Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WHICH when teaching or reviewing digraphs.
![sight word which flashcards](https://primarylearning.org/wp-content/uploads/2023/08/Sight-Word-WHICH.png)
Digraph Worksheets & Printables
Digraph worksheets help children understand and practice digraphs, which are combinations of two letters representing a single sound. Common examples include “sh,” “ch,” “th,” and “wh.” These worksheets feature engaging activities such as identifying, tracing, and writing words containing digraphs and exercises that require matching pictures to corresponding digraphs. Digraph worksheets strengthen phonemic awareness by focusing on specific sound patterns, developing solid decoding skills, and helping children become more proficient in recognizing and pronouncing words with digraphs. These worksheets promote vocabulary development as children encounter and understand words with distinct sound combinations. Our digraph worksheets provide a structured way for young learners to navigate the complexities of language, fostering both phonics proficiency and a deeper appreciation for reading.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WHICH when teaching or reviewing digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THOSE when teaching or reviewing unusual spelling (s as z in VC words), consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THESE when teaching or reviewing unusual spelling (s as z in VC words), consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THEIR when teaching or reviewing first set, irregular words, consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word SLEEP when teaching or reviewing vowel digraphs, beginning blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word READ when teaching or reviewing vowel digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word MADE when teaching or reviewing split digraphs (silent e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word GREEN when teaching or reviewing vowel digraphs, beginning blends.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word GAVE when teaching or reviewing split digraphs (silent e), v followed e.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WHEN when teaching or reviewing consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THINK when teaching or reviewing consonant digraphs, glued sound – ng nk.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THEN when teaching or reviewing consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THEM when teaching or reviewing consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THANK when teaching or reviewing consonant digraphs, glued sound – ng nk.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word TAKE when teaching or reviewing split digraphs (silent e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word MAY when teaching or reviewing vowel digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WITH when teaching or reviewing consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word WHITE when teaching or reviewing consonant digraphs, split digraphs (silent e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THIS when teaching or reviewing consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word THAT when teaching or reviewing consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word SAY when teaching or reviewing vowel digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word RIDE when teaching or reviewing split digraphs (silent e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word NEW when teaching or reviewing diphthongs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word LIKE when teaching or reviewing split digraphs (silent e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word EAT when teaching or reviewing vowel digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word CAME when teaching or reviewing split digraphs (silent e).
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word BLACK when teaching or reviewing beginning blends, ending consonant digraphs.
Orthographic mapping extracts the word’s spelling and stores it in long-term memory as a sight word. Include the word ATE when teaching or reviewing split digraphs (silent e).
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