![]() ![]() Blending the phonemes /s/ and /t/ together.īecause the blending of a consonant sound and a vowel sound (e.g. In reading words, consonant sounds are blended with vowel sounds and also with other consonant sounds. In a reading task, it follows the mapping of sounds to letters and allows the learner to decode a written word. The consonant blend ‘st’.īlend ing is the process of ‘pushing’ individual speech sounds together. the consonant blend ‘st’ is /s/ blended with /t/. A consonant blend is a unit comprised of two or three consonants adjacent to each other (not separated by a vowel), with each consonant representing a different speech sound (phoneme) e.g. When the word ‘blends’ is used in the context of reading or spelling, it is typically a short-hand for ‘ consonant blends’. What Is the Difference Between Consonant ‘Blends’ and ‘Blending’? In this blog, I will explain why, in phonics instruction, thinking of ‘blend’ as a verb rather than a noun will improve your effectiveness as a teacher. Some teachers devote many weeks of reading and spelling instruction to teaching ‘blend s’ but it would be much more time-efficient – and empowering for their students – for them to teach ‘blend ing’. Join 15 other subscribers.Consonant Blends: Why Children Should Be Learning Blending, Not Blends Thankfully children are not required to analyse and blend such long strings of consonants.Ĭheck out the Facebook page: Aa is for Alpacas. We can have many more consonants in a cluster in connected speech. Remember that in this article we are talking about consonant clusters in single words in relation to literacy. This is what it would look like for the words stick, pram, star, broom, plant, blind, three. Then move on to the second sound in the second box. Then say the word (or have a picture) and ask the child to say the first sound, then write it in the first box. Leave the first two boxes blank, and fill in the other sounds yourself. For all types of clusters, write a series of boxes to represent each sound in a word.Have s written down on a piece of paper, and ask the child to choose the second sound from list (also written down) of m, n, t, l, k, w, p. For /s/ clusters, you can find or draw a picture, give the child a clue to guess the word, or just simply say the word.Note that in /l/ and /r/ clusters, it is the first consonant that varies in /s/ clusters it is the second sound that varies. Your eventual aim is for the child to be able to tell you the second sound he hears in any CCVC word. When he is successful with one cluster type, move on to the next. Or you could have him put a tick in the /l/ column on a piece of paper when he hears /l/, and a tick in the blank column when he doesn’t. You can ask the child to say “Yes” if he hears the /l/ in the word and “No” if he doesn’t. And it is quite easy to think up nonsense word pairs on the spot.Ĭoncentrate on one cluster type at a time eg. This is a listening exercise, so word meanings don’t matter here. Even if you do use real word pairs, children don’t always know them anyway. You don’t have to use real words: you can make up nonsense word pairs eg. Use minimal pairs, with the only difference being the presence or absence of the second consonant.ACTIVITIES FOR INCREASING AWARENESS OF CONSONANT CLUSTERS. We need to help children become aware of the second consonant sound. /s/ clusters, which include /sm, sn, sw, sl, sp, st, sk/.Remember the /thr/ is 3 letters but 2 sounds. /r/ clusters, which include /pr, br, tr, dr, kr, gr, fr, thr/./l/ clusters, which include /pl, bl, kl, gl, fl, sl/.There are 3 main categories of CC consonant clusters: We are talking of CC clusters here (2 consonants), but the principle is the same for 3 consonants, although they can be more difficult. So now we need to talk about how to help with analysing consonant clusters. We have had 5 activities for analysing consonant sounds at the beginnings and ends of words. Not a consonant cluster, but an alpaca cluster! COMMON CONSONANT CLUSTERS. ![]()
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