Phonics word list
Consonant digraph words
In short
A consonant digraph is two letters that spell one sound, such as sh in ship, ch in chin, th in thin, wh in when, ck in duck, ph in phone and ng in ring. Our checked list has 2,448 words with a consonant digraph.
At a glance
- Words in our list
- 2,448
- By syllables
- one syllable: 944 · two syllables: 1,129 · three or more syllables: 375
- By position
- initial: 783 · medial: 1,251 · final: 414
- Taught in
- Lesson 49 in the sequence
Digraph words, most common first
Spelling units show how each word breaks into the letters that spell one sound; a_e is a vowel and silent e working together. Readable after is the first lesson where a student can sound out the whole word.
sh (she, fish)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| she | sh·e | 1 | Lesson 14 (heart word) |
| fish | f·i·sh | 1 | Lesson 45 |
| push | p·u·sh | 1 | Lesson 89 |
| rush | r·u·sh | 1 | Lesson 45 |
| ship | sh·i·p | 1 | Lesson 45 |
| shop | sh·o·p | 1 | Lesson 45 |
| show | sh·ow | 1 | Lesson 86 |
| shut | sh·u·t | 1 | Lesson 45 |
| wash | w·a·sh | 1 | Lesson 94 |
| wish | w·i·sh | 1 | Lesson 45 |
| crash | c·r·a·sh | 1 | Lesson 45 |
| flash | f·l·a·sh | 1 | Lesson 45 |
| fresh | f·r·e·sh | 1 | Lesson 45 |
| shall | sh·a·ll | 1 | Lesson 45 |
| shame | sh·a_e·m | 1 | Lesson 54 |
| shape | sh·a_e·p | 1 | Lesson 54 |
| share | sh·are | 1 | Lesson 112 |
| sharp | sh·ar·p | 1 | Lesson 77 |
| sheet | sh·ee·t | 1 | Lesson 85 |
| shelf | sh·e·l·f | 1 | Lesson 45 |
| shell | sh·e·ll | 1 | Lesson 45 |
| shift | sh·i·f·t | 1 | Lesson 45 |
| shoot | sh·oo·t | 1 | Lesson 90 |
| shops | sh·o·p·s | 1 | Lesson 45 |
ch (chip, each)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| chip | ch·i·p | 1 | Lesson 48 |
| each | ea·ch | 1 | Lesson 85 |
| inch | i·n·ch | 1 | Lesson 48 |
| much | m·u·ch | 1 | Lesson 48 |
| such | s·u·ch | 1 | Lesson 48 |
| chain | ch·ai·n | 1 | Lesson 84 |
| chair | ch·air | 1 | Lesson 112 |
| cheap | ch·ea·p | 1 | Lesson 85 |
| check | ch·e·ck | 1 | Lesson 48 |
| child | ch·i·l·d | 1 | Lesson 72 |
| chips | ch·i·p·s | 1 | Lesson 48 |
| chose | ch·o_e·s | 1 | Lesson 56 |
| lunch | l·u·n·ch | 1 | Lesson 48 |
| march | m·ar·ch | 1 | Lesson 77 |
| reach | r·ea·ch | 1 | Lesson 85 |
| teach | t·ea·ch | 1 | Lesson 85 |
| touch | t·ou·ch | 1 | Not in the sequence |
| branch | b·r·a·n·ch | 1 | Lesson 48 |
| breach | b·r·ea·ch | 1 | Lesson 85 |
| chance | ch·a·n·c·e | 1 | Lesson 60 |
| change | ch·a·n·g·e | 1 | Lesson 68 |
| charge | ch·ar·g·e | 1 | Lesson 77 |
| checks | ch·e·ck·s | 1 | Lesson 48 |
| choice | ch·oi·c·e | 1 | Lesson 95 |
th (the, both)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| the | th·e | 1 | Lesson 1 (heart word) |
| both | b·o·th | 1 | Lesson 68 |
| path | p·a·th | 1 | Lesson 47 |
| than | th·a·n | 1 | Lesson 46 |
| that | th·a·t | 1 | Lesson 46 |
| them | th·e·m | 1 | Lesson 46 |
| then | th·e·n | 1 | Lesson 46 |
| they | th·ey | 1 | Lesson 17 (heart word) |
| thin | th·i·n | 1 | Lesson 47 |
| this | th·i·s | 1 | Lesson 46 |
| thus | th·u·s | 1 | Lesson 46 |
| with | w·i·th | 1 | Lesson 46 |
| death | d·ea·th | 1 | Lesson 94 |
| depth | d·e·p·th | 1 | Lesson 47 |
| earth | ear·th | 1 | Lesson 113 |
| faith | f·ai·th | 1 | Lesson 84 |
| forth | f·or·th | 1 | Lesson 78 |
| month | m·o·n·th | 1 | Lesson 62 |
| mouth | m·ou·th | 1 | Lesson 96 |
| north | n·or·th | 1 | Lesson 78 |
| south | s·ou·th | 1 | Lesson 96 |
| teeth | t·ee·th | 1 | Lesson 85 |
