Digraphs in Action

WALT (We Are Learning To)

• Recognise and read the digraphs ‘th’ and ‘wh’ accurately in words and sentences.
• Understand how these digraphs function in different words through reading passages.
• Use these digraphs confidently in reading aloud and simple writing exercises.

National Curriculum Links

This lesson addresses the following objectives from the English Programme of Study for Key Stage 2 (Years 3-4):

• Reading - Word Reading (Year 3):

  • Apply their growing knowledge of root words, prefixes and suffixes to read aloud and understand the meaning of new words.
  • Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word (including ‘th’ and ‘wh’ digraphs).

• Writing - Spelling (Year 3):

  • Use further prefixes and suffixes and understand how to add them (including recognising ‘th’ and ‘wh’ patterns).

• Spoken Language:

  • Participate in discussions, presentations, performances to express meaning clearly (encouraging practicing the digraphs orally).

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Success Criteria

• I can identify the ‘th’ and ‘wh’ digraphs in words within sentences.
• I can pronounce the sounds of ‘th’ and ‘wh’ correctly when reading aloud.
• I can read short passages that contain multiple ‘th’ and ‘wh’ words with confidence.
• I can write simple sentences using words with ‘th’ and ‘wh’ correctly.

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Lesson Overview (30 minutes)

Time	Activity	Details
0-5 min	Starter: Sound Warm-up	Engage students with a quick phoneme recognition game focusing on ‘th’ and ‘wh’. Teacher pronounces words (thin, with, when, what) and students respond with thumbs up/down if they hear the target digraph sound. Dyslexia-friendly: Use multisensory approach with pictures and actions.
5-12 min	Guided Reading: Digraph Passages	Distribute printed short reading passages that include repeated ‘th’ and ‘wh’ words. Students take turns reading aloud in pairs. Teacher models pronunciation and explains meaning of tricky words. Dyslexia-friendly: Use coloured overlays and larger font for ease of reading.
12-20 min	Group Activity: Word Sorting	In groups of 4, students sort cards into ‘th’ and ‘wh’ categories. Then, they create simple sentences using these words on mini whiteboards. Support students with sentence starters & word banks.
20-27 min	Writing Challenge	Individually, students write 2-3 sentences containing ‘th’ and ‘wh’ words, using their word banks. Advanced learners encouraged to include adjectives or conjunctions. Dyslexic-friendly: Provide lined paper with spacing, and a printed word bank for reference.
27-30 min	Plenary & Assessment	Quickpop quiz: teacher calls out words, students write ‘th’ or ‘wh’ on mini whiteboards to show the digraph used. Teacher collects quick formative assessment on recognition.

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Differentiation Strategies

• For SEN/Dyslexic Learners:
  • Use clear, large fonts and colour overlays on reading materials.
  • Multi-sensory activities: tactile letter cards, kinaesthetic sorting tasks.
  • Pause for discussion to clarify sounds and meanings.
  • Provide sentence starters and word banks for writing.
• For Advanced Learners:
  • Challenge to identify words with silent ‘wh’ sound (e.g., ‘who’, ‘whole’) and explain pronunciation differences.
  • Write a short paragraph using at least 5 ‘th’ and ‘wh’ words correctly and creatively.
  • Explore how ‘th’ sound can be voiced (this/that) or voiceless (thin/thank).

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Resources

• Phoneme picture cards for ‘th’ and ‘wh’ words.
• Printed short reading passages highlighting ‘th’ and ‘wh’ words in colour.
• Word cards for sorting game.
• Mini whiteboards and markers.
• Dyslexia-friendly overlays and lined writing paper.

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Extension Activity (Home Learning or Extra Time)

• Encourage children to listen for ‘th’ and ‘wh’ words in their favourite stories at home and write down 3 new words they find with each digraph.
• Design a small comic strip or story featuring a character whose name starts with ‘Th’ or ‘Wh’ (e.g., Theo, Whitney) to reinforce sounds creatively.

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This lesson prioritises phonics mastery aligned with the National Curriculum and promotes confidence in reading and writing critical digraphs vital for Year 3-4 literacy skills, all while providing support for diverse learning needs.