This question tests knowledge of consonant digraph spelling-sound correspondences (CCSS.RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs). Consonant digraphs are TWO LETTERS that work TOGETHER as a TEAM to make ONE sound. The most common consonant digraphs in 1st grade are: SH (makes /sh/ like in ship, fish), CH (makes /ch/ like in chip, much), TH (makes /th/ like in this, bath - tongue goes between teeth), WH (makes /w/ like in when, what), and PH (makes /f/ like in phone, photo - less common). When you see these two letters together in a word, they don't make two separate sounds - they make ONE special sound. For example, 'sh' in 'shop' doesn't sound like /s/ + /h/ separately - it makes the single sound /sh/. This is different from BLENDS where two letters make two sounds (like 'st' in 'stop' = /s/ /t/). Digraphs = TWO letters, ONE sound. The digraph ch makes the sound /ch/. In the word much, the letters ch work together to make the /ch/ sound. This digraph appears at the end of the word. The two letters ch cannot be separated - they must stay together to make this sound. When reading, we recognize these two letters and say the ONE sound they make together. Choice C is correct because the word much contains the ch digraph, which makes the /ch/ sound. Choice D represents wrong letters. This is incorrect because these letters don't form the digraph making the /ch/ sound - ch does. Students make this error because they confuse which sound goes with which digraph (sh vs ch). To help students learn consonant digraphs: Teach digraphs EXPLICITLY as 'letter teams' or 'special partners' - 'When you see C-H together, they make one sound: /ch/!' Use VISUAL CUES: highlight, underline, or color digraph letters together to show they're a team. Practice ARTICULATORY awareness: have students notice WHERE they make the sound (sh = lips forward and rounded, ch = tongue up behind teeth, th = tongue between teeth, wh = lips rounded). Create ANCHOR CHARTS with pictures: sh = ship (picture), ch = chip, th = thumb, wh = whale, ph = phone. Use WORD SORTS: sort words by digraph (sh words, ch words, th words). Teach DIGRAPH vs BLEND explicitly: 'St makes TWO sounds /s/ /t/ - that's a blend. Sh makes ONE sound /sh/ - that's a digraph. Big difference!' Practice SPELLING with digraphs: 'How do we write the /ch/ sound? C-H together!'

This question tests knowledge of consonant digraph spelling-sound correspondences (CCSS.RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs). Consonant digraphs are TWO LETTERS that work TOGETHER as a TEAM to make ONE sound. The most common consonant digraphs in 1st grade are: SH (makes /sh/ like in ship, fish), CH (makes /ch/ like in chip, much), TH (makes /th/ like in this, bath - tongue goes between teeth), WH (makes /w/ like in when, what), and PH (makes /f/ like in phone, photo - less common). When you see these two letters together in a word, they don't make two separate sounds - they make ONE special sound. For example, 'sh' in 'shop' doesn't sound like /s/ + /h/ separately - it makes the single sound /sh/. This is different from BLENDS where two letters make two sounds (like 'st' in 'stop' = /s/ /t/). Digraphs = TWO letters, ONE sound. The digraph sh makes the sound /sh/. In the word ship, the letters sh work together to make the /sh/ sound. This digraph appears at the beginning of the word. The two letters sh cannot be separated - they must stay together to make this sound. When reading, we recognize these two letters and say the ONE sound they make together. Choice C is correct because the digraph sh makes the /sh/ sound, not two separate letter sounds. Choice B represents individual sounds, treating the digraph like a blend (two separate sounds) instead of one sound made by two letters together. This is incorrect because in a digraph the letters work together to make ONE new sound, not two separate sounds. Students make this error because they're learning that sometimes two letters make one sound (digraph) vs two sounds (blend), they try to sound out each letter separately instead of recognizing the digraph team. To help students learn consonant digraphs: Teach digraphs EXPLICITLY as 'letter teams' or 'special partners' - 'When you see S-H together, they make one sound: /sh/!' Use VISUAL CUES: highlight, underline, or color digraph letters together to show they're a team. Practice ARTICULATORY awareness: have students notice WHERE they make the sound (sh = lips forward and rounded, ch = tongue up behind teeth, th = tongue between teeth, wh = lips rounded). Create ANCHOR CHARTS with pictures: sh = ship (picture), ch = chip, th = thumb, wh = whale, ph = phone. Use WORD SORTS: sort words by digraph (sh words, ch words, th words). Teach DIGRAPH vs BLEND explicitly: 'St makes TWO sounds /s/ /t/ - that's a blend. Sh makes ONE sound /sh/ - that's a digraph. Big difference!' Practice READING digraph words: Don't let students say /s/ /h/ separately - immediately correct to /sh/ sound.

