Pennington Publishing Blog

Consonant Digraphs for Big Kids

Quite a few new teachers get confused about the difference between consonant digraphs and consonant blends. In a quick Google search, I found plenty of confusion among these “reading experts.” As an MA reading specialist, let me give you the definitions, a way to remember the difference, some examples, a few teaching tips, a FREE whole-class assessment with audio file, an instructional scope and sequence, and instructional management tips. Also, let’s throw in a FREE set of five consonant digraph lessons with a short formative assessment. Wahoo!

Consonant Digraphs

Definition: Consonant digraphs are two (or three) letters which form one sound. Consonant blends are two (or three) letters which make two (or three) sounds.

How to remember the difference: When we are dealing with phonics, we are creating sounds from letters. As you know, phon means sound; so does son (think sonar). You also know that di means two and graph means writing (letters for our purpose). Thus, a consonant digraph is one sound, two letters. Don’t forget we also have vowel digraphs: one vowel sound with two letters. 

And now for consonant blends… When you blend spices in your favorite chili recipe, you can still taste the chili powder, salt, cumin, and cayenne pepper. Each spice keeps its individual flavor. Thus, a consonant blend puts together two or three letters, each keeping its own sound. Note: Be careful not to think of a blender regarding consonant blends. My Vitamix® takes away every flavor from every ingredient in my daily protein drink. In other words, each consonant phoneme (speech sound) is retained when decoding the consonant blend spellings.

Consonant Digraph Examples: The “h” Brothers

Consonant Digraphs

Teaching Tips

Make sure to teach the breathy /w/ sound for the “wh” digraph. The Middle English pronunciation before the Great Vowel Shift (beginning in about 1350 A.D.) was actually two sounds before they evolved into one. Contrast the /w/ “wh” as in whale with the /w/ “w” as in wolf and you’ll hear the difference. Note: The sound-spelling cards I use in my Teaching Reading Strategies reading intervention program are all animals. Thankfully, there is a critter known as an “x-ray” fish. 

Make sure to teach the two sounds of the “th” spellings and “sh” spellings at some point. The differences are difficult to hear for most students (and many teachers). I suggest sticking with the voiced /th/ as in python and then moving to the unvoiced (the same with the “sh” consonant digraph). See the instructional sequence below for the blending sample words I use. Check out my article on “How to Teach the Voiced and Unvoiced ‘th'” if this confuses you.

Do not elongate the endings of consonant digraphs. I just got finished watching a video of a proud principal teaching a group of students the /sh/ consonant digraph. The principal was putting her index finger in front of pursed lips while she said (and had students repeat) “shhhhhhhhhh.” When the principal asked her students to blend the /sh/ + /ĕ/ + /d/, the students dutifully responded with “”shhhhhhhhhhed.” The perplexed principal wisely called on the teacher for help.

Lastly, I don’t teach the “ph” consonant blend until we get to silent letters. It’s a Greek sound-spelling, but then you knew that!

Assessment, Instructional Scope and Sequence, Forming Groups, Time, Instruction, and Practice

Consonant Digraphs Instructional Sequence

The first step is to determine what is missing from the your students’ knowledge of the consonant digraph phonics patterns. Teachers have used my FREE reading assessments for years to pinpoint phonemic awareness, phonics, and sight words deficits. For the purposes of this article, the Consonant Sounds Phonics Assessment pinpoints which consonant digraph sound-spellings students have not yet mastered.

The second step is to follow a research-tested instructional scope and sequence. Most all explicit, systematic phonics programs begin with short vowels and layer on consonant sounds and consonant blends. Next, phonics programs begin with the long vowel sound-spellings or teach the silent final e sound-spellings.

The third step is to group students who have demonstrated that they have not yet achieved mastery with the consonant digraph sound-spellings. Teachers use a variety of small group formats. Literacy centers have become a popular option to provide remedial instruction within some centers (stations), while offering grade-level and/or accelerated instruction in other centers.

The fourth step is to set aside the necessary time to teach the consonant digraph sound-spellings. Initial instruction takes longer; however, remedial instruction can be accomplished quite quickly, because gap-filling builds upon some degree of prior knowledge, albeit a shaky foundation. Typically, five 20-minute workshops will facilitate mastery as indicated by formative assessments.

The fifth step is to provide effective instruction and practice for the consonant digraph sound-spellings and to use a formative assessment to determine mastery. Teachers need to have back-up lessons in case the student does not master the consonant digraphs on the formative assessment. A solid foundation will allow students to learn additional reading skills.

The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

Reading, Spelling/Vocabulary blending, close reading, close reading strategy, Common Core Standards, consonant blends, consonant digraphs, EL reading, EL reading programs, literary analysis, Mark Pennington, outlaw words, phonemic awareness, phonics, phonics programs, Reading Anchor Standards, reading assessments, reading comprehension, reading fluency, reading intervention, reading intervention programs, reading strategies, reading worksheets, remedial reading, Sam and Friends Phonics Books, short vowels, sight words, silent final e, special education reading, Teaching Reading Strategies, text dependent questions, Tier 1 reading intervention, Tier 2 reading intervention

Silent Final e for Big Kids

Students find the consonant-final e to be a frustrating component of  our English sound-spelling system. In particular, second-language learners struggle with both pronunciations and spellings of silent final e words. However, this tricky sound-spelling actually helps more than it confuses.

