Spelling for Older Students SOS Lesson 13 G g and O o Created for SPELD SA by Jan Polkinghorne

Sounds in a word k-a-ng-ar-oo 5 d-ie-m-o-n-d 6 j-i-r-ar-f 5 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 k-a-ng-ar-oo 5 d-ie-m-o-n-d 6 j-i-r-ar-f 5

Point to the word your teacher sounds - blend the sounds to make a word. h-e-l-i-c-o-p-t-er 9 m-u-n-k-ee 5 l-ie-o-n 4

What is the same about these pictures. Say the words aloud. Click the box for the answer. Those in yellow box start with o. Octopus, orange, off/on, ostrich, otter, oxen Blue box start with g. grapes, grain, grass, girl, golf, garden, gift, goat, glasses.

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 g = consonant o = vowel /g/ and /k/ use the same mouth position. /g/ is a voiced sound and /k/ is unvoiced. Your vocal cords are vibrating as air is passed through the mouth to make the /g/ sound. Put the back of your tongue at the near the back of the roof of your mouth. Allow voiced air to come through which is stopped by your tongue then released when you lower your tongue from the top of your mouth. 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. dig digger log logging rig rigging If we double the consonant it stops this from happening. How would we say these words ? rag sag slag

How to write the sound ‘G g’ 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. G g gg digging 2 1 1 3 3 2 Many people find it faster to make a loop from the tail of the g to the next letter thus keeping the pen on the paper. The aim for older students is to have them writing, quickly and legibly in link script rather than accurate letter formation.

go, gate, sang, give, digging, gust, given, hugging, gags, ring g is found at the beginning, middle and end of words. When it is in the middle it is often doubled. Put g in each space and say what the word is. -o -ate san- -ive di- -in- -ust -iven hu- - in- -a-s rin- go, gate, sang, give, digging, gust, given, hugging, gags, ring Click the box for the answer.

give Why isn’t v doubled to keep the I short?? Apply your knowledge We rarely double v in English. give Why isn’t v doubled to keep the I short?? digging Why is the g doubled? hugged Why is the g doubled? giant Why does g sound like j? Drink Why did we choose k instead of c or ck? To keep i a short vowel. To keep i a short vowel. Because it has i after it. K is the common choice after a consonant. Click after discussing each to check your answers.

Use your ears and listen carefully. Complete the requirements for the next screen before proceeding. See Instructions. Use your ears and listen carefully.

Use your ears and listen carefully. BEWARE! Use your ears and listen carefully. Gail is staying with her grandmother, who has a big garden and keeps some animals. They have been outside checking on the goat and the geese. While they were outside, Gail found a frog next to the water bucket. She watched it hop off under the gate. When they came in, Grandma sent Gail to the bathroom to have a wash. Gail put the plug in, filled the basin and washed her hands and face, but when she pulled the plug out, the water didn’t go away. Her grandmother came to have a look. “Oh dear, the sink must be blocked,” she said. She phoned the plumber. When he arrived, the plumber unblocked the sink and the water ran gurgling out of the basin. Note ng is not strictly a g sound. It is a digraph in its own right. In ng the g can hardly be heard at all.

BEWARE. Use your ears and listen carefully BEWARE! Use your ears and listen carefully. We are only looking for short vowel o sounds. Oliver and Holly have moved to a new house. They have a new bedroom with bunk beds in it. Nearby is a light switch, so they can turn the light on and off by themselves when they are in bed. That night, Holly curls up with Oscar, her toy rabbit, and Oliver reads his book. “You can turn the light out when you’ve finished,” says his dad. Oliver leans over to the light switch and turns it off. “Off it goes,” he says. Then he turns it back on, saying “o ... on it goes.” He turns the light on and off, saying, “o … on it goes. Off it goes; o ... on it goes.” Then he hears his dad’s voice. “Stop turning the light on and off, Oliver! You will break it. Turn it off, and go to sleep.” Oliver turns the light off and goes to sleep.

How many words can you make using these letters How many words can you make using these letters? g, s, t, n, p, o, 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.” Remember the short vowel long vowel rule. If the short vowel doesn’t sound right.- try the long vowel.

Tricky Word Revision . Download revision lesson 12. 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. See folder on blending on SOS disk. Slide 4 hearing the initial sound in a word. Finding they all begin with g and o. 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 – 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 g and G 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 g 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 ,11, 12. Read the story for ’g’ aloud. Ask each student to keep a tally of how many ‘g’ sounds they hear in the story. Compare results. They need to use ears not eyes. Repeat with the o story. Take care there are many o letters that do not use short vowel o pronunciation. Hand each student a copy of the story. Read it aloud again and have students mark each ‘g and o’ sound as they go. Slide 13 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 14 and 15 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 . Remind them of the short vowel/ long vowel rule for go, so, no but stress that do is the odd one out.