Blends and Digraphs Review

WALT (We Are Learning To):

Recognise and use common consonant blends and digraphs in reading and writing.
Collaborate to consolidate our understanding through group activities.
Apply blends and digraphs knowledge to decode words and build sentences.

National Curriculum Links

(English Appendix 1: Phonics and Spelling, Years 3 and 4)

Reading - Word Reading: Apply their growing knowledge of root words, prefixes, and suffixes (etymology and morphology), to read aloud and understand the meaning of new words.
Spelling: Use further prefixes and suffixes and understand how to add them (English Appendix 1), including how to spell some words with known prefixes and suffixes.
Speaking & Listening: Participate in discussions, presentations, performances, role play, improvisations, and debates.

Success Criteria

I can identify blends and digraphs in words.
I can explain the difference between a blend and a digraph.
I can work well with my group to complete reading and spelling activities.
I can write sentences using words with blends and digraphs.

Resources

Blend and digraph flashcards (e.g., br, st, ch, sh, th, ph)
Whiteboards and pens for group use
Phonics word lists with blends and digraphs
Dyslexia-friendly printouts (clear fonts like OpenDyslexic, spaced layout, and coloured paper options)
‘Mystery word’ envelopes (words containing blends or digraphs)
Timer or stopwatch

Lesson Activities (30 minutes)

Starter (5 minutes): Quick Quiz & Discussion

Activity: Display flashcards of blends and digraphs. Quick quiz - teacher says a word aloud (e.g. "ship", "frog"), students indicate if it contains a blend or digraph by holding up either a red card (digraph) or blue card (blend).
Objective: Activate prior knowledge and encourage quick recall.
Differentiation: Provide word options orally and visually. Use clear, dyslexia-friendly fonts.

Main Activity (20 minutes): Collaborative Group Challenge

Group Setup: 4 groups of 5 students

Phase 1: Sort & Categorise (10 mins)

Each group receives a shuffled set of word cards containing blends and digraphs.
Task: Sort words into “Blends” and “Digraphs” piles with reasons for their choices.
Encourage discussion about sounds and letter combinations.
Teacher circulates, providing prompts, modelling sound articulation as needed.

Differentiation: Provide word lists with pictures for less confident readers. Advanced learners given uncommon or challenging blends/digraphs words.

Phase 2: Sentence Builders (10 mins)

Using sorted word cards, groups create 3 simple sentences using blends or digraph words.
Record sentences on whiteboards.
Share one sentence with the whole class.

Extension Activity: Advanced groups create a short story using as many blends and digraph words as possible.

Differentiation: Provide sentence starters or word banks for those needing extra support.

Plenary (5 minutes): Reflective Discussion

Recap with class on what makes blends and digraphs different by linking back to the success criteria.
Ask students: “Why do blends and digraphs help us read better?”
Quick thumbs up/down: "I feel confident with blends," "I feel confident with digraphs."

Assessment

Observe group discussions and sorting accuracy.
Review sentences for correct use of blends/digraphs.
Use plenary thumbs-up/down as a formative self-assessment.

Differentiation Strategies

Use multi-sensory approaches: seeing (flashcards), hearing (pronouncing sounds), doing (sorting games).
Dyslexia-friendly materials: clear fonts, spaced layouts, avoid visual clutter, use coloured overlays if preferred by the child.
Provide extra scaffolding through oral instructions and peer support.
Challenge advanced learners with less common blends/digraphs and creative writing tasks.

Notes for Teachers

Encourage precise pronunciation to highlight differences (e.g. 'sh' as one sound vs 'st' as two).
Emphasise cooperative learning to build communication skills in line with Speaking & Listening objectives.
Keep pace brisk to maintain engagement but allow flexibility to support learners needing more time.

This lesson not only consolidates key phonics skills but also builds confidence and communication within groups, fostering an inclusive and supportive learning atmosphere.