1. Spelling for Older Students SSo Lesson 1

2. Contents 1 Counting words in a sentence 2 Isolating sound s and learning the corresponding letter 3 Finding all pictures that have a s sound in them 4 Writing s by the pictures which start with s 5 Finding the picture from a group which does not start with s.

3. Counting Words in a Sentence Group Size: Small Group, Whole Class Length: 5 minutes Materials: Ten counters in a cup for each student, overhead projector (optional) or IWB Goal: Given a spoken sentence, the student can segment it into separate words. Icanrun= I + can + run. 1

4. Listen to this sentence Drag 1 circle off the pile for each word in the sentence. Put the circles in the box below. One circle to a box. 5 Drag star for answer 2 Supervisor reads sentences from notes lesson 1

5. Listen to this sentence Have students make up simple, short sentences for each other to count the words Drag 1 circle off the pile for each word in the sentence. Put the circles in the box below. One circle to a box. 3

6. Extension Activities 1. Work on printed sheets included in the lesson pack. Have students work in pairs taking turns to think of a sentence and count the words while placing counters in the boxes. 1. Work on printed sheets included in the lesson pack. Have students work in pairs taking turns to think of a sentence and count the words while placing counters in the boxes. 2.Gradually make sentences more difficult increasing the number of multi-syllable words in the sentence, increasing the length of the sentence, and decreasing the length of pauses between words. 2.Gradually make sentences more difficult increasing the number of multi-syllable words in the sentence, increasing the length of the sentence, and decreasing the length of pauses between words. 3. If students have difficulty distinguishing words from a syllables e.g. “shopping," ask if “shopping" is one word or two. Do not introduce the idea of syllables until later. 3. If students have difficulty distinguishing words from a syllables e.g. “shopping," ask if “shopping" is one word or two. Do not introduce the idea of syllables until later. 8.When students can count the words in a sentence (6-8 words) spoken at normal speed, they can be considered competent at this skill. 8.When students can count the words in a sentence (6-8 words) spoken at normal speed, they can be considered competent at this skill. 4

7. What is the same about these pictures? 5

8. S The pictures all begin with s sound. Answer 6 Words:- scissors, skull, sleep, smile, spade, seagull, spoon, snail, saw, strawberry, sneaker, sausage

9. Vowel or Consonant? All letters below to one of two groups vowel or consonant s = consonant 7

10. Sound Sort Start with s Don’t start with s 8

11. Drag a ring around the picture in each row that doesn’t start with s 9

12. Formation s S Trace on screen with your finger - start at the arrow sS 10

13. Alternate ways of writing s S can also be written :- ss se

14. Blending Listen for the words – teacher sound blends the words from the lesson notes. Students select the appropriate picture. 11

15. Drag s to pictures that start with s s s s s ss ss sss 12

16. Tricky Words – learn by sight Make up a sentence using these words. I I’m I’m the the he he A number of individuals in the area have expressed interest in Jolly Phonics and it seems logical to bring the training to the area instead of expecting people to travel to Adelaide. 13

17. Tricky Words – learn by sight Write these words 2x. I I’m I’m the the he he 13

18. Answers P6 words:- scissors, skull, sleep, smile, spade, seagull, spoon, snail, saw, strawberry, sneaker, skateboard P8P9 13 P12

19. Extension Activity Do Worksheet 1 – find the picture in each row which does not start with a s sound. Do Worksheet 1 – find the picture in each row which does not start with a s sound. Brainstorm as may words as you can which start with s Brainstorm as may words as you can which start with s 14