How to Teach Blending with Successive Blending Strategy

Have you ever watched a beginning reader say the sounds in a word separately but struggle to put them together? That is where I use successive blending with my kindergarteners. It works for many students, but it is not the only approach I use.

Some learners benefit from starting with the final part of a simple word: reading -at first, then adding m to make mat or c to make cat. That approach is called onset–rime blending. Here is how to model both strategies and notice which support helps a student read the whole word.

For help selecting books, visit our decodable books for kindergarten guide. This article focuses on the teaching strategy, not a new reading level or a fixed timetable.

What Is Successive Blending?

Successive blending builds a word in steps. Students combine the first sounds, keep that blended part together, and add the next sound. With a CVC word, that can mean blending the initial consonant and short vowel before adding the final consonant.

For map, model the sound represented by m, combine it with the short vowel represented by a, then add the sound represented by p. Point to the corresponding print as you model, then return to the complete word: map.

Use the short vowel sound throughout. The temporary letter grouping ma is a blending step, not a separate vocabulary word to memorize or pronounce with a different vowel.

How I Teach Successive Blending with Letter Cards

1. Choose a Word with Taught Relationships

Start with a simple word whose sound–spelling relationships the learner knows. If a sound is uncertain, teach or review it first. These examples illustrate a routine; they are not a list of words guaranteed to appear in a particular product.

2. Model the First Blend

I use letter cards so the print stays visible. With map, I show m, then slide a beside it and combine their sounds. I keep the model clear and avoid adding an extra “uh” to consonant sounds.

3. Add the Final Sound and Read the Whole Word

I bring in p, add its sound, and blend the complete word. Then we read the word again naturally and briefly check its meaning. The goal is whole-word reading, not remaining at the separate-sound stage.

4. Practice Together, Then Listen Individually

Try a few suitable words together before asking students to work with a partner. Listen to individual attempts so you can distinguish a secure response from repeating a classmate. Provide another model when needed.

Another Strategy: Read the Rime First, Then Add the Beginning

Successive blending works for many students. For others, I also try onset–rime blending. The onset is the consonant sound or sounds before the vowel; the rime is the vowel and any sounds that follow it in the syllable.

In the simple CVC words mat and cat, the rime is -at. It represents the final two sounds in these examples. A rime is not always exactly two letters or two sounds.

The teaching sequence looks like this:

1. Show at. Help the learner connect the printed letters with their sounds and blend them into at.
2. Keep at visible and place m at the beginning.
3. Combine the sound /m/ with at: m + at → mat.
4. Replace m with c. Use the /k/ sound represented by c in this word: c + at → cat.
5. Return to the full printed word and read it naturally.

So yes, we practice that final part first, then add the beginning. We are not teaching students to read the whole word backward. Once the part has been prepared, they combine the beginning with the rime to read the complete word in order.

Which Blending Approach Should You Use?

Watch the learner rather than choosing one approach for every child. Successive blending may help a student build the word incrementally from the beginning. Preparing a familiar rime may help another student combine that part with a new initial sound.

Neither strategy removes the need for sound–spelling knowledge. Avoid turning word families into guesses based on the first letter or asking students to memorize chunks without attending to their letters. Check that they can apply the learning to another appropriate word.

Hands-On Activities for Blending Practice

Letter-Card Slides

Move cards together while modeling successive blending. For onset–rime practice, keep the rime together and exchange the beginning card. Ask students to notice what changed in the print and in the spoken word.

Sound Boxes and Arrows

Use counters to represent spoken sounds, then connect them with the corresponding print. An arrow or finger movement can help show how the sounds combine. Keep the distinction between counting sounds and counting letters clear.

Partner Word Building

One partner builds an appropriate word; the other reads it and checks the letters. Begin with familiar examples and teach the partner routine before expecting independent practice. Keep the activity focused on accuracy, not racing.

For more ideas, explore word-building activities and my letter-baggie phonics routine.

Move from Word Practice to Decodable Reading

After guided word practice, choose a short section of text with suitable patterns. Prepare unfamiliar vocabulary, listen to the learner read, and help them apply a strategy where needed. Discuss the meaning of the sentence, not just whether the word was pronounced correctly.

Common Questions About Teaching Blending

Does Successive Blending Work for Every Student?

It works for many students, but learners respond differently. Observe letter-sound knowledge, blending, attention to print, and language understanding. Adjust the model and amount of support rather than treating one strategy as universally best.

Will It Automatically Fix Added “Uh” Sounds?

No strategy automatically corrects sound production. Model consonants without an unnecessary added vowel and provide clear feedback. Combining sounds promptly can be useful practice, but some learners need additional modeling and support.

How Long Does It Take to Learn Blending?

There is no single timetable that fits every learner. Use brief, focused practice and observe progress over time. If a child continues to struggle, discuss specific observations with their teacher or a qualified reading specialist.

Can I Use the Same Examples for Spanish?

Teach according to the language’s sound and spelling patterns rather than transferring an English CVC routine unchanged. For Spanish resources, visit our Spanish decodable readers overview. Reading League vetting applies to our English books.

Happy teaching,
TP @ Sparking Creativity

P.S. Want samples for your next reading lesson? Get your free English decodable book samples here →