FREE Blends and Digraphs Chart

Words that have blends and digraphs can be a little tricky for kiddos. Typically kids are ready for them when they can read {and spell most} CVC words. Reading and spelling words with blends and digraphs requires kids to listen very closely to each individual sound in words {called phonemes.} And sometimes it helps to have a little extra support to do this.

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Blends and Digraphs – What Are They?

Blends and digraphs can be tricky for adults, too. I probably get asked about 1-2 times a month what they are and what the difference is between the two. So, let’s stop for a moment and explore both. To do so, I have two “posters” I created for Set 4 of the BOB Books that can help to clarify the difference. FREE links are included to the posters below.

 

Blend = TWO LETTERS {occasionally three letters}, PUT TOGETHER, AND YOU HEAR BOTH SOUNDS. {You can download this poster in this post.}

Some examples of beginning blends are bl-, sc-, or gr-. Blends can also be at the end of words, such as –nd, -st, or -mp. I like to start with words that have EITHER a beginning OR ending blend, but NOT both when introducing blends. For example, a word like stump contains a beginning blend {st-} and ending blend {-mp} and may be too difficult for a child just learning about blends.

 

Digraph = TWO LETTERS, PUT TOGETHER, AND YOU HEAR ONE SOUND. {You can download this poster in this post.}

Some common digraphs are ch, ph, sh, th and wh. Some digraphs can be found at the beginning or end of words {such as sh, th, and ph} while others, like kn, are typically only found at the beginning. When I introduce digraphs, I also focus on either the beginning digraphs or the ending digraphs, not words that have both.

 

Common Blends and Digraphs Chart for Kids

My Kindergartner {NJoy} does a good job of reading blends and digraphs in words for the most part, but he isn’t consistently spelling them in his writing just yet. Blends have been easier for him, as they typically are {because you can hear both sounds}, than digraphs.

So, I created a 1-page reference chart of blends and digraphs for him to give a little support when needed. {The free download is at the end of this post and contains a color chart and a black/white chart.}

 

Ways to Use the Chart

1. Introduce the chart. The first thing I did was review blends and digraphs with him by talking about what they sound like {blends make two individual sounds and digraphs make one sound.} We looked at each image and he named them. We listened for the blend or digraph in the word.

2. Play a sound game. For this game, I asked him to bring one of his favorite small toys. I said, “We’re going to play a listening game. I’m going to say a word that starts the same as one of these words. You need to listen to the word, then find the picture {starting with either a blend or digraph} on the chart that starts with the same sound(s).

“For example, if I said plate, you would say that word slowly, p-l-a-t {making long a sound} and listen for the first sounds you heard. Hmmm…sounds like p-l, so you would put the toy on the plane in the chart because it also starts with p-l.” I followed up with two more examples and by the third example, he was answering for me, so I knew he was ready to try.

 

We played this listening game for about 10 rounds. The digraphs were definitely trickier for him, as expected. We will play this game another time.

 

3. Use it during writing OR reading time as a reference to remember sounds.

This comes in handy especially during writing time for my little guy. I am absolutely blown away at how he has learned to crack the code of phonics in his reading. And I’ve been amazed at his spelling, too, but spelling almost always lags behind reading, as I explain in my ebook, Teaching Kids to Spell.

So, he can use it as a reference when spelling words. Just like in our listening game {#2}, when he gets to a word that has a blend or digraph, he can find the corresponding picture on the chart to help him spell {like in the word snowman.}

 

4. Display it at his desk. I have displayed his chart where he can easily see it and access it, if he needs. I think this is an important step that we sometimes forget. Instead of throwing it away {or placing it in a “done” pile}, make sure it’s accessible to kids. If you’re a classroom teacher, a reading or writing folder would be a great place for the chart. Or perhaps at a reading or writing center area.

 

~Becky