Self-Assessment (5 minutes)

Use a traffic light system for students to self-assess their understanding:
- Green = I am confident with blends and digraphs
- Amber = I understand some, but need more practice
- Red = I find blends and digraphs difficult
Collect quick verbal feedback: “What was easy? What was tricky?”
Teacher gives stickers or praise to celebrate effort and achievement.

4. Extension and Differentiation

For Diverse Learners:

Provide dyslexia-friendly quiz sheets with larger font, clear spacing, and coloured overlays.
Allow extra time for writing tasks.
Use multisensory aids: students can trace blends and digraphs in sand trays or use letter tiles to build words.

For Advanced Learners:

Challenge to write a short paragraph without looking at notes, using at least 5 words with blends or digraphs.
Introduce less common blends/digraphs (e.g., “wr”, “kn”) and discuss the silent letter effect.

Assessment

Formative assessment through quiz accuracy and participation.
Evidence gathered from written work and self-assessment colour coding.
Informal observation notes for next lesson planning.

Reflection for Next Steps

Review common errors, revisit tricky blends/digraphs in Lessons 15 and 16.
If most students show strong mastery, begin integrating blends/digraphs into reading comprehension and creative writing tasks.
Prepare one-to-one support or small group interventions for students marked in red.

This lesson optimally balances assessment, engagement, and inclusive teaching practices while aligning strongly with the National Curriculum’s reading and phonics objectives for Primary 3-4 students.