Blending and Segmenting

In this article we take a quick look at some playful strategies to support the key skills of blending (joining sounds) and segmenting (separating sounds) for reading and spelling.

Oral blending and segmenting

Even before children come to associate the graphemes (letters) they see on the page with the phonemes (sounds) they hear, we can train their ears to discriminate the separate sounds used to form words by using oral blending and segmenting activities.

For example, giving instructions by segmenting the last word in a sentence or question and then immediately blending it.

e.g. Do up your z-i-p, zip. Would you like to go out to p-l-ay, play?

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Oral blending can also be done when sharing books (such as during Shared Reading). Rhyming books work particularly well where the last word in a rhyming pair can be segmented and blended by the adult. See our example using The Squirrels Who Squabbled by Rachel Bright.

But Wait! What was that? Over there! Take a look!

A single lone pine-cone, wedged in a n-oo-k (nook)!

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Oral blending and segmenting - talking toys

Talking Toys are another popular way to support oral blending and segmenting. Use a soft toy that can speak in ‘sound talk’ and ask it a question -you will of course know which of your toys can speak using sound talk ;-)

e.g. What will you wear to go out to play?

Get your toy to whisper in your ear and repeat using question intonation: h-a-t? You can then clarify by blending the word for the children to hear: Ah, you’re going to wear your hat!

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Invite the children to talk like a toy by echoing the words that you say:

e.g. p-e-n

And asking the toy to think of other words: What can you see in the classroom?

b-oo-k-s? Yes, we’ve got books.

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Matching items to sounds is a further activity to play with a talking toy. Put out a selection of objects, checking that children recognise each. For example: zip, sock, tin.

Ask the talking toy to choose an item and segment it using sound talk it e.g. z-i-p. Encourage the children to copy/ echo the talking toy and to blend the sounds. They should then select the object.

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Play a version of I-spy by putting out a selection of objects, checking that children recognise each. For example: hat, cup, ball. Ask your talking toy to say what it spies, e.g. I spy with my little eye a c-u-p. Ask a child to say the name of the object and show the class. The children then say the sounds c-u-p and blend them cup.

Increase the challenge by selecting item that begin with the same initial sound to increase the children’s listening skills.

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Blending and segmenting - GPCs

Phoneme frames are frequently used in classrooms to record each grapheme as a word is said aloud or visually segmented. Word strips are a twist on this technique that allow you to fold a word into its constituent graphemes and blend it bit by bit. It adds a bit of tactile learning that some children really enjoy.

Write words on word strips, folding between graphemes as shown in the image. Reveal and say each phoneme in turn and then blending p-a-n, pan. Ask the children to join in as you repeat.

This works particularly well when a word has adjacent consonants (something some children find tricky to blend) as you can reveal each grapheme in turn and slowly build up the complexity of the word as you blend.

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Sound buttons - the dots and dashes placed under graphemes are another well-known approach to help children blend and segment.

We love using recycled milk bottle tops as sound buttons that children can place under words and literally ‘press’ as they segment and blend words. Again, it brings a tactile dimension to lessons that may children enjoy.

With thanks to the teachers at Abbey Infant School, Smethwick.

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We have further phonics articles that you may find of interest, here.

We have phonics resources that may be of interest to you.