English · Year 1 · The Magic of Phonics and Word Building · Autumn Term

Digraphs and Trigraphs Introduction

Students will be introduced to common digraphs (e.g., 'sh', 'ch', 'th') and trigraphs (e.g., 'igh', 'air') and practice blending them.

• National Curriculum Attainment Targets
• KS1: English - Reading (Word Reading)
• KS1: English - Phonics

About This Topic

Digraphs and trigraphs introduce Year 1 students to letter combinations that represent single sounds, such as 'sh' in ship, 'ch' in chin, 'th' in thin, and trigraphs like 'igh' in light and 'air' in fair. Students identify these in spoken words, blend them with other phonemes to read CVC words extended with digraphs, and segment them for early spelling. This work supports the UK National Curriculum's KS1 phonics standards for secure word reading.

Positioned in the Magic of Phonics and Word Building unit, this topic builds on single-letter sounds to enable decoding of real and alien words with adjacent consonants. Students analyze how two or three letters produce one sound, compare it to individual letters, and explain its role in reading longer words. These skills strengthen phonological awareness and lay groundwork for spelling patterns in writing.

Active learning excels with this topic through multisensory, playful activities that turn abstract sounds into concrete experiences. When students hunt for digraphs in picture books, build words with magnetic letters in pairs, or play blending games, they practice repeatedly in engaging ways. This approach boosts retention, confidence, and automaticity in blending.

Key Questions

1. Analyze how two or three letters can make one sound.
2. Compare the sound of a digraph to individual letter sounds.
3. Explain why digraphs and trigraphs are important for reading more complex words.

Learning Objectives

• Identify common digraphs (sh, ch, th) and trigraphs (igh, air) in written words.
• Blend phonemes, including digraphs and trigraphs, to read simple words.
• Compare the sound of a digraph to the sounds of its individual letters.
• Explain the function of digraphs and trigraphs in decoding longer words.

Before You Start

Single Letter Sounds (Graphemes)

Why: Students must be able to recognize and produce the sounds of individual letters before they can understand how two or three letters combine to make a new sound.

CVC Word Blending

Why: Prior experience blending simple consonant-vowel-consonant words is necessary before introducing blending words that include digraphs and trigraphs.

Key Vocabulary

digraph	Two letters that make one sound, like 'sh' in 'ship' or 'ch' in 'chair'.
trigraph	Three letters that make one sound, like 'igh' in 'light' or 'air' in 'fair'.
phoneme	The smallest unit of sound in a spoken word, like the 's' sound in 'sun'.
blending	Putting individual sounds together to read a word, for example, 'sh' + 'ee' + 'p' makes 'sheep'.

Watch Out for These Misconceptions

Common Misconception

Digraphs make two separate sounds, like 's' and 'h'.

What to Teach Instead

Show that 'sh' produces one smooth sound through mouth positioning demos and mirror work. Active blending games in pairs help students hear and feel the fused sound, correcting the idea by comparing to single letters during collaborative word building.

Common Misconception

Trigraphs are just three single letter sounds blended.

What to Teach Instead

Emphasize 'igh' as one phoneme via sound isolation activities. Hands-on sorting of trigraph words from single-letter words in small groups reveals the pattern, with peer discussion reinforcing the single-sound rule.

Common Misconception

All letter pairs are digraphs.

What to Teach Instead

Use sorting mats to categorize common digraphs versus blends like 'bl'. Group hunts for real examples build discrimination skills, as students actively test blends in reading aloud.

Active Learning Ideas

Sound Hunt: Digraph Picture Match

Display pictures around the room representing words with target digraphs and trigraphs. Students work in small groups to find matches, say the word aloud, and record the digraph on clipboards. Groups share findings with the class, blending the full word together.

25 min·Small Groups

Blending Relay: Digraph Races

Divide the class into teams. Call out sounds including a digraph or trigraph; the first student runs to the board, writes the grapheme, and blends with the teacher. Next teammate adds a sound until a word forms. Winning team blends all words at end.

30 min·Whole Class

Magnetic Builders: Trigraph Words

Provide trays with magnetic letters and word cards using trigraphs like 'igh' and 'air'. In pairs, students build the word from the card, blend it aloud, then invent a new word with the trigraph. Pairs present one invention to the group.

20 min·Pairs

Segment and Blend Game: Air Balloons

Use balloon props labeled with pictures. Students pop a balloon in pairs, segment the word into sounds, identify the digraph or trigraph, then blend it back. Collect segmented sounds on mini whiteboards for teacher check.

15 min·Pairs

Real-World Connections

• Children's book illustrators and authors use digraphs and trigraphs to create engaging stories. For example, the word 'night' uses the 'igh' trigraph to create a specific mood.
• Toy manufacturers create alphabet and phonics-based games and puzzles that often feature digraphs and trigraphs, helping children learn to read words like 'fish' or 'chair'.

Assessment Ideas

Exit Ticket

Provide students with a worksheet containing words with digraphs and trigraphs. Ask them to circle the digraphs or trigraphs they find and write the sound each one makes. For example, circle 'th' in 'thin' and write '/th/'.

Quick Check

Hold up flashcards with common digraphs and trigraphs (e.g., 'sh', 'ch', 'th', 'igh', 'air'). Ask students to say the sound each letter combination makes. Then, show a word containing the digraph/trigraph and ask them to blend it.

Discussion Prompt

Ask students: 'When you see the letters 't' and 'h' next to each other, do they always make two sounds or sometimes just one? Can you give me an example of a word where they make one sound?' Listen for their ability to articulate the concept of a digraph.

Frequently Asked Questions

What are common digraphs and trigraphs for Year 1?

Focus on Phase 5 phonics: digraphs 'sh', 'ch', 'th', 'ng', 'ai', 'ee', 'oa', 'oo'; trigraphs 'igh', 'air', 'ear', 'ure'. Introduce two to three per week with decodable books. Practice through daily blending and segmenting routines to ensure mastery before progressing.

How can active learning help students master digraphs and trigraphs?

Active methods like sound hunts, magnetic building, and relay games engage multiple senses, making phoneme-grapheme links concrete. Students practice blending repeatedly in fun, low-stakes settings, which builds automaticity and confidence. Collaborative elements allow peer modeling, while movement keeps energy high for sustained focus.

How to teach blending with digraphs in Year 1?

Start with robot voices: say sounds robotically, including the digraph as one unit, then speed up to fluent blending. Use sound buttons under digraphs on cards. Daily practice with alien words prevents guessing from sight, aligning with Letters and Sounds progression.

Why are digraphs important for KS1 reading?

They expand decodable word vocabulary beyond CVC, enabling access to Year 1 texts. Secure knowledge supports fluent reading, comprehension, and spelling. Regular screening identifies gaps early, with targeted interventions like paired reading boosting progress toward expected standards.