Start with listening, not letters
Say two sounds without showing print: /m/ ... /ē/. Ask your child to put them together: me. Then use a familiar two- or three-sound word. Keep the first practice brief and successful. If listening alone is difficult, model the whole word and try again together.
Show your child how to slide the sounds together
Write a simple word such as map. Point under each letter as you say /m/ /ă/ /p/. Then sweep your finger under the whole word and say map. Have your child do the same. Teach one step at a time rather than asking them to guess.
Practice accuracy before speed
Try a short set of carefully chosen words using sounds your child already knows. Keep the vowels and spelling patterns within what has been taught. When a word is tricky, model it and let your child repeat the successful blend. Speed comes after accurate reading.
What should I avoid?
Avoid asking the child to identify a word from the picture or from its first letter alone. Pictures are wonderful for meaning, but they are not a substitute for reading the printed word. Give enough support that your child can learn the process.
When is it time for extra help?
If blending remains very difficult after direct teaching and regular practice, ask the classroom teacher or a qualified reading specialist to look closely at phonemic awareness and decoding. The goal is to find the next teachable step, not to label your child from one activity.