| thank | th·a·n·k | 1 | Lesson 52 |
| their | th·eir | 1 | Not in the sequence |
wh (who, why)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| who | wh·o | 1 | Lesson 28 (heart word) |
| why | wh·y | 1 | Lesson 73 |
| what | wh·a·t | 1 | Lesson 20 (heart word) |
| when | wh·e·n | 1 | Lesson 50 |
| whom | wh·o·m | 1 | Not in the sequence |
| wheel | wh·ee·l | 1 | Lesson 85 |
| where | wh·e·r·e | 1 | Lesson 24 (heart word) |
| which | wh·i·ch | 1 | Lesson 50 |
| while | wh·i_e·l | 1 | Lesson 55 |
| white | wh·i_e·t | 1 | Lesson 55 |
| whole | wh·o_e·l | 1 | Not in the sequence |
| whose | wh·o·s·e | 1 | Not in the sequence |
| wheels | wh·ee·l·s | 1 | Lesson 85 |
| whilst | wh·i·l·s·t | 1 | Lesson 68 |
| nowhere | n·o·wh·e·r·e | 2 | Lesson 67a |
| whereas | wh·e·r·e·a·s | 2 | Lesson 67a |
| whereby | wh·e·r·e·b·y | 2 | Lesson 67a |
| whether | wh·e·th·er | 2 | Lesson 80 |
| somewhat | s·o·m·e·wh·a·t | 2 | Lesson 67a |
| elsewhere | e·l·s·e·wh·e·r·e | 2 | Lesson 67a |
| somewhere | s·o·m·e·wh·e·r·e | 2 | Lesson 67a |
| whoever | wh·o·e·v·er | 3 | Lesson 80 |
| anywhere | a·n·y·wh·e·r·e | 3 | Lesson 67a |
| whatever | wh·a·t·e·v·er | 3 | Lesson 80 |
ck (back, hack)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| back | b·a·ck | 1 | Lesson 44 |
| hack | h·a·ck | 1 | Lesson 44 |
| lack | l·a·ck | 1 | Lesson 44 |
| lock | l·o·ck | 1 | Lesson 44 |
| luck | l·u·ck | 1 | Lesson 44 |
| neck | n·e·ck | 1 | Lesson 44 |
| pack | p·a·ck | 1 | Lesson 44 |
| pick | p·i·ck | 1 | Lesson 44 |
| backs | b·a·ck·s | 1 | Lesson 44 |
| black | b·l·a·ck | 1 | Lesson 44 |
| block | b·l·o·ck | 1 | Lesson 44 |
| clock | c·l·o·ck | 1 | Lesson 44 |
| knock | kn·o·ck | 1 | Lesson 98 |
| lacks | l·a·ck·s | 1 | Lesson 44 |
| locks | l·o·ck·s | 1 | Lesson 44 |
| picks | p·i·ck·s | 1 | Lesson 44 |
| quick | qu·i·ck | 1 | Lesson 44 |
| stick | s·t·i·ck | 1 | Lesson 44 |
| stock | s·t·o·ck | 1 | Lesson 44 |
| stuck | s·t·u·ck | 1 | Lesson 44 |
| track | t·r·a·ck | 1 | Lesson 44 |
| trick | t·r·i·ck | 1 | Lesson 44 |
| truck | t·r·u·ck | 1 | Lesson 44 |
| backed | b·a·ck·ed | 1 | Lesson 64 |
ph (graph, phase)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| graph | g·r·a·ph | 1 | Lesson 50 |
| phase | ph·a_e·s | 1 | Lesson 54 |
| phone | ph·o_e·n | 1 | Lesson 56 |
| phrase | ph·r·a_e·s | 1 | Lesson 54 |
| graphic | g·r·a·ph·i·c | 2 | Lesson 67b |
| phrases | ph·r·a_e·s·s | 2 | Lesson 63 |
| graphics | g·r·a·ph·i·c·s | 2 | Lesson 67b |
| emphasis | e·m·ph·a·s·i·s | 3 | Lesson 67b |
| physical | ph·y·s·i·c·a·l | 3 | Not in the sequence |
| paragraph | p·a·r·a·g·r·a·ph | 3 | Lesson 67b |
| telephone | t·e·l·e·ph·o_e·n | 3 | Lesson 67b |
| atmosphere | a·t·m·o·s·ph·e·r·e | 3 | Not in the sequence |
| phenomenon | ph·e·n·o·m·e·n·o·n | 4 | Lesson 67b |
| philosophy | ph·i·l·o·s·o·ph·y | 4 | Lesson 74 |
| sophisticate | s·o·ph·i·s·t·i·c·a_e·t | 4 | Lesson 67b |
| sophisticates | s·o·ph·i·s·t·i·c·a·t·e·s | 4 | Not in the sequence |
| sophisticated | s·o·ph·i·s·t·i·c·a·t·ed | 5 | Lesson 67b |
| graphs | g·r·a·ph·s | 1 | Lesson 50 |
| phased | ph·a_e·s·d | 1 | Lesson 64 |
| phoned | ph·o_e·n·d | 1 | Lesson 64 |
| phones | ph·o_e·n·s | 1 | Lesson 56 |
| sphere | s·ph·e·r·e | 1 | Not in the sequence |
| phrased | ph·r·a_e·s·d | 1 | Lesson 64 |
| alpha | a·l·ph·a | 2 | Lesson 67b |
ng (hang, hung)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| hang | h·a·ng | 1 | Lesson 51 |
| hung | h·u·ng | 1 | Lesson 51 |
| king | k·i·ng | 1 | Lesson 51 |
