For some reason, a few of my children struggled to remember the sounds linked to each digraph. It wasn’t until I introduced a physical action that they began to connect with and recall the sounds effectively.

One technique that really helped my children remember digraphs was to physically engage while reading. For the digraph **SH**, I would place my finger to my lips and say “shhh.” (Or practice “sh” words in a whisper to mimic the soft sound.) For **CH**, I formed a ‘C’ shape with my hand, raised it above my head, and pumped it up and down while saying “CH, CH, CH,” mimicking the sound of a train with “Choo Choo.” To emphasize the “TH” sound, I would extend my tongue out and place my thumb next to it, moving it toward the listener as I read. (Use mirrors to observe tongue placement while pronouncing “th.” ) The children would imitate these actions, which reinforced their learning.

Strategies and Activities to Teach Digraphs and Solidify Understanding for Each Multiple Intelligence

Linguistic Intelligence:

• Dictation Practice: Dictate simple sentences containing target digraphs.
• Word Building: Use letter tiles or magnetic letters to build words with digraphs.
• Decodable Readers: Use books designed to emphasize specific digraphs repeatedly.
• Highlight Hunts: Provide texts where students highlight or circle digraphs.
• While Reading – Word Sorts: Sort words by digraphs to help categorize and internalize patterns.

Logical-Mathematical Intelligence:

• Pattern Recognition: Challenge students to identify patterns in word lists with digraphs.
• Sorting Activities: Categorize words based on digraph types to reinforce logical connections.

Spatial Intelligence:

• Organize: Organize pictures and words into bags labeled with various sounds, breaking them down by their different letters. For instance, create three bags for the sound “sh”: one for “sh,” one for “s,” and one for “h.”
• Bags: Create separate bags or bowls for matching pictures that correspond to the sounds and label these bags: “wh,” “sh,” “ck,” and “ch.”
• Sort: Sort words and pictures into piles based on whether they start or end with “sh” (representing the different digraphs).
• Utilize the MAZE activity, in the activity pages I created, to create an accordion book, cutting out pictures that contain the target sound and setting aside those that do not, placing the latter at the back.
• Anchor Charts: Create colorful charts displaying common digraphs (ch, sh, th, wh, ph) with corresponding images (e.g., “ch” with a picture of a chair).
• Sound Association: Emphasize the distinct sound of each digraph, ensuring students can differentiate them from single letter sounds.
• Drawing Activities: Have students illustrate scenes or objects that emphasize specific digraphs.

Bodily-Kinesthetic Intelligence:

• Hunt: Engage in a “Digraph Hunt” around the house or classroom, where children search for objects or items that contain specific digraph sounds. Encourage them to say the word aloud and demonstrate the action associated with the digraph.
• Ball Toss: Have bags or bowls with sound labels prominently displayed at the front. Toss a ball or chip into a bag, retrieve a word, and read it aloud. Alternatively, match pictures to their respective sounds and place them in the appropriate bags or bowls.
• Tactile Tracing: Employ sand trays, playdough, shaving cream, or textured letters or materials for hands-on digraph practice where students can trace digraphs while pronouncing the sounds.
• Air Writing: Have students write digraphs in the air with exaggerated arm movements to reinforce memory through motion.

Musical Intelligence:

• Dance: Design a “Digraph Dance” session, where each sound has a corresponding dance move. For example, a soft, flowing motion for “sh” or a quick, sharp movement for “ch” can help reinforce the auditory and physical connection.
• Digraph Songs: Create simple songs or rhymes that highlight different digraph sounds.
• Rhythm Clapping: Clap out the syllables or beats in digraph-containing words.

Interpersonal Intelligence:

• Peer Teaching: Pair students to teach and quiz each other on digraphs.
• Digraph Bingo: Create bingo cards with words or pictures representing different digraphs.
• Memory Match: Pair words or images with matching digraphs to encourage recognition and recall.
• I Spy: Play “I Spy” focusing on items that start with or contain certain digraphs.

Intrapersonal Intelligence:

• Reflective Journals: Encourage students to write about their learning experiences with digraphs.
• Goal Setting: Have students set personal targets for mastering specific digraphs.
• Name Connection: Highlight digraphs in students’ names or those of family members.
• Morning Warm-Ups: Quick daily activities reviewing previously learned digraphs.
• Spiral Review: Regularly incorporate old digraphs into new lessons to reinforce retention.

Naturalistic Intelligence:

• Sounds: Implement a “Sound Scavenger Hunt” outdoors, where children listen for real-world sounds that mimic the digraphs they are learning. For example, they might listen for the “ch” of a chirping bird or the “sh” of shushing/rustling leaves.
• Environmental Digraph Hunt: Search for digraphs in nature (e.g., “sh” in “shell”).
• Digraph Hunt: Encourage students to find digraphs in their environment, such as on signs, labels, or packaging.
• Classification Activities: Sort natural objects or images based on digraph labels.

These interactive and multisensory activities aimed at each multiple intelligence not only make learning fun but also help reinforce the connection between the sound, action, and visual representation of digraphs, enhancing memory retention and understanding.

Book 4: Digraphs

Book 4: Digraphs