Flashcards - Digraphs
The Flashcards – Digraphs resource features a wide range of illustrated word cards designed to reinforce student understanding of common consonant and vowel digraphs. Covering sounds such as ch, sh, th, wh, ee, ai, oo, and more, each card includes simple, high-frequency vocabulary paired with engaging visuals.
Ideal for phonics instruction, small group work, sound sorting activities, or classroom displays.
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Learning goals
- We are learning to use sounds in spoken words, adding, deleting and subtracting initial, medial and final phonemes (sounds) to build new words (phonological awareness).
- We are learning to use most letter-sound matches including vowel diagraphs, less common long vowel patterns, e.g. ight, consonant clusters and silent letters, e.g. knife, thumb, when reading and writing words of one or more syllables.
- We are learning to use sounds in spoken words, adding, deleting and subtracting initial, medial and final sounds to build new words.
- We are learning to use most letter-sound matches including vowel diagraphs, less common long vowel patterns, e.g. igh, consonant clusters and silent letters, e.g. knife, thumb, when reading and writing words of one or more syllables.
- We are learning to use digraphs, long vowels, blends and silent letters to spell one and two syllable words, including some compound words.
- We are learning to understand that a sound can be represented by various letter combinations, e.g. the long ‘a’ sound in stay, weight, able, make.
Curriculum alignment
AC9E1LY10
9
Orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)
AC9E2LY10
9
Use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words
ACELA1457
8.4
Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words
ACELA1824
8.4
Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable
ACELA1471
8.4
Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words
ACELA1825
8.4
Understand that a sound can be represented by various letter combinations
EN1-4A
old
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
EN1-5A
old
Uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
EN1-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
EN1-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
VCELA204
Manipulate phonemes by addition, deletion and substitution of initial, medial and final phonemes to generate new words
VCELA218
Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations
VCELA239
Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters
VCELA226
Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
• Use in conjunction with sound boxes or Elkonin boards.
• Print on coloured paper to group by digraph sound.
• Use larger versions for classroom display or smaller sets for individual learners.
Extensions
• Have students group cards by digraph and create their own word lists.
• Use cards for oral blending or sentence creation activities.
• Turn into a matching game or phonics snap for literacy centres.
Teach it your way
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