| long | l·o·ng | 1 | Lesson 51 |
| ring | r·i·ng | 1 | Lesson 51 |
| bring | b·r·i·ng | 1 | Lesson 51 |
| hangs | h·a·ng·s | 1 | Lesson 51 |
| wrong | wr·o·ng | 1 | Lesson 98 |
| young | y·ou·ng | 1 | Not in the sequence |
| brings | b·r·i·ng·s | 1 | Lesson 51 |
| hanged | h·a·ng·ed | 1 | Lesson 64 |
| length | l·e·ng·th | 1 | Lesson 51 |
| spring | s·p·r·i·ng | 1 | Lesson 51 |
| string | s·t·r·i·ng | 1 | Lesson 51 |
| strong | s·t·r·o·ng | 1 | Lesson 51 |
| strings | s·t·r·i·ng·s | 1 | Lesson 51 |
| strength | s·t·r·e·ng·th | 1 | Lesson 51 |
| along | a·l·o·ng | 2 | Lesson 68 |
| belong | b·e·l·o·ng | 2 | Lesson 67b |
| belongs | b·e·l·o·ng·s | 2 | Lesson 67b |
| hanging | h·a·ng·i·ng | 2 | Lesson 65 |
| bringing | b·r·i·ng·i·ng | 2 | Lesson 65 |
| strongly | s·t·r·o·ng·l·y | 2 | Lesson 74 |
| meaningful | m·ea·n·i·ng·f·u·l | 3 | Lesson 85 |
When do these words become readable?
The lessons where the most words on this page become decodable. Words marked not in the sequence have a spelling the sequence never teaches as a pattern.
| Readable after | Words |
|---|---|
| Lesson 44 | 112 |
| Lesson 45 | 76 |
| Lesson 64 | 128 |
| Lesson 65 | 119 |
| Lesson 67a | 134 |
| Lesson 67b | 194 |
| Lesson 80 | 153 |
| Lesson 85 | 110 |
| Not in the sequence | 129 |
How do you teach digraph words?
Teach each digraph as a new sound with its own card, not as two letters stuck together. "These two letters are partners. Together they say /sh/." Have the student underline the digraph before reading, then blend it as one sound: /sh/ /ĭ/ /p/, ship. Three sounds, four letters. Sound boxes make this visible: the digraph goes in one box. Introduce one digraph at a time and review the earlier ones every day.
What mistake do students make with digraph words?
Students sound out each letter, so ship becomes /s/ /h/ /ĭ/ /p/. Stop at the digraph, cover it with your finger, and lift it to show both letters at once. "Partners. What do they say?" In spelling, the mirror error appears: chip written as cip. Count sounds first, then letters.
Where do digraph words come in the sequence?
Digraphs usually follow short vowels and the FLSZ rule. A common order is ck, sh, th, ch, then wh and ph, then ng and nk, with review lessons between. In the sequence we use, the pattern is taught in Lesson 49.
Exceptions worth knowing
Several digraphs have more than one sound. Th is voiced in this and unvoiced in thin. Ch says /k/ in school and /sh/ in chef. Wh says /h/ in who. The individual pages split those words by sound so you can teach the main one first.
Decodable sentences
Every word in these sentences can be read at Lesson 49 or earlier, or is a heart word taught by then.
- The ship can sit on the dock.
- Mom went to the bank with a check.
- When did the thing fall in the pond?
Questions people ask
What are 5 digraph words?
What is the difference between a digraph and a blend?
What are the most common consonant digraphs?
When can a student read digraph words?
How this list was built
Every word comes from our lexicon of common English words, each split into spelling units and checked against a pronouncing dictionary, so a word is listed under the sound its spelling really makes. Words a student sees in our assessments are left out. The readable after lesson comes from our decodability engine, which checks each spelling unit and syllable pattern against the lesson sequence. You can run your own text through the same engine with the free decodable text checker.