We have those late Middle English folks from Chaucer’s Day (before the Great Vowel Shift beginning about 1350 A.D.) to blame and thank for the silent final e. Some of you must have read the old version of his Canterbury’s Tales in high school or college. In the book, words such as care were pronounced as two syllables (kā/ruh), rather than one. The final e was added on to signal an object, not a subject noun, and a plural, not a singular noun. The English kept the spelling, but dropped the suffix syllable sound.

Kids often ask, “Why do we have to learn it (the silent e), when we don’t have to say it?” Following are eight decent responses:

1. The silent final e says so, and she’s the boss. After all, silence speaks louder than words. If a word pronunciation is confusing, the silent final e steps up to be the “bossy final e” to make the other letters make sounds which make sense to us. 
2. The consonant-final e helps us divide words into syllables and makes pronunciation easier. Remember that every syllable must have a vowel. If we didn’t have the the silent final e, how could we pronounce a word such as stapl?  Sta/ple is much simpler.
3. The consonant-final e signals that a word ending in an s is not a plural. For example, “I hope she has sense enough not to break her promise” lets us know that it’s just one sense and just one promise, not more than one. After all, “”I hope she has sens enough not to break her promis” might be confusing.
4. The consonant-final e usually signals a preceding long vowel sound. For example, hide and note (long vowel sounds) keep readers from reading hid and not (short vowel sounds). Even most of the vowel digraphs (another result of the Great Vowel Shift) are long vowel sounds signaled by the silent final e, for example leave and owe. Yes, it’s true there are exceptions, which we have to memorize as “outlaw words.” Many of these sight words were common Middle English words that the Brits refused to change, such as love, give, and have.
5. The consonant-final e signals soft /c/ and /g/ sounds, such as prince and huge.
6. The silent final e is used to show the difference in homophones, such as in or and ore.
7. The consonant-final e prevents i, u, and v from being the last letter in a word. For example, we would rather read about people who lie about their true love, rather than about people who li about their tru lov.
8. The consonant-final e makes the /th/ a voiced sound, such as with clothe, breathe, bathe, and teethe. Check out my article on “How to Teach the Voiced and Unvoiced ‘th'” if this confuses you.

Some students find the consonant-final e to be hard to spell when adding on suffixes. This consonant-final e song might help!

Consonant-Final e Rap (Play the audio file HERE.)

Drop the final e when adding on an ending if it starts with a vowel up front.

Keep the final e when adding on an ending if it starts with a consonant.

Also keep the e when you hear soft “c” or “g”

Before “able” or “o-u-s”

Mostly keep the e when the ending is “v-e”,

“e-e”, or even “o-e”.

The first step is to determine what is missing from the your students’ knowledge of the consonant-final e phonics patterns. Teachers have used my reading assessments for years to pinpoint phonemic awareness, phonics, and sight words deficits. For the purposes of this article, the Vowel Sounds Phonics Assessment pinpoints which silent final e sound-spellings students have not yet mastered.

Silent Final e Instructional Sequence

The second step is to follow a research-tested instructional scope and sequence. Most all explicit, systematic phonics programs begin with short vowels and layer on consonant sounds and consonant blends. Next, phonics programs begin with the long vowel sound-spellings or teach the silent final e sound-spellings.

The third step is to group students who have demonstrated that they have not yet achieved mastery with the consonant-final e sound-spellings. Teachers use a variety of small group formats. Literacy centers have become a popular option to provide remedial instruction within some centers (stations), while offering grade-level and/or accelerated instruction in other centers.

The fourth step is to set aside the necessary time to teach the consonant-final e sound-spellings. Initial instruction takes longer; however, remedial instruction can be accomplished quite quickly, because gap-filling builds upon some degree of prior knowledge, albeit a shaky foundation. Typically, five 20-minute workshops will facilitate mastery as indicated by formative assessments.

Silent Final e Sound-Spellings

The fifth step is to provide effective instruction and practice for the consonant-final e  sound-spellings and to use a formative assessment to determine mastery. Teachers need to have back-up lessons in case the student does not master the silent final e on the formative assessment. A solid foundation will allow students to learn additional reading skills.

The sixth step is to demonstrate how the consonant final-e produces many Heart Words (words with one or more non-phonetic parts), but that many of these have their own spelling patterns. For example, because English does not end words in “v,” the final e is added to complete the word. Heart Words such as live, love, and have form a predictable pattern and can move from “parts to learn by heart” to sight word status with practice. Learn how to teach Heart Words in this article.

Teachers who would like to use my consonant-final e phonics lessons and formative assessment are welcome to download this workshop from my Teaching Reading Strategies program:

The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

Reading, Spelling/Vocabulary blending, close reading, close reading strategy, Common Core Standards, consonant-final e, EL reading, EL reading programs, literary analysis, Mark Pennington, outlaw words, phonemic awareness, phonics, phonics programs, Reading Anchor Standards, reading assessments, reading comprehension, reading fluency, reading intervention, reading intervention programs, reading strategies, reading worksheets, remedial reading, Sam and Friends Phonics Books, short vowels, sight words, silent final e, special education reading, Teaching Reading Strategies, text dependent questions, Tier 1 reading intervention, Tier 2 reading intervention