Blends and Digraphs Writing

WALT (We Are Learning To)

• Write sentences and short stories using a variety of consonant blends and digraphs confidently.
• Apply spelling and phonics knowledge to improve written composition.
• Use a range of sentence structures incorporating blends and digraphs relevant to years 3 and 4.

National Curriculum Alignment

English – Reading and Writing – Years 3 and 4

• Spelling (Word Reading and Writing):

  • Pupils should continue to distinguish between homophones and other words which are often confused.
  • Use further prefixes and suffixes and understand how to add them.
  • Spell further homophones accurately.
  • Use knowledge of morphology and etymology in spelling.

• Composition:

  • Pupils should plan their writing by discussing and recording ideas, including using familiar phonics and spelling patterns (blends and digraphs).
  • Write for a range of purposes.
  • Evaluate and edit by assessing the effectiveness of their own and others’ writing.

Success Criteria

• I can identify and use blends (e.g., bl, gr, st, cl) and digraphs (e.g., sh, ch, th, ph) correctly in my writing.
• I can write clear sentences and short stories using these blends and digraphs.
• I check my work for correct spelling of blends and digraphs.
• I can use connectives to make my writing more interesting.

Resources

• Individual whiteboards and pens
• Blends and digraphs word banks (printed with clear, dyslexia-friendly fonts such as OpenDyslexic or Comic Sans)
• Example sentences and short stories with highlighted blends and digraphs
• Sentence starters or story prompts incorporating blends and digraphs
• Phonics flashcards for blended and digraph sounds
• Checklist for peer self-assessment
• Audio recording device (optional for learners who benefit from oral rehearsal)

Lesson Structure

Introduction (5 minutes)

• Quick review (2 minutes): Recap blends and digraphs through a quick ‘sound snap’ game with flashcards, encouraging choral repetition.
• Set the scene (3 minutes): Explain that today we are going to become creative writers. We will write sentences or a short story using blends and digraphs we already know. Display the WALT and Success Criteria.

Main Activity (20 minutes)

1. Guided Writing (10 minutes)

   • Model writing a short paragraph on the board, deliberately incorporating a variety of blends and digraphs (e.g., “The bright blue bird sang a cheerful tune in the thick shrub”).
   • Think aloud to demonstrate how blends and digraphs help with spelling.
   • Use word banks and highlight these blends and digraphs.

2. Independent/Paired Writing (10 minutes)

   • Pupils choose from a set of sentence starters or story prompts that include blends and digraphs (e.g., “The ship sailed through the thick fog...”, “I found a bright glove under the tree...”).
   • Write sentences or a short story (5-7 sentences) using blends and digraphs correctly.
   • Encourage use of dictionaries, word banks, and dyslexia-friendly reading sheets.
   • Provide sentence frames for learners needing extra support.

Plenary (5 minutes)

• Volunteers share their favourite sentence or part of their short story with the class.
• Peer assessment: Use a simple checklist to identify blends and digraphs used correctly.
• Quick oral quiz: Teacher says words with blends/digraphs, and pupils write them on whiteboards.

Differentiation

• For struggling learners: Provide pre-written sentence starters and word banks with pictures. Use phonics flashcards as a reminder of sounds. Allow oral rehearsals and use audio recorder for students to say their sentences before writing.
• For EAL learners: Use visuals for vocabulary, use paired writing; support with sentence frames.
• For advanced learners: Challenge to write a longer story including complex blends/digraphs and use some less common blends such as “thr” or “spl”. Encourage use of varied sentence types including compound sentences.
• Dyslexia-friendly strategies:
  • Use dyslexia-friendly fonts and colour overlays if needed.
  • Keep worksheets uncluttered with ample spacing.
  • Provide multisensory activities (e.g., air writing blends/digraphs before writing).
  • Read instructions aloud and use verbal prompts.

Assessment

• Formative assessment via observation during guided and independent writing phases.
• Use peer assessment checklist to verify correct use of blends and digraphs.
• Collect a sample of pupils’ sentences/stories for teacher-marked spelling accuracy and creative use of blends and digraphs.

This lesson not only reinforces phonics knowledge but integrates it into creative writing, directly linking phonics with composition skills mandated by the National Curriculum. It balances teacher modeling, independent practice, and peer evaluation to engage the wide range of learners in a supportive way.