1. Spelling for Older Students
SOS
Lesson 7 R r
Created for SPELD SA by Jan Polkinghorne

2. r-o-k-e-t 5 r-ai-n-d- ea-r 6 r-e-v-o-l-v-er 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
r-o-k-e-t r-ai-n-d- ea-r r-e-v-o-l-v-er 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:- r.
Rabbit, reindeer, rain, rocket, rose, revolver, rug.

4. 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
r = consonant
r is formed by opening your mouth and curling your tongue as you let air out.
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.

5. Put r in each space and say what the word is.
R sound mostly comes at the beginning of words or syllables. When r is on the end of a word it goes with another letter to make a new sound. We call these digraphs -r controlled vowels and will learn them later.
Put r in each space and say what the word is.
-ent
-at
-an
-ocket
-ick
-est
_ant
you_
a-e
hi-e
Click the box for the answer.
rent, rat, ran, rocket, Rick, rest, rant, your, are, hire

6. How to write the sound ‘r’
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
R r rr rose 2 1 3 2

7. Complete the requirements for the next screen before proceeding
Complete the requirements for the next screen before proceeding. See Instructions.
BEWARE! Not all letter r sound like r .
Take particular care of those coming on the end of words or syllables.
Use your ears and listen carefully.

8. BEWARE! Not all letter r sound like r.
Many combine with other letters to make another sound.
Use your ears and listen carefully.
Robert’s family has a new puppy. They have to choose a name for him. His parents like ‘Rover’, but Robert also likes ‘Ben’. Robert can’t decide. Robert goes up to his bedroom with the puppy to get his roller skates. While Robert looks for them, the puppy explores the room. Suddenly Robert hears, “rrrrrrrrrr!” The puppy has found a blanket and is shaking it from side to side. Robert gets hold of the blanket and tries to pull it away, but the puppy hangs on tightly, going “rrrrrrrr!” The blanket rips. “Oh dear,” says Robert, holding up the ripped blanket. “This looks like a rag now. I know … we’ll call you Rags!”
Now go back and count all the letter r that do not sound like r.
What letters do you notice that go with the r to make another sound?

9. er, are, ore, ear. BEWARE! Not all letter r sound like r.
Many combine with other letters to make another sound.
Use your ears and listen carefully.
Robert’s family has a new puppy. They have to choose a name for him. His parents like ‘Rover’, but Robert also likes ‘Ben’. Robert can’t decide. Robert goes up to his bedroom with the puppy to get his roller skates. While Robert looks for them, the puppy explores the room. Suddenly Robert hears, “rrrrrrrrrr!” The puppy has found a blanket and is shaking it from side to side. Robert gets hold of the blanket and tries to pull it away, but the puppy hangs on tightly, going “rrrrrrrr!” The blanket rips. “Oh dear,” says Robert, holding up the ripped blanket. “This looks like a rag now. I know … we’ll call you Rags!”
er, are, ore, ear.

10. How many words can you make using these letters
How many words can you make using these letters? r, s, t, n, p, a, e, i, s You may use a letter as many times as you like in a word. What is the longest word you can make?

11. Tricky Words – non phonetic
Click to reveal the word
Click to reveal the word
Click to reveal the word
there
here
where
Point out the word here is in all words – there just has a t in front of here and w in front of here. They are all place words.

12. Tricky Word Revision . Download Lesson 9 revision.
Click and say the words as they appear.

13. 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 r.
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 – r usually comes at the beginning and middle of words or syllables. On the end it combines with other letters to make new sounds- digraphs like are or, ur, ur which we will learn later. Students are now asked to write the words in linked script.
Slide 6–writing R r 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 7, 8, 9 . Read the story for ’r’ aloud. Ask each student to keep a tally of how many ‘r’ 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 ‘r’ sound as they go. Note you do not mark every r letter. BEWARE! WARN STUDENTS some words may have a silent r or r combined with another letter to make a new sound.
Slide 10 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.
Slide 11 and 12 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.