We are finding digraphs in words. In the word fish, 'sh' makes one sound together. The letters 'f' and 'i' make their own sounds.

We are spelling digraph sounds. To spell the /sh/ sound in shop, we use 'sh'. These two letters always make this sound together.

This question tests knowledge of consonant digraph spelling-sound correspondences (CCSS.RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs). Consonant digraphs are TWO LETTERS that work TOGETHER as a TEAM to make ONE sound. The most common consonant digraphs in 1st grade are: SH (makes /sh/ like in ship, fish), CH (makes /ch/ like in chip, much), TH (makes /th/ like in this, bath - tongue goes between teeth), WH (makes /w/ like in when, what), and PH (makes /f/ like in phone, photo - less common). When you see these two letters together in a word, they don't make two separate sounds - they make ONE special sound. For example, 'sh' in 'shop' doesn't sound like /s/ + /h/ separately - it makes the single sound /sh/. This is different from BLENDS where two letters make two sounds (like 'st' in 'stop' = /s/ /t/). Digraphs = TWO letters, ONE sound. The digraph sh makes the sound /sh/. In the word fish, the letters sh work together to make the /sh/ sound. This digraph appears at the end of the word. The two letters sh cannot be separated - they must stay together to make this sound. When reading, we recognize these two letters and say the ONE sound they make together. Choice B is correct because the letters sh are the ones that work together to make the /sh/ sound in this word - these are the two letters that form the digraph. Choice A represents blend confusion. This is incorrect because these letters don't form the digraph making the /sh/ sound - sh does. Students make this error because they don't recognize digraph patterns yet, they separate digraph letters instead of seeing them as one unit. To help students learn consonant digraphs: Teach digraphs EXPLICITLY as 'letter teams' or 'special partners' - 'When you see S-H together, they make one sound: /sh/!' Use VISUAL CUES: highlight, underline, or color digraph letters together to show they're a team. Practice ARTICULATORY awareness: have students notice WHERE they make the sound (sh = lips forward and rounded, ch = tongue up behind teeth, th = tongue between teeth, wh = lips rounded). Create ANCHOR CHARTS with pictures: sh = ship (picture), ch = chip, th = thumb, wh = whale, ph = phone. Use WORD SORTS: sort words by digraph (sh words, ch words, th words). Teach DIGRAPH vs BLEND explicitly: 'St makes TWO sounds /s/ /t/ - that's a blend. Sh makes ONE sound /sh/ - that's a digraph. Big difference!' Practice SPELLING with digraphs: 'How do we write the /sh/ sound? S-H together!'

This question tests knowledge of consonant digraph spelling-sound correspondences (CCSS.RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs). Consonant digraphs are TWO LETTERS that work TOGETHER as a TEAM to make ONE sound. The most common consonant digraphs in 1st grade are: SH (makes /sh/ like in ship, fish), CH (makes /ch/ like in chip, much), TH (makes /th/ like in this, bath - tongue goes between teeth), WH (makes /w/ like in when, what), and PH (makes /f/ like in phone, photo - less common). When you see these two letters together in a word, they don't make two separate sounds - they make ONE special sound. For example, 'sh' in 'shop' doesn't sound like /s/ + /h/ separately - it makes the single sound /sh/. This is different from BLENDS where two letters make two sounds (like 'st' in 'stop' = /s/ /t/). Digraphs = TWO letters, ONE sound. The digraph sh makes the sound /sh/. In the word shop, the letters sh work together to make the /sh/ sound. This digraph appears at the beginning of the word. The two letters sh cannot be separated - they must stay together to make this sound. When reading, we recognize these two letters and say the ONE sound they make together. Choice D is correct because the letters sh are the ones that work together to make the /sh/ sound in this word - these are the two letters that form the digraph. Choice C represents wrong letters. This is incorrect because these letters don't form the digraph making the /sh/ sound - sh does. Students make this error because they separate digraph letters instead of seeing them as one unit. To help students learn consonant digraphs: Teach digraphs EXPLICITLY as 'letter teams' or 'special partners' - 'When you see S-H together, they make one sound: /sh/!' Use VISUAL CUES: highlight, underline, or color digraph letters together to show they're a team. Practice ARTICULATORY awareness: have students notice WHERE they make the sound (sh = lips forward and rounded, ch = tongue up behind teeth, th = tongue between teeth, wh = lips rounded). Create ANCHOR CHARTS with pictures: sh = ship (picture), ch = chip, th = thumb, wh = whale, ph = phone. Use WORD SORTS: sort words by digraph (sh words, ch words, th words). Teach DIGRAPH vs BLEND explicitly: 'St makes TWO sounds /s/ /t/ - that's a blend. Sh makes ONE sound /sh/ - that's a digraph. Big difference!' Practice SPELLING with digraphs: 'How do we write the /sh/ sound? S-H together!'

