Worksheet
Digraphs & Blends Flashcards
Instructions:
- Print these cards on cardstock (front and back).
- Cut each card along the lines.
- During one-on-one practice, show the Front of the card and have the student read the word aloud, focusing on the beginning or ending digraph/blend.
- Flip to the Back to reveal the phonemes and highlight the target letters for immediate feedback and data collection.
Card 1
Front: chin
Back: /ch/ – /in/ (digraph: ch)
Card 2
Front: ship
Back: /sh/ – /ip/ (digraph: sh)
Card 3
Front: that
Back: /th/ – /at/ (digraph: th)
Card 4
Front: when
Back: /wh/ – /en/ (digraph: wh)
Card 5
Front: black
Back: /bl/ – /ack/ (blend: bl)
Card 6
Front: flip
Back: /fl/ – /ip/ (blend: fl)
Card 7
Front: stop
Back: /st/ – /op/ (blend: st)
Card 8
Front: tree
Back: /tr/ – /ee/ (blend: tr)
Card 9
Front: bring
Back: /br/ – /ing/ (blend: br)
Card 10
Front: snap
Back: /sn/ – /ap/ (blend: sn)
Card 11
Front: bench
Back: /b/ – /ench/ (digraph: ch ending)
Card 12
Front: fish
Back: /f/ – /ish/ (digraph: sh ending)
Card 13
Front: math
Back: /m/ – /ath/ (digraph: th ending)
Card 14
Front: path
Back: /p/ – /ath/ (digraph: th ending)
Card 15
Front: fast
Back: /fa/ – /st/ (blend: st ending)
Card 16
Front: felt
Back: /fe/ – /lt/ (blend: lt ending)
Card 17
Front: hand
Back: /ha/ – /nd/ (blend: nd ending)
Card 18
Front: camp
Back: /ca/ – /mp/ (blend: mp ending)
Card 19
Front: lunch
Back: /lun/ – /ch/ (digraph: ch ending)
Card 20
Front: list
Back: /l/ – /ist/ (blend: st ending)
Lesson Plan
Blend & Digraph Dash Plan
The student will accurately decode and read aloud 20 words containing beginning and ending digraphs and blends, recording responses to meet their IEP accuracy target for foundational decoding skills.
Targeted practice of digraphs and blends builds phonics proficiency, enhances reading fluency, and directly supports the student’s IEP goal by providing immediate feedback and data collection.
Audience
1st Grade
Time
30 minutes
Approach
One-on-one flashcard practice with data tracking.
Materials
Digraphs & Blends Flashcards, Student Response Recording Sheet, and Timer or Stopwatch
Prep
Prepare Flashcards
5 minutes
- Review the Digraphs & Blends Flashcards.
- Print cards on cardstock and cut apart.
- Gather a timer or stopwatch.
- Prepare a data recording sheet for tallying correct vs. incorrect responses.
Step 1
Warm-Up and Phonemic Awareness Check
5 minutes
- Greet the student and explain the session’s goal.
- Quickly review individual letter sounds for each target digraph/blend (e.g., /ch/, /sh/, /bl/, /st/).
- Model blending two sample words aloud and have the student echo.
Step 2
Flashcard Modeling
5 minutes
- Show the student one flashcard (Front side) and read the word aloud yourself, emphasizing the digraph/blend.
- Flip to the Back to segment the phonemes and highlight the target letters.
- Invite the student to blend the sounds to read the word again with your guidance.
Step 3
Guided Practice with Data Collection
15 minutes
- Present each of the 20 flashcards one at a time (Front side only).
- Ask the student to read the word aloud, focusing on the beginning or ending digraph/blend.
- Mark each response as correct or incorrect on the Student Response Recording Sheet.
- Flip to the Back of the card to provide immediate feedback, segmenting and blending the sounds together.
- For errors, model the correct pronunciation and have the student repeat.
- Continue until all cards have been practiced.
Step 4
Review and Goal Setting
5 minutes
- Review the data recorded: count correct vs. incorrect responses.
- Highlight patterns (e.g., consistently accurate with /sh/ but errors with /st/).
- Praise successes and set a specific goal for the next session (e.g., "Read 90% of ending blends correctly").
- Encourage the student and end on a positive note.
Worksheet
Student Response Recording Sheet
Student Name: ______________________ Date: ________________
Use this sheet to record whether the student reads each word correctly or incorrectly. Provide any brief notes on errors or patterns in the Notes column.
| # | Word | ✓ Correct | ✗ Incorrect | Notes |
|---|---|---|---|---|
| 1 | chin | |||
| 2 | ship | |||
| 3 | that | |||
| 4 | when | |||
| 5 | black | |||
| 6 | flip | |||
| 7 | stop | |||
| 8 | tree | |||
| 9 | bring | |||
| 10 | snap | |||
| 11 | bench | |||
| 12 | fish | |||
| 13 | math | |||
| 14 | path | |||
| 15 | fast | |||
| 16 | felt | |||
| 17 | hand | |||
| 18 | camp | |||
| 19 | lunch | |||
| 20 | list |
Total Correct: ______ Total Incorrect: ______
Patterns/Next Steps:
Reference materials: Digraphs & Blends Flashcards
Slide Deck
Blend & Digraph Dash
Tier 3 Individual Intervention | 1st Grade | 30 Minutes
Welcome the student, introduce today’s session, and set a positive tone. Explain that they will practice reading special letter combinations called digraphs and blends to help them become stronger readers.
Objectives
• Decode 20 words containing beginning and ending digraphs and blends
• Read each word aloud with 90% accuracy
• Record responses for data tracking
Read the objectives aloud. Emphasize that the goal aligns with the student’s IEP target for foundational decoding skills.
Materials & Prep
• Digraphs & Blends Flashcards
• Student Response Recording Sheet (#student-response-recording)
• Timer or stopwatch
Prep Steps (5 min):
- Print and cut flashcards on cardstock
- Place cards face-down in order
- Have recording sheet and timer set up
Quickly show each material and explain its use. Ensure flashcards are printed and the recording sheet is ready.
Warm-Up & Phonemic Awareness Check
- Greet student and explain today’s goal.
- Review target letter sounds (/ch/, /sh/, /th/, /wh/, /bl/, /fl/, /st/, /tr/).
- Model blending: e.g., /ch/ + /in/ → “chin.” Student echoes.
Guide the student through letter-sound review. Model blending two sounds, then have them echo.
Flashcard Modeling
- Show Front: chin
- Read aloud, emphasizing /ch/ blend.
- Flip card: Back shows /ch/ – /in/ (digraph: ch).
- Segment sounds, then blend together.
- Invite student to repeat the process.
Demonstrate how to use the flashcards: show front, read word, then flip and segment sounds. Encourage student to try.
Guided Practice & Data Collection
- Present each of the 20 flashcards (Front only).
- Ask the student to read the word aloud.
- Mark ✓ or ✗ on the Recording Sheet.
- Flip card to provide phoneme segmentation and correct blending.
- For errors, model again and have student repeat.
- Continue through all cards.
During guided practice, track each response and provide immediate feedback. Encourage self-correction.
Review & Goal Setting
- Count correct vs. incorrect responses.
- Discuss patterns (e.g., strong with /sh/, needs more /st/).
- Praise successes and set next goal (e.g., read 90% of ending blends correctly).
- End with positive encouragement.
Review the tally together. Highlight strengths and areas to improve. Set the next session’s goal.