Spelling for Older Students SOS Lesson 12 D d Created for SPELD SA by Jan Polkinghorne

d-ie-n-oe-s-or 6 d-o-l-f-i-n 6 d-r-a-g-o-n 6 Sounds in a word Say the names of these pictures. Use your fingers to count how many sounds in each word. NOTE that is sounds not letters. Click for answers d-ie-n-oe-s-or 6 d-o-l-f-i-n 6 d-r-a-g-o-n 6

Point to the word your teacher sounds - blend the sounds to make a word. k-a-ng-ar-oo d-ie-m-o-n-d j-i-r-ar-f

What is the same about all these pictures. Say the words aloud. Click the box for the answer. They all start with the sound:- d. Duck, dice, dawn, detective, drink, drill, diamond, drum, drain, dog, dead, dish, dollhouse, dragon, dock, dart, door, dress, doorbell, dolphin.

Sort all of your bottle top letters into vowels and consonants. vowel or consonant All letters in our alphabet belong to one of two groups d = consonant To make the sound d block the airflow by placing your tongue behind the top teeth, then release the pressure by pulling your tongue back into your mouth, while voicing out. The vocal cords vibrate as the sound is made. Sort all of your bottle top letters into vowels and consonants. We need to know whether a letter is a vowel or consonant to help us apply spelling rules.

Doubling Rule- the most common rule in English. Why do we often see double letters in the middle of words.? We have been learning about vowels and consonants . Now we find out why. Vowels interact with each other. If they are only separated by one consonant the second vowel makes the first say its long vowel name. din dine mad made rid ride If we double the consonant it stops this from happening. How would we say these words ? ride ridden cap cape like licked kite kitten

How to write the sound ‘d’ Linked script is far better to write than printing. It is faster, easier, more comfortable to write for long periods and your brain learns the words better if they are linked. 2 1 3 D d dd dinner 1 3 2 Many people find it faster to form a c then add the stick than to do the reverse. The aim for older students is to have them writing, quickly and legibly in link script rather than accurate letter formation.

Put d in each space and say what the word is. D is found at the beginning, middle and end of words. When it is in the middle it is often doubled. Put d in each space and say what the word is. -en -ate san- -o men- -ust su--en hi--en -ress -rink den, date, sand, do, mend, dust, sudden, hidden, dress, drink Click the box for the answer.

Date Why is the e on the end? Sudden Why is the d doubled? Apply your knowledge To make a say its long vowel name. Date Why is the e on the end? Sudden Why is the d doubled? Hidden Why is the d doubled? Dress Why is the ss doubled? Drink Why did we choose k instead of c or ck? To keep u a short vowel. To keep i a short vowel. S, l, f, z are often doubled on the end after a short vowel. K is the common choice after a consonant. Click after discussing each to check your answers.

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Use your ears and listen carefully. BEWARE! Use your ears and listen carefully. Dan is tidying his toy cupboard. He pulls out his teddy, his old donkey and a duck. Then he finds a box of dominoes. He plays with them for a while. Next he sees his yellow digger, so he takes that out for a drive. “Dan, have you finished yet?” asks his Dad. “Not yet,” says Dan, and he goes back to the cupboard. He finds a bag of marbles and some dice. He plays with these for a little while, and then hears his Dad again. “Dan, have you finished yet?” “No, not yet,” says Dan, and he goes back to the cupboard. At the very back of the cupboard, he sees his old red and blue drum. He picks it up and marches up and down, banging the drum. Dad comes in to see what all the noise is. “Do you know you have spent all day tidying your cupboard?” he says. Dan smiles. “I’ve found lots of things I had forgotten all about,” he replies.

How many words can you make using these letters How many words can you make using these letters? d, s, t, n, p, a, e, i, ck You may use a letter as many times as you like in a word. What is the longest word you can make? You might be able to apply the doubling rule if you think of longer words.

Tricky Words – non phonetic Click to reveal the word Click to reveal the word go no Click to reveal the word so Compare with do. The sound is different. Learn these three together. “Do remember- go no and so sound different from do.”

Tricky Word Revision . Download revision for set 11. Click and say the words as they appear.

Instructions. Slide 2 counting sounds in a word. The answer is frequently not the same as the number of letters in the word. Slide 3 Aural blending. Blending and segmenting are the basis to synthetic spelling. Some students find this difficult and will need additional help. Slide 4 hearing the initial sound in a word. Finding they all begin with d. Slide 5– knowing vowels and consonants is vital for learning spelling rules. Multisensory learning (feeling the formation of a sound) is useful for many students. Rule 1: If the short vowel pronunciation doesn’t work to make a word try the long vowel. Slide 6 – Rule 2: Doubling rule. The most common rule applied in English. If two vowels are separated by only a single consonant, the second vowel usually makes the first say its long vowel name. This rule is important for both reading and writing. It tells us when to double when writing and how to pronounce when reading. Slide 7–writing d and D and linking. Handwriting I have used Sego Script because it is freely available on most computers . Research is now showing that linked script is more ergonomic and helps with retention of spelling. Many prospective employers are expecting job applications to be handwritten and many exams have to be handwritten. It is still a necessary skill. Slide 8- writing d in the space and working out what the words are. Some words may be tricky words they have already learnt. Slide 9- students need to be encouraged to apply their growing knowledge of how our language works. Ask the questions. Examine the answers. Can they think of other words applying the same rules? Slide 10 and 11. Read the story for ’d’ aloud. Ask each student to keep a tally of how many ‘d’ sounds they hear in the story. Compare results. They need to use ears not eyes. Hand each student a copy of the story. Read it aloud again and have students mark each ‘d’ sound as they go. Slide 12 Students are asked to build words ( use bottle top letters) – it is more fun and easier to correct if it is not a word. A letter sound can be repeated as many times as they like in a word. Encourage multi syllable words. Don’t worry if they do not double consonants we will learn this later. Encourage them to try to apply the doubling rule. Slide 13 and 14 Tricky words. These words are high frequency, often non phonetic and have to be learnt by rote for both spelling and reading. Spell with alphabet names. Do not sound. Learn here, there, where together and point out the similarities and differences. If they learn here all they have to do is put 1letter in front to make there and where. Point out they are all place words which helps with the homophones for each later.