Transcript SOS Lesson 3: T t - Speld-sa

Spelling for Older Students
SOS
Lesson 3 t T
Created for SPELD SA by Jan Polkinghorne
Words in a sentence
Take it in turns with a friend.
One say a sentence and the other
counts words, then swap.
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.
t-a-b-l =4,
Click for answers 4,
t-ie-g-er=
g-oa-t =3
What is the same about all these pictures. Say the words aloud.
Clickthe
thesound
box fortthe
answer.teeth, turtle or
They all start with
:- table,
tortoise, teapot, teacher, tap, tent, tennis.
vowel or consonant
All letters in our alphabet belong to one of two groups
t = consonant
T is formed when an explosion
of air comes out of our mouth
as our tongue is moved.
Put your fingers on your throat . There is little or no movement.
Say whether these are vowel or consonant:- s a t
We need to know whether a letter is a vowel or consonant to help us apply spelling rules.
Which pictures begin with ‘t’.
10
Click the box for answers.
Teeth, tongue, tent, tin, table, ten,.
Sort these pictures into those that start with t and those ending with t.
Can you think of others which do to add to your lists?
Start t :- table, teeth, turtle or tortoise, teacher, tap, tennis.
Start and end :- teapot, toilet,
tent
Click the
box for answers.
End t:- ant, sit, cricket or hit
What sounds the same about the pictures in each row? Answers next page.
Click to reveal
successive rows.
What sounds the same about the pictures in each row?
All end in t – ant, paint, shoot, sit, hot
All start with s – scrabble, spider, sauce, scarecrow, saw.
Click to reveal
successive rows.
All start with t- tail, table, tortoise, teacher, tongue or teeth.
All start and end with t – teapot, tent, toilet, toast, test.
Point to the word your teacher sounds
- blend the sounds to make a word.
t-e-n-i-s
c-r-i-k-e-t
t-oi-l-e-t
How to write the sound ‘t’
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.
2
T t tt at
1
1
2
There are two common ways to write the sound t.
t
and
tt
(in the middle of words).
Complete the requirements for the next screen
before proceeding.
See Instructions.
Take care! Not every letter
t sounds like t. Use your ears
Tch = ch sound , th = th sound some may record ‘ed’ on end of clapped as a t sound
which is acceptable and very good listening.
Tom and Tamiko have been watching an important tennis match on
television. There was a crowd waiting for the match to begin. The
players came on to the court and the crowd clapped. The match
began, and they hit the ball to each other, “t, t, t.”
The people in the crowd turned their heads from side to side,
watching the ball. Now Tom and Tamiko are outside, pretending to be
the tennis players at the match. They hit the tennis ball to each
other, “t, t, t”. Some animals among the tulips are watching them
play. They turn their heads from side to side, watching the ball, just
like the crowd at the match.
Tricky Word Revision .
Click and say the words as they appear.
I
she
he
the
I’m
Tricky Words – non phonetic
we
me
Click to reveal
the word
Click to reveal
the word
Note these words also
use the short vowel/
long vowel rule.
be
Click to reveal
the word
Instructions.
• Slide 2 counting the words in a sentence- if you can’t differentiate words it is very hard to write them.
• Slide 3 counting sounds in a word. The answer is frequently not the same as the number of letters in the word.
• 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 – differentiating between words which begin with t and those which don’t. If the graphics give rise to different words then discuss
and modify answers accordingly.
• Slide 7 –differentiating between words beginning and ending with ‘t’.
• Slide 8- picking a common sound. Initial, final or middle.
• Slide 9 answers to slide 8
• Slide 10 – t-e-n-i-s, c-r-i-k-e-t, t-oi-l-e-t. Aural blending. Blending and segmenting are the basis to synthetic spelling. Some students find
this difficult and will need additional help.
• Slide 11- writing t and T and tt and linking to a. 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.
• Read the story for ’t’ aloud. Ask each student to keep a tally of how many ‘t’ sounds they hear in the story. Compare results. BEWARE!
WARN STUDENTS NOT EVERY LETTER t ON THE PAGE WILL SOUND LIKE t. They need to use ears not eyes.
• Hand each student a copy of the story. Read it aloud again and have students mark each ‘t’ as they go. Note ‘ed’ sounds like ‘t’ on clapped.
• 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. Revise words learnt previously before learning the new words. Note varying pronunciation of the and
thee with schwa and long vowel ee. If students learn the rule “ If the short vowel doesn’t work use the long vowel then these words are
not non phonetic.