Successive Blending: The Magic of Hands-On Decoding

Successive Blending: The Magic of Hands-On Decoding Cathy Collier

Successive Blending can help new reader with decoding automaticity. Kindergarten is a magical time in a child’s life where the foundations for learning are laid, and curiosity is at its peak.

I talked about the importance of blending, Phonological Awareness Step 6: Segmenting and Blending.

One of the exciting and engaging activities that can foster early literacy skills in these young minds is successive blending. This hands-on and interactive approach not only makes learning fun but also encourages independent practice, setting the stage for a lifelong love of language.

The Wonder of Successive Blending

Successive Blending: The Magic of Hands-On Decoding Cathy Collier

Successive blending is a phonics technique that involves combining individual sounds to form words.

For kindergartners, this method is like unlocking a secret code to the world of reading.

The process is simple yet powerful: children learn to blend the sounds of individual letters together to create words.

Continuant sounds and stop sounds are two distinct categories within the realm of phonetics, playing crucial roles in shaping the articulation of human speech.

Continuant sounds, also known as fricatives and approximants, are produced by a steady airflow through a constricted oral passage. Examples include the hissing “s” in “sun” or the smooth “w” in “wonder.” These sounds allow for a continuous, uninterrupted stream of sound.

On the other hand, stop sounds, or plosives, involve a temporary blockage of the airstream, creating a momentary silence before a sudden release. Notable examples include the explosive “p” in “pat” or the abrupt “t” in “top.”

The interplay between continuant and stop sounds contributes to the rich tapestry of speech sounds in various languages, highlighting the intricate dynamics of human articulation.

Successive blending Hands-On Exploration

Creating hands-on activities with blending is critical.

Children at this age are naturally kinesthetic learners, meaning they learn best through hands-on experiences.

Successive blending provides the perfect opportunity for them to physically engage with language.

Incorporate tactile elements into the learning process by using materials like letter cards, magnetic letters, or even everyday objects that represent different sounds.

Successive Blending: The Magic of Hands-On Decoding Cathy Collier

For example, use cards with two letters together. Students say the two letters, ending with a vowel.

Once students say the 2 letters, they continue on to say the third, making a CVC word.

successive blending & Interactive learning

Successive Blending: The Magic of Hands-On Decoding Cathy Collier

To make the learning experience more interactive, consider incorporating games and activities that involve movement.

You can also use interactive apps or online games that reinforce successive blending skills in a playful way.

Students can practice successive blending by reading the first two letters, then adding the third letter and finally, identify the picture of the word read.

Students using these cards must pay attention to letter order and blending for comprehension. Errors help teachers.

If a student uses the mop card to the left, and successively read the word, but choose the “pen,” the teacher knows the student is identifying the last sound first, not the opposite.

independent practice with successive blending

Independence is a crucial skill for young learners, and successive blending offers a fantastic opportunity for independent practice.

Provide each child with a set of letter cards and simple CVC (consonant-vowel-consonant) word cards.

Encourage them to explore blending on their own, gradually progressing from simple to more complex words as they gain confidence.

Successive Blending: The Magic of Hands-On Decoding Cathy Collier

This independent practice not only reinforces their understanding but also builds a sense of accomplishment.

Successive Blending: The Magic of Hands-On Decoding Cathy Collier

Consider assembling a Successive Blending Toolkit for each child. Teaching students explicitly how to use the items.

This toolkit can include picture cards, small objects representing different sounds, clothespins and a variety of CVC word cards.

Encourage children to use their toolkit during designated independent practice sessions, fostering a sense of ownership over their learning.

Cathy Collier

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