Consonant digraph posters with sound, alternative spelling and examples.
Use these posters to help highlight the different consonant digraph and some of their spelling alternatives.
Consonant digraphs include:
/th/ (not voiced), /th/ (voiced), /ng/, /sh/, /ch/, /zh/, /wh/ (with breath)
Please note: These posters do not include all possible graphemes for each consonant digraph.
NSW Curriculum alignment
Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language
Demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter
Thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts
Uses a variety of strategies, including knowledge of sight words and letterâ€“sound correspondences, to spell familiar words
Uses a range of strategies, including knowledge of letterâ€“sound correspondences and common letter patterns, to spell familiar and some unfamiliar words
Victorian Curriculum alignment
Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words
Know how to use onset and rime to spell words where sounds map more directly onto letters
Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words
Understand how to use letterâ€“sound relationships and less common letter combinations to spell words
Recognise short vowels, common long vowels and consonant digraphs, and consonant blends
Manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution
Manipulate phonemes by addition, deletion and substitution of initial, medial and final phonemes to generate new words
Recognise homophones and know how to use context to identify correct spelling
Australian Curriculum alignment
Understand how to use knowledge of letters and sounds including onset and rime to spell words
Understand how to use letter-sound relationships and less common letter patterns to spell words
Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words
Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words
Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words
Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words
Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing
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Added school fonts.
Addition by Kristian Jan 6th, 2019
'Unvoiced' was changed to 'voiced' on the feather /th/ digraph poster.
Fix by Holly (Teach Starter) Feb 5th, 2017
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