This question tests knowledge of consonant digraph spelling-sound correspondences (CCSS.RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs). Consonant digraphs are TWO LETTERS that work TOGETHER as a TEAM to make ONE sound. The most common consonant digraphs in 1st grade are: SH (makes /sh/ like in ship, fish), CH (makes /ch/ like in chip, much), TH (makes /th/ like in this, bath - tongue goes between teeth), WH (makes /w/ like in when, what), and PH (makes /f/ like in phone, photo - less common). When you see these two letters together in a word, they don't make two separate sounds - they make ONE special sound. For example, 'sh' in 'shop' doesn't sound like /s/ + /h/ separately - it makes the single sound /sh/. This is different from BLENDS where two letters make two sounds (like 'st' in 'stop' = /s/ /t/). Digraphs = TWO letters, ONE sound. The digraph th makes the sound /th/. In the word thin, the letters th work together to make the /th/ sound. This digraph appears at the beginning of the word. The two letters th cannot be separated - they must stay together to make this sound. When reading, we recognize these two letters and say the ONE sound they make together. Choice B is correct because the digraph th makes the /th/ sound, not two separate letter sounds. Choice A represents individual sounds. This is incorrect because in a digraph the letters work together to make ONE new sound, not two separate sounds. Students make this error because they try to sound out each letter separately instead of recognizing the digraph team. To help students learn consonant digraphs: Teach digraphs EXPLICITLY as 'letter teams' or 'special partners' - 'When you see T-H together, they make one sound: /th/!' Use VISUAL CUES: highlight, underline, or color digraph letters together to show they're a team. Practice ARTICULATORY awareness: have students notice WHERE they make the sound (sh = lips forward and rounded, ch = tongue up behind teeth, th = tongue between teeth, wh = lips rounded). Create ANCHOR CHARTS with pictures: sh = ship (picture), ch = chip, th = thumb, wh = whale, ph = phone. Use WORD SORTS: sort words by digraph (sh words, ch words, th words). Teach DIGRAPH vs BLEND explicitly: 'St makes TWO sounds /s/ /t/ - that's a blend. Sh makes ONE sound /sh/ - that's a digraph. Big difference!' Practice READING digraph words: Don't let students say /t/ /h/ separately - immediately correct to /th/ sound.

