Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
Observe whether the child: can segment the sounds in simple words and blend them together and knows which letters represent some of them.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Shows early blending/segmenting with lots of support (often with two-part chunks like onset-rime) but is inconsistent; letter knowledge is limited to a few familiar letters.
What you might see
When asked to say the sounds in "cat", says "cat" (one chunk) and does not separate /c/ /a/ /t/.
When the adult says /m/ ... /a/ ... /p/, cannot say "map" and guesses a different word.
When asked which letter makes /s/, cannot choose from a small set of letters and guesses randomly.
Can blend two chunks when the adult models ("c...at" → "cat") but struggles with three separate sounds.
Segments by syllable instead of phoneme ("rabbit" → "ra...bbit") when asked for sounds.
Recognizes a few letters (often from their name) and sometimes gives the corresponding sound with prompting.
Expected
On track
Can blend and segment some simple words in supported contexts (e.g., CVC words) and can match a few sounds to their letters when provided with a small set.
What you might see
Blends /s/ /u/ /n/ into "sun" after the adult says the sounds slowly.
Segments a CVC word into 3 sounds using counters or fingers with adult support ("dog" → /d/ /o/ /g/).
Matches the initial sound of "m" to a word like "milk" when given a choice of letters.
Exceeding
Going further
Consistently segments and blends simple words across contexts and knows which letters represent several of the sounds, using this to help early reading/spelling attempts.
What you might see
Segments a simple word into individual sounds without counters ("tap" → /t/ /a/ /p/).
Blends three sounds into a word quickly during play ("/b/ /e/ /d/" → "bed").
Chooses the correct letter for a target sound from several known options (e.g., selects "s" for /s/).
Attempts to decode an unfamiliar simple word by blending its sounds (tries, adjusts, and rereads).
Self-corrects after checking sounds ("I said 'mat' but it's 'map' — last sound is /p/").
Uses segmenting to spell/mark sounds in writing (says sounds out loud while writing letter-like or correct letters).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Play: Say a robot word ("/b/ /u/ /s/") and ask your child to blend it into the real word. Notice if they can do it without seeing letters.
Mealtime: Choose a short word ("cup"). Ask, "What sounds can you hear in 'cup'?" Listen for separate sounds rather than the whole word.
Bath: Use foam letters; say a sound ("/m/") and ask your child to find the letter that matches. Notice whether they can do this for a few familiar sounds.
Story time: Point to a simple word in a familiar book and ask your child to sound it out. Notice whether they try blending sounds instead of guessing from the picture.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012), Literacy: Reading (30–50 months): "Can segment the sounds in simple words and blend them together and knows which letters represent some of them."
The framework makes segmentation/blending and early grapheme-phoneme links an observable marker toward word reading.
Developmental research
National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.
Evidence supports phonemic awareness (including blending/segmenting) and letter-sound knowledge as foundations for decoding and early word reading.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Cannot break a simple word into separate sounds or blend given sounds into a word; tends to repeat the whole word or guess based on meaning/pictures.
When asked to say the sounds in "cat", says "cat" (one chunk) and does not separate /c/ /a/ /t/.
When the adult says /m/ ... /a/ ... /p/, cannot say "map" and guesses a different word.
When asked which letter makes /s/, cannot choose from a small set of letters and guesses randomly.
Emerging
Shows early blending/segmenting with lots of support (often with two-part chunks like onset-rime) but is inconsistent; letter knowledge is limited to a few familiar letters.
Can blend two chunks when the adult models ("c...at" → "cat") but struggles with three separate sounds.
Segments by syllable instead of phoneme ("rabbit" → "ra...bbit") when asked for sounds.
Recognizes a few letters (often from their name) and sometimes gives the corresponding sound with prompting.
Developing
Can blend and segment some simple words in supported contexts (e.g., CVC words) and can match a few sounds to their letters when provided with a small set.
Blends /s/ /u/ /n/ into "sun" after the adult says the sounds slowly.
Segments a CVC word into 3 sounds using counters or fingers with adult support ("dog" → /d/ /o/ /g/).
Matches the initial sound of "m" to a word like "milk" when given a choice of letters.
Secure
Consistently segments and blends simple words across contexts and knows which letters represent several of the sounds, using this to help early reading/spelling attempts.
Segments a simple word into individual sounds without counters ("tap" → /t/ /a/ /p/).
Blends three sounds into a word quickly during play ("/b/ /e/ /d/" → "bed").
Chooses the correct letter for a target sound from several known options (e.g., selects "s" for /s/).
Reflexive
Applies segmenting/blending flexibly (including trying unfamiliar words), self-corrects, and independently uses letter-sound knowledge to decode or represent sounds in writing.
Attempts to decode an unfamiliar simple word by blending its sounds (tries, adjusts, and rereads).
Self-corrects after checking sounds ("I said 'mat' but it's 'map' — last sound is /p/").
Uses segmenting to spell/mark sounds in writing (says sounds out loud while writing letter-like or correct letters).
