Let us reflect

What is blending?
What is segmenting?
Why do we teach our pupils segmenting
and
blending?
What is onset and rime?
What is body coda?
What is digraph?
What is consonant cluster?
What is magic e?

@ Break up the
sounds

1. Say the word to be segmented

out loud, slowly
2. Count the sounds on your fingers
3. Look for the graphemes that
represent each sound

Say the word to be segmented

out loud, slowly

rain

Look for the graphemes that

represent each sound

rain
r ai n

One more time:

1. Say the word to be segmented
out loud, slowly
2. Count the sounds on your
fingers
3. Look for the graphemes that
represent each sound

1. The Sound Boxes

Beginning/initial

Medial

Final

2. TAP ALONG THE PHONEMES

1.
2.
3.
4.

lay
tap
stop
spray

Listen the words and tap their fingers

according to the number of sounds
they hear in the word.

3. BEAD SLIDE

4. GUESSING GAME
IN PAIRS
1. Pupil A , randomly pick a word card.
2. Pupil A reads the word and Pupil B has to
segment the word heard..

( hot, hop, fat, big, bag, cat, rat, bun)

5.
SEGMENTING
CHEER

Listen to my cheer.
Then shout the sounds you hear.
Hat! Hat! Hat!
Lets take apart the word Hat.
Give me the beginning sound.
(Children respond with /h/)
Give me the middle sound.
(Children respond with /a/.)
Give me the ending sound.
(Children respond with /t/)

Thats right!
/h/, /a/, /t/ - hat!

Note:*Repeat with other words.

Suggestion: bat, cat, mat, rat

@ Join sounds of phonemes

into
words

How to teach blending?

Blending approaches:
1. Phoneme by phoneme
2. Syllable by syllable
3. On set and rime
4. Body coda

2. Phoneme by phoneme
Examples :
/c//a/ /t/ = cat
/f/ /o//x/ = fox
/m/ /o//p/ = mop
/n/ /u/ /t/ = nut
/h/ /i/ /ll/ = hill
/k//i/ /ng/ = king
/f/ /r/ /o//g/ = frog
/v//e/ /s//t/ = vest
/b/ /e/ /n/ /ch/ = bench
/b/ /r/ /igh/ /t/ = bright

2. Syllable by syllable
Examples:
/fa/ /ther/ = father
/mo/ /ther/ = mother
/pen//cil/ = pencil
/ta/ /ble/ = table
/mon/ /key/ = monkey
/car/ /pen/ /ter/ = carpenter
/te/ /le/ /phone/ = telephone
/ae/ /ro/ /plane/ = aeroplane

3. On set and rime

/m/ /at/ = mat

/ c/ /at/ = cat
/m/ /an/ = man
/c/ /an/ = can
/p/ /an/ = pan
/ m/ /op/ = mop
/t//op/ = top
/h/ /ot/ = hot
/p/ /ot/ = pot

4. Body coda

/ma/ /t/ = mat

/ca/ /t/ = cat
/ma/ /n/ = man
/ca/ /n/ = can
/pa/ /n/ = pan
/mo/ /p/ = mop
/to/ /p/ = top
/ho/ /t/ = hot
/po/ /t/ = pot

Activities to teach blending and

segmenting

1.
2.
3.
4.
5.

Arm Blending
Picture Blending
Sliding Sounds
Word Family Slide
etc.

1. Arm blending

2. Picture Blending

c a
r

3. SLIDING SOUNDS

a
t

bright

4. Word Family
Slide

5. STAR CARD

6. Blending Letters

7. TREE CARDS

8. Stand Letters

9. WORD CURTAIN

10. Sound blending using song

If you think you know this word, shout it
out!
If you think you know this word, shout it
out!
If you think you know this word,
Then tell me what youve heard
If you think you know this word, shout it
out!
/p/ /ai/ /l/

11. Play blend baseball

Divide the class into two team
Say aloud a word in parts(syllable by
syllable, onset/rime, phoneme by
phoneme or body coda)
If the child that is up at bat can
blend the word, he or she advances to
the first base.
The next batter comes up and the
game continues just like baseball.

12. Play I Spy

Sound the name of the object you
are looking at
Children blend the sounds to
determine the object
I spy something that is rectangle
I spy a /d/ /e/ /s/ /k/

Reading Text
a cat
a fat cat
a boy
a fat boy
the fat cat is near the fat boy
a rat
a fat rat
a mat
the fat rat is near the mat