1. Spelling for Older Students
SOS
Lesson 7 short vowel E e
Created for SPELD SA by Jan Polkinghorne

2. E-l-e-f-a-n-t 7 f-e-th-er 4 e-x-er-s-ie-z 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
E-l-e-f-a-n-t f-e-th-er 4 e-x-er-s-ie-z 6

3. What is the same about all these pictures. Say the words aloud.
Click the box for the answer.
They all start with the sound:- e. Elf, elephant, explode, end, Eskimo(Inuit), exercise, eggs, escape

4. Say whether these are vowel or consonant:-
vowel or consonant All letters in our alphabet belong to one of two groups
e = vowel
e is formed by opening your mouth and pushing air out. A bit like a small cough.
The letter e can be pronounced 3 ways:-
Short vowel e
Long vowel e
Schwa – grunt vowel Uh
Put your fingers on your throat . There is a little movement.
Say whether these are vowel or consonant:-
n, e, s c a t i p
We need to know whether a letter is a vowel or consonant to help us apply spelling rules.

5. Which pictures begin with ‘e’
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Elephant, explode, eggs, exercise, escape.

6. Find the ‘e’ sounds in these words. Beginning, middle or end.
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Start :- end, egg, explode, elephant.
Middle:-feather, head, neck, dead, elephant

7. cell cent ice nice rice Ken keg kettle kestrel kept kink rink sink
Look carefully at these words. Even if you do not know the words you can find a pattern in each row.
What sort of k follows short vowel e?
When e comes after letter c what does it make it sound like?
What vowels follow letter k at the beginning of a word.?
deck
peck
speck
neck
beckon
cell
cent
ice
nice
rice
Ken
keg
kettle
kestrel
kept
kink
rink
sink
brink
stink
Click to reveal successive rows.

8. cell cent ice nice rice Ken keg kettle kestrel kept kink king kit kite
Examining patterns helps us see how our language works.
Don’t learn every word just learn the patterns.
deck
peck
speck
neck
beckon
cell
cent
ice
nice
rice
Ken
keg
kettle
kestrel
kept
kink
king
kit
kite
kill
Ck is used on the end of a word or syllable after a vowel.
C is used before the letter e makes it sound like s. We call it soft c.
K is used before letters e and i.

9. Point to the word your teacher sounds - blend the sounds to make a word. Count the sounds in each word.
E-l-e-v-ai-t-or 7 b-u-k-e-t 5 e-s-c-a-l-ai-t-or 8
Click for the answers.

10. How to write the sound ‘c’
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. 1
E e ee feet 2 3 1 4

11. Complete the requirements for the next screen before proceeding
Complete the requirements for the next screen before proceeding. See Instructions.
BEWARE! Not all letter e sound like short vowel e.
Some sound like long vowel ee, some are er, some are silent.
Use your ears and listen carefully.

12. BEWARE! Not all letter e sound like short vowel e.
Some sound like long vowel ee, some are er, some are silent.
Use your ears and listen carefully.
It is almost the end of the summer, and Eric and his family have gone to stay on Ten Acre Farm for seven days’ holiday. Every day, they get up early to watch the cows being milked. First, they help get the buckets of water from the well and pour them into the troughs for the cows. Then they feed the hens and collect the eggs. They take the eggs into the kitchen for breakfast. Ellie, the farmer’s wife, cracks open the shells on the side of the pan. They all eat fried eggs for breakfast.

13. Click and say the words as they appear.
Tricky Word Revision .
Download set 7 revison
Click and say the words as they appear.

14. Tricky Words – non phonetic
Click to reveal the word
Click to reveal the word
come
some

15. 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 hearing the initial sound in a word. Finding they all begin with e.
Slide 4 – 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 5 – differentiating between words which begin with e and those which don’t. If the graphics give rise to different words then discuss and modify answers accordingly.
Slide 6–differentiating between words which begin with e and those which have e in the middle or on the end.
Slide 7- beginning to look for patterns in words to differentiate when to use c, k, or ck. Introduce soft c when e comes after c the c sounds like s.
Slide 8 answers to slide 7 This will be completed when we have learnt the other vowels. At this stage encourage students to notice ck is used on the end of a word or syllable after a short vowel. K is used after the consonant n. C is used before a letter a and k is used before the letter i and e. There are a few exceptions to these generalisations but they apply for most words.
Slide 9 – elevator bucket escalator. Aural blending. Blending and segmenting are the basis to synthetic spelling. Some students find this difficult and will need additional help.
Slide 10- writing E. e. ee and linking to f and t. 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 11,12. Read the story for ’e’ aloud. Ask each student to keep a tally of how many ‘e’ sounds they hear in the story. Compare results. BEWARE! WARN STUDENTS some words may have a silent e or e combined with another letter to make a new sound. Some students may pick up the ea making an e sound which is great listening. They need to use ears not eyes.
Hand each student a copy of the story. Read it aloud again and have students mark each ‘e’ sound as they go. Note you do not mark every e letter.
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. Revise words learnt previously before learning the new words. Note the homophone some and explain the meaning of this spelling.