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Understanding Smooth Sound Blending

Smooth blending is the ability to fluidly combine individual sounds into words without choppy pauses, which is important for developing correct phonological processing and reading fluency. The document describes blending and provides details on several games and activities to help students practice blending sounds, such as using picture cards and having students slowly stretch out words to identify them. These activities are designed to help children learn to smoothly blend individual sounds into words.

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Koshla Segaran
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65 views5 pages

Understanding Smooth Sound Blending

Smooth blending is the ability to fluidly combine individual sounds into words without choppy pauses, which is important for developing correct phonological processing and reading fluency. The document describes blending and provides details on several games and activities to help students practice blending sounds, such as using picture cards and having students slowly stretch out words to identify them. These activities are designed to help children learn to smoothly blend individual sounds into words.

Uploaded by

Koshla Segaran
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

What is Blending?

•Blending is the ability to smoothly and fluidly combine individual


sound together into words.

•For example, smooth blending is sounding out the word ‘mast’ as


/mmaasst/ instead of a choppy or segmented /m/…./a/…./s/…./t/.

•In simple terms, blending is smoothly ‘hooking the sounds together’


when sounding out words.
Why is Smooth Blending of Sounds
Important?

• To read proficiently, the student needs to learn to blend individual


sounds smoothly together into words without choppy pauses
between the sounds.

• The ability to seamlessly combine individual sounds together into


the fluid word is not only vital for developing correct phonologic
processing, it is also critical for developing eventual fluency.

• Smooth blending is one of the subskills vital to developing correct


phonologic processing, the foundation for proficient reading.
Guess-the-word game
• Objective:
– Students will be able to blend and identify a word that is stretched out
into its component sounds.

• Materials needed:
– Picture cards of objects that students are likely to recognize such as:
sun, bell, fan, flag, snake, tree, book, cup, clock, plane

• Activity:
– Place a small number of picture cards in front of children. Tell them you
are going to say a word using "Snail Talk" a slow way of saying words
(e.g., /fffffllllaaaag/). They have to look at the pictures and guess the
word you are saying. It is important to have the children guess the
answer in their head so that everyone gets an opportunity to try it.
Alternate between having one child identify the word and having all
children say the word aloud in chorus to keep children engaged.
Turtle Talk
Materials
1. Turtle Talk Activity Sheet
2. Craft sticks
3. Crayons or markers
4. Glue
5. Words from current readings

Procedure
1. This activity helps children “stretch out” words to hear how the phonemes
blend together. Give a turtle picture to each child. Have him/her color and
glue the turtle picture to a craft stick.
2. Explain to children that since turtles move very slowly and deliberately,
they must also talk very s-l-o-w-l-y. Declare “Turtle Time” and say words
slowly, articulating each sound. Have children slowly move their Turtle Talk
sticks from left to right as they repeat and “stretch out” each word.
Be The Sound
Materials
1. Index cards
2. Magic markers
Procedure
1. Before class, make letter cards for several simple words (e.g.,
letters c, a, and t for cat). Make enough cards so each child will
have a card.
2. Call out the first sound (/c/ in cat). The student holding that letter
card should come to the front. Continue calling the other sounds in
the word sequentially, lining the children up from left to right.
3. After the word has been made, ask each card holder to say his/her
sound. Have the rest of the class blend the sounds to say the
word. Repeat with new words, allowing each student to have a
turn.

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