1. Spelling for Older Students
SOS
Lesson 1 s S
Created for SPELD SA by Jan Polkinghorne

2. 4 5 5 7 Now take it in turns with a friend.
Listen to each sentence . Play each sound button as many times as you need. Count the words in the sentence. Click the to check your answer. 4
Now take it in turns with a friend.
One say a sentence and the other counts words, then swap. 5 5 7

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 ‘s’.
Spider, salute, skull, sauce, snip or scissors, saw, skateboard, snail, slide or slippery dip, snore or sleep.

4. vowel or consonant All letters in our alphabet belong to one of two groups
s = consonant
S can be said with 2 different sounds.
Unvoiced – like a snake noise.
Voiced – like a z sound – often on the end of words like is, pins, dogs.
Put your fingers on your throat . Say snail, snip- there is no movement.
Now say is, pins, dogs- your voice box (throat) vibrates showing it is a voiced sound.
We need to know whether a letter is a vowel or consonant to help us apply spelling rules.

5. Which pictures begin with ‘s’.
Click the box for answers.
Scarecrow, pig doesn’t but swine does, scratch, soap, switch, sail, spade seat. There may be other correct possibilities.

6. Click the box for answers.
Sort these pictures into those that start with s and those which don’t . Can you think of others which do to add to your list.
Click the box for answers.
S= sad, seagull, sandals, scrubbing brush, sausage
Painter, car, balloons, pineapple and camel do not.

7. Which object in each row does not start with s sound?
Click when you have finished the page for the answers.

9. Point to the word your teacher sounds - blend the sounds to make a word.
Click for answers
t-e-n-t b-e-l-t c-ay-k 3

10. How to write the sound ‘s’
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.
There are 3 common ways to write the sound ‘s’ in English.
S ss se
Capital s is just a taller version Ss

11. Complete the requirements for the next screen before proceeding
Complete the requirements for the next screen before proceeding. See Instructions - Slide 11.

12. 50 = s
17 s sounds like z
It is a sunny morning, and Sam is taking his dog, Samson, for a walk. They like to walk down to the pond. Sam looks around as they walk along. He sees a toadstool, a red and yellow caterpillar, and a blackbird on her nest. When they get to the pond, they spend some time watching the fish swim around. After a while, Samson goes off and snuffles around in the grass. He finds a stick, which he brings back to Sam. He barks at Sam, and Sam throws the stick for Samson to fetch. Samson runs around, looking for the stick in the grass.
Suddenly, Samson starts barking, “Woof, woof, woof!” Sam skips over to see what Samson has found. “Ssssss!” In front of Samson is a spotty snake. It is rearing up and is hissing loudly. Sam grabs hold of Samson, and the snake slithers quickly away.

13. Tricky Words – non phonetic
Click to reveal the word
Click to reveal the word
I’m I

14. Instructions.
Slide 2 counting the words in a sentence- if you can’t differentiate words it is very hard to write them.
Slide 3 isolating ‘s’ sound
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.
Slide 5,6,7,8,– differentiating between words which begin with s and those which don’t. If the graphics give rise to different words then discuss and modify answers accordingly.
Slide 9 Aural blending. Blending and segmenting are the basis to synthetic spelling. Some students find this difficult and will need additional help.
Slide 10 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: Read the story for ’s’ aloud. Ask each student to keep a tally of how many ‘s’ sounds they hear in the story. Compare results.
Hand each student a copy of the story. Read it aloud again and have students mark each ‘s’ as they go. If they are able to differentiate those on the end of words which sound like ’z’ – have them use a different colour. Note not all final s sound like z. When s is doubled in spelling it only counts as 1 sound. sh is not a s sound.
Slide 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.
BBQ
saw
sail
scratch
seat
scrabble
Scrubbing brush
scissors
pear
sand
sausage
sink
slide
skull
teapot
smile
skunk
snail
table
Slice
spider
sauce
turtle
Skate
board
Screw
driver