1. Spelling for Older Students
SOS
Lesson 18 J j
Created for SPELD SA by Jan Polkinghorne

2. Sounds in a word j-i-g-s-or 5 j-u-g-l 4 j-oo-s 4
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
j-i-g-s-or j-u-g-l j-oo-s 4

3. Rhyming words. Find words to rhyme with each of these.
rug
chug
hug
lug
smug
tug
bug
dug
jug
plug
cage
rage
page
stage
gauge
age

4. What is the same about these pictures. Say the words aloud.
They all start with j sound:
jug, jog, jam, jewel, jazz, junk, jester, jeans, jump, juggle, jellyfish, job, jet.
Click the box for the answer.

5. Sort all of your bottle top letters into vowels and consonants.
J is a consonant All letters in our alphabet belong to one of two groups
The 'j sound' is voiced (the vocal cords vibrate during its production), and is the counterpart to the unvoiced 'ch sound'.
Air is briefly prevented from leaving the vocal tract when the tip of the tongue presses against the back tooth ridge while the sides of the tongue press against the upper side teeth. The sound comes when air is released with friction.
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. The different ways of writing j sound at the beginning of words.
REMEMBER: When “g” is followed by “e,” “i”, or “y”—it OFTEN says its soft j sound—but not always!
germ
gentle
gifts
just
jet
gems
gym
gems
giant
jump
jug
gingerbread
juggle

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

8. Use your ears and listen carefully.
BEWARE!
Use your ears and listen carefully.
Jane loves jelly. Her mother has promised to make her some this afternoon. When Jane gets home from school she has a slice of bread and jam and a glass of juice. She tells her mother that she and her friend, Javinda, have made a giant jigsaw of a juggler. Then her mother shows Jane the jelly she has made. “Wow,” says Jane. It is tall, red and has four layers. As she carries it to the table, it wobbles and wobbles. Jane pretends to wobble just like the giant jelly.

9. How to write the letter ‘J j’
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 2
J j juggler 1

10. The 5 different ways of writing j sound
j – jet or jug
ge cage
dge edge – after a short vowel
di soldier – not very common
gg exaggerate- doubling rule

11. “j” sound in the middle or end of a word, is usually spelled with “g” followed by “e”, “i”, or “y”. J on the end of a word is not common.
stage
log
rage
beg
frog
huge
digging
orange
jogger
rag
image
hug
imagine
page

12. Click for answers
goes
green
golf
garden
goal
gifts
giant
gym
gentle
germ
gingerbread
gems
gifts
give, girls, get

13. frogs rags beg digging jogger hug rage image stage page imagine engine
Click for answers
frogs
rags
beg
digging
jogger
hug
rage
image
stage
page
imagine
engine
huge
orange
Jogger and digging- they are base words + an ending . They need a double consonant to keep the short vowel and we don’t double j.

14. Read these sentences. Work out whether g has a hard or soft sound.
Did George take out the garbage?
I got a huge gigantic package!
Guess my two-digit number.
Can you manage the luggage?
Imagine being a giant!
A sloth is sluggish and pudgy.
A stingy gypsy gypped me.
A giraffe is a gigantic, tall mammal.

15. How many words can you make using these letters
How many words can you make using these letters? j, s, t, n, g, a, e, i, y, 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.

16. Tricky Words – non phonetic
Click to reveal the word
Click to reveal the word
little
Click to reveal the word
when
down

17. Time to do the Set 17 Tricky Word revision

18. 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 Rhyming words
Slide 4 Hearing initial j sound.
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 – The two ways of writing initial j– with j or g. Hard g soft j . G followed by e, i or y often makes a soft j sound.
Slide 7 and 8. Read the story for ’j’ aloud. Ask each student to keep a tally of how many ‘j 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 ‘j’ sound as they go.
Slide 9–writing J and j 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 10- The 5 ways of writing j sound in English . j – jet , ge cage , dge edge – after short vowel , di soldier – not common, gg exaggerate- doubling rule
Slide 11- Introduce soft g- j sound when followed by e, i or y.
Slides Worksheets in Worksheet section. Answers on screen.
Slide 14 Read the sentences working out how to pronounce the g- with hard sound or soft sound. Explain any word meanings as necessary.
Slide 15 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. Encourage building hard and soft g words.
Slide 16 and 17 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.