1. Spelling for Older Students
SOS
Lesson 11 M m
Created for SPELD SA by Jan Polkinghorne

2. m-u-n-k-ee 5 m-u-sh-r-oo-m 6 m-o-s-k-ee-t-oe 7
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
m-u-n-k-ee m-u-sh-r-oo-m m-o-s-k-ee-t-oe 7

3. Point to the word your teacher sounds - blend the sounds to make a word.
h-a-m-er r-a-b-i-t s-u-m-er

4. What is the same about all these pictures. Say the words aloud.
Click the box for the answer.
They all start with the sound:- m.
Microphone, mushrooms, mail, moth, march, monkey, milk, mouse, man, mittens, motorbike, met, meat, matches, mat, microscope, mosquito.

5. 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
m = consonant
Lips are pressed together, causing the air to be blocked from leaving the mouth. The soft palate drops, allowing air to pass out through the nose. The sound is voiced, so the vocal cords vibrate while producing it.
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.

6. 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. pan pane sit site pet Pete If we double the consonant it stops this from happening. How would we say this word ? hapen happen suden sudden miten mitten kiten kitten

7. How to write the sound ‘m’
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
M m mm mane 3 1 2 2

8. Put m in each space and say what the word is.
M is found at the beginning, middle and end of words. When it is in the middle it is often doubled.
Put m in each space and say what the word is.
-en
-at
-an -e
-ick
-ost
_ittens
- et
- ap
hi-
Click the box for the answer.
Men, mat, man, me, Mick,
Most, mittens, met, map, him

9. Complete the requirements for the next screen before proceeding
Complete the requirements for the next screen before proceeding. See Instructions.
BEWARE! Some letter m are silent.
Use your ears and listen carefully.

10. BEWARE! Some letter m are silent. Use your ears and listen carefully.
Mrs Morris and her son Marvin have invited his friends, Milly and Molly, for dinner. They are playing outside when they hear the call for dinner. They come in, wash their hands and sit down at the table. “I’m hungry!” says Marvin, rubbing his tummy, “mmmmm, I hope it’s spaghetti and meat balls.” “I hope it’s hot dogs, mmmmm” says Molly. “I hope it’s hamburgers,” says Milly, rubbing her tummy. Mrs Morris comes in, carrying their meal. “Lamb and peas”, say the children, “mmmmm.” “I like that the most!” says Marvin. “Mmmmmm,”says Dan

11. How many words can you make using these letters
How many words can you make using these letters? m, s, t, n, p, a, e, i, s, h 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.

12. Tricky Words – non phonetic
Click to reveal the word
Click to reveal the word
they
They

13. Tricky Word Revision . Download revision for set 10
Click and say the words as they appear.

14. 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 h-a-m-er, r-a-b-i-t, s-u-m-er. 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 m.
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 M m 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 m in the space and working out what the words are. Some words may be tricky words they have already learnt.
Slide 9 & 10. Read the story for ’m’ aloud. Ask each student to keep a tally of how many ‘m’ 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 ‘m’ sound as they go. BEWARE! WARN STUDENTS some words may have a silent m.
Slide 11 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 12 and 13 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.