This question tests knowledge of consonant digraph spelling-sound correspondences (CCSS.RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs). Consonant digraphs are TWO LETTERS that work TOGETHER as a TEAM to make ONE sound. The most common consonant digraphs in 1st grade are: SH (makes /sh/ like in ship, fish), CH (makes /ch/ like in chip, much), TH (makes /th/ like in this, bath - tongue goes between teeth), WH (makes /w/ like in when, what), and PH (makes /f/ like in phone, photo - less common). When you see these two letters together in a word, they don't make two separate sounds - they make ONE special sound. For example, 'sh' in 'shop' doesn't sound like /s/ + /h/ separately - it makes the single sound /sh/. This is different from BLENDS where two letters make two sounds (like 'st' in 'stop' = /s/ /t/). Digraphs = TWO letters, ONE sound. The digraph wh makes the sound /w/. In the word when, the letters wh work together to make the /w/ sound. This digraph appears at the beginning of the word. The two letters wh cannot be separated - they must stay together to make this sound. When reading, we recognize these two letters and say the ONE sound they make together. Choice A is correct because the digraph wh makes the /w/ sound, not two separate letter sounds. Choice D represents individual sounds. This is incorrect because in a digraph the letters work together to make ONE new sound, not two separate sounds. Students make this error because they try to sound out each letter separately instead of recognizing the digraph team. To help students learn consonant digraphs: Teach digraphs EXPLICITLY as 'letter teams' or 'special partners' - 'When you see W-H together, they make one sound: /w/!' Use VISUAL CUES: highlight, underline, or color digraph letters together to show they're a team. Practice ARTICULATORY awareness: have students notice WHERE they make the sound (sh = lips forward and rounded, ch = tongue up behind teeth, th = tongue between teeth, wh = lips rounded). Create ANCHOR CHARTS with pictures: sh = ship (picture), ch = chip, th = thumb, wh = whale, ph = phone. Use WORD SORTS: sort words by digraph (sh words, ch words, th words). Teach DIGRAPH vs BLEND explicitly: 'St makes TWO sounds /s/ /t/ - that's a blend. Sh makes ONE sound /sh/ - that's a digraph. Big difference!' Practice READING digraph words: Don't let students say /w/ /h/ separately - immediately correct to /w/ sound.

This question tests knowledge of consonant digraph spelling-sound correspondences (CCSS.RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs). Consonant digraphs are TWO LETTERS that work TOGETHER as a TEAM to make ONE sound. The most common consonant digraphs in 1st grade are: SH (makes /sh/ like in ship, fish), CH (makes /ch/ like in chip, much), TH (makes /th/ like in this, bath - tongue goes between teeth), WH (makes /w/ like in when, what), and PH (makes /f/ like in phone, photo - less common). When you see these two letters together in a word, they don't make two separate sounds - they make ONE special sound. For example, 'sh' in 'shop' doesn't sound like /s/ + /h/ separately - it makes the single sound /sh/. This is different from BLENDS where two letters make two sounds (like 'st' in 'stop' = /s/ /t/). Digraphs = TWO letters, ONE sound. The digraph ch makes the sound /ch/. In the word chop, the letters ch work together to make the /ch/ sound. This digraph appears at the beginning of the word. The two letters ch cannot be separated - they must stay together to make this sound. When reading, we recognize these two letters and say the ONE sound they make together. Choice C is correct because the digraph ch makes the /ch/ sound, not two separate letter sounds. Choice D represents individual sounds, separating digraph. This is incorrect because these are the separate letter sounds, but in a digraph the letters work together to make ONE new sound, not two separate sounds. Students make this error because they try to sound out each letter separately instead of recognizing the digraph team. To help students learn consonant digraphs: Teach digraphs EXPLICITLY as 'letter teams' or 'special partners' - 'When you see S-H together, they make one sound: /sh/!' Use VISUAL CUES: highlight, underline, or color digraph letters together to show they're a team. Practice ARTICULATORY awareness: have students notice WHERE they make the sound (sh = lips forward and rounded, ch = tongue up behind teeth, th = tongue between teeth, wh = lips rounded). Create ANCHOR CHARTS with pictures: sh = ship (picture), ch = chip, th = thumb, wh = whale, ph = phone. Use WORD SORTS: sort words by digraph (sh words, ch words, th words). Teach DIGRAPH vs BLEND explicitly: 'St makes TWO sounds /s/ /t/ - that's a blend. Sh makes ONE sound /sh/ - that's a digraph. Big difference!' Practice READING digraph words: Don't let students say /s/ /h/ separately - immediately correct to /sh/ sound. Practice SPELLING with digraphs: 'How do we write the /sh/ sound? S-H together!' Use DECODABLE texts with many digraph words. Watch for: students treating digraphs as blends (making two sounds instead of one), students confusing which sound goes with which digraph (sh vs ch), students trying to separate digraph letters, students not recognizing digraphs and struggling with words.

We are finding digraphs in words. In 'what', the letters 'wh' work together. They make one /w/ sound at the start.