Bloom’s Word Study: Final Digraphs

Bloom’s Word Study: Final Digraphs

You got to give kids a chance to show what they know in multiple ways.

Example of student synthesizing their weekly words.

Coming into the school year, I wanted to find a way to merge phonemic awareness, instruction and vocabulary acquisition. The reasoning for this is that many experts seem to separate the three. So, I wanted to develop a structure to bring them together efficiently.

After one nine weeks of evaluating and research, I created a Word Study routine that incorporating the three approaches, which I’m calling Bloom’s (Taxonomy) Word Study.

To illustrate its effectiveness: My kids averaged +16.7 percent growth on their T.P.R.I. after I utilized this routine for two months.

What I’d like to share is a full week Word Study cycle. During this week, I studied Final Digraphs with my scholars.

Regular Words: Which, Teaching, Each, Dish, Matching, Path, Wishbone, Teeth, Fishing, Watch

Challenge Words (Higher-End Vocabulary): Arch, Attach, Punish, Fetch, Approach

Knowledge: I can identify the sounds, spelling and determine meaning of words.

Phonics: What’s the Word?

For the phonemic awareness portion of Word Study, I model how to pronounce the word and say: “What’s the Word?”

The kids then say the word in unison.

Phonics Instruction: What’s the pattern?

I keep it simple with the spelling pattern. With a funny voice, I ask the kids to come up and underline the weekly pattern.

For example, they come up and say: The Final Digraph is…

Vocabulary: Vocab Trailers

Once I began using this routine, I would review the definitions for each word. But after seeking feedback from Joanne Billingsley, she advised me to introduce visuals earlier in the process. So, that’s what I started to do.

On this day, I shared three pictures.


In this picture…

This Reminds me of…

The kids turn and talk using the sentence starter. I’ve found it to be transformational for vocabulary acquisition.

Comprehension: I can sort words according to their spelling pattern.

Phonics: Clap It Out

To begin the daily routine, I have the students lead the choral response the weekly words. After that, I clap out each letter of the words.

Phonics Instruction: How Fast Can You Go?

Understanding that Digraphs are tough patterns, I had the kids sort them with a partner. Instead of sorting once, I had them sort them as fast as they can and then repeat. To increase the rigor, I had them sort and then write their own Digraph. After some time, I gave them a dictionary to look for more words.

Vocabulary: N/A

I introduced “How Fast Can You Go?” for the first time. So, I didn’t focus on vocabulary.

Application: I can apply phonics knowledge in my reading.

Phonics passages are excellent for Word Study.

Phonics: Read Fluently

For the phonics portion, the Phonics Fluency passage is read fluently in unison with the kids.

Phonics Instruction: Look For Patterns

After reading the passage with kids, they look for the patterns and write them.

Vocabulary: Draw A Picture

For vocabulary, the kids must illustrate the story on the bottom or on the back.

Analyze: I can analyze the phonics, spelling pattern and meaning of words.

When my students analyze their words, I use a technique that I learned at a district training from a Phenomenal teacher, Emily Beno, who was my district’s Teacher of the Year a few years back.

“Conver” Stations

Station 1

Words: Dish, Fish, Wish

Say The Words As A Group

Do they have the same Digraph? Which One__________________________________________

Do they rhyme?________________________________________________________

Can you write one stanza with the words?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Station 2

Words: Wishbone, Teeth, Punish, Which, Watch

Which words have the same Final Digraph?______________________________________________

How many Final Digraphs are there?____________________________________________________

Station 3

How do the words and picture go together? ____________________________________________________________________________________________________________________________________________________________

Station 4

Describe how you sorted the words(More than a line):

After the kids complete all their stations, I debrief with them. Here’s a sample response from one of my students.

Response To Station 3: “The teacher is teaching the class. The kids watch the teacher. Which is the answer class? One of the kids get punished after school

Evaluate: I can demonstrate mastery by using context clues.

For the evaluate, I give the kids a short story where they must use some of their weekly words in context.

Quiz: 15/17 passed with 14/17 Mastery.

Synthesize: I can create a story with weekly words.

To synthesize, I have the kids create a picture or write a story with their weekly words.

Story Example: I was watching the teacher teaching us how to match some stuff. Then when we were done, she said that tomorrow we were going camping. The day has finally came. We saw a path. It was leading to the campsite. When we approach the camp, we went to a Arch. Then go fishing. Then we got a dish of fish and roast marshmallow. It was a great day.

(Picture Example Is Feature Photo)

Unit Success: 100 percent

Fellow educators give me feedback on the new Word Study Routine. All is welcome. Send to

Jeremiah Short , Educator

Published by Jeremiah Short

My name is Jeremiah Short, and I'm a educator with six years of experience. I love to teach and the overall craft of the profession. I've written one book on my journey(As I Took My Walk With God Volume I: I Stopped Wasting God's Time) with a second one way (As I Took My Walk With God Volume II: Greatness Was Upon Them). In addition to writing books, I've created several instructional routines: Word Power, T.I.D.E., Bloom's Units: Reading and The Phenomenal Classroom.

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