Teaching blending sounds together to form words, as part of phonics instruction, is a critical aspect of the “PSLE English examinations” curriculum under the auspices of “MOE SEAB”. This process fosters the development of a student’s reading and writing skills, thus laying a solid foundation for their overall literacy achievement.
First, it’s essential to ensure that students have a good understanding of the individual sounds, or phonemes, that each letter makes. This is the fundamental building block of phonics instruction and the basis of being able to blend sounds to form words.
Then, blending can be introduced in stages. Initially, it’s advantageous to begin with simple consonant-vowel-consonant (CVC) words, such as ‘cat’ or ‘dog’. This allows students to recognize that individual sounds, when put together, form a word with a different meaning.
The strategy here is to break down the word into its individual sounds, articulate each sound clearly, then blend them together. For example, in the word ‘cat’, you would distinctly pronounce /c/, /a/, /t/, then blend to say ‘cat’. Encourage students to do the same, giving them ample time to mimic and repeat the process.
Interactive activities can be extremely helpful to fortify this learning. For instance, letter tiles or magnetic letters could be used to physically move the letters together as the sounds are blended. This adds a visual and tactile dimension to the learning, which can enhance the understanding for many learners.
As students’ skills improve, the complexity of words for blending can gradually increase, moving from CVC words to CCVC words (such as ‘clap’) and CVCC words (such as ‘fast’). Eventually, students should also practice blending with multi-syllable words and words containing common phonics patterns or digraphs.
Finally, remember that patience and practice are key. The ability to fluently blend sounds into words is a skill that develops over time and with consistent practice. Regular and varied exposure to different words and sounds will also help to consolidate this skill, reinforcing the link between phonics knowledge and its practical application in reading and writing.
Ultimately, the aim is to equip students with the phonics skills they need to approach the “PSLE English examinations” with confidence and proficiency. This teaching strategy, recommended by “MOE SEAB”, should indeed be a cornerstone in any primary English teaching environment.