Spelling for Older Students - PowerPoint Presentation

Spelling for Older Students Lesson 7 c, C, k, K ck Created for SPELD SA by Jan Polkinghorne SOS

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. C-a-s-t-o-n-e-t-s 9 c-ar 2 d-u-ck 3 Click for answers

What is the same about all these pictures. Say the words aloud. They all start with the sound:- c. clown, castle, cow, cake, clap, clock, calf, calendar, camel, cat. Click the box for the answer.

vowel or consonant All letters in our alphabet belong to one of two groupsc = consonant Put your fingers on your throat . There is a little movement. We need to know whether a letter is a vowel or consonant to help us apply spelling rules. c is formed by opening your mouth and pushing air out. A bit like a small cough. Say whether these are vowel or consonant:- s c a t i p

Which pictures begin with ‘c’ Camera, cloud, carrot, cape, clubs, can, clamp.Click the box for answers.

Find the ‘c’ sounds in these words. Beginning, middle or end. Start c :- cap, clap, cone, coat, think, cup, compass, kick.End c:- duck, sink, think, kick. Middle:-pancakes Click the box for answers.

duck back track sucklickcapcat can cake cane kick kit kite king kill kink rink sink brink stink Look carefully at these words. Even if you do not know the words you can find a pattern in each row. Do you notice anything about the position of ‘ ck ’ in the words? Look at the vowel following ‘c’. What is it? Look at the vowel following ‘k’. What is it? Look at what is coming before ‘k’ on the end of the word. Is it a vowel or a consonant? Answers next page. Click to reveal successive rows.

Examining patterns helps us see how our language works. Don’t learn every word just learn the patterns. Click to reveal successive rows.C is used before the letter a. K is used before letter e.K is used after a consonant n. Ck is used on the end of a word or syllable after a vowel.

Point to the word your teacher sounds - blend the sounds to make a word.Count the sounds in each word. S-c-r-a-ch 5 s-c-r- ee-m 5 c-r-ay-o-n-s 6 Click for the answers.

C c K k ck kickHow to write the sound ‘c ’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 3 2 1

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The Khan family is on a trip to Spain. They hire a car and decide to drive out to a small village to visit the castle there. On the way, they pass a don key carrying a big bundle of sti ck s. After they have seen the c astle, they c ome ba ck to the village for a sna ck . Outside the c afé is the same don k ey they saw before, enjoying a rest and a big bu ck et of water. While they are eating, they spot a c at and her k ittens playing outside. As the c lock stri k es four, some Spanish dancers c ome out and perform in the c ourtyard in front of the c afé. The ladies c arry c astanets and wear dresses in bright reds, yellows and blues. They c lap and dance, swirling their dresses around and c licking their c astanets, “ c, c, c, c, c, c !” Can you find the 3 words in this passage where c does not sound like s! Do the words all follow the rules we learn above about when to use c, k, or ck. ? Decide, dancers and dance c sounds like s. Yes, all the words obey the rules. Click for the answers.

Tricky Word Revision . Click and say the words as they appear. Download Lesson 6 revision PowerPoint Click and say the words as they appear.

Tricky Words – non phonetic you Click to reveal the word your Click to reveal the word

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 c.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 – differentiating between words which begin with c and those which don’t. If the graphics give rise to different words then discuss and modify answers accordingly. Slide 6–differentiating between words which begin with c and those which have c in the middle or on the end. Slide 7- beginning to look for patterns in words to differentiate when to use c, k, or ck. Slide 8 answers to slide 7 This will be completed when we have learnt the other vowels. At this stage encourage students to notice ck is used on the end of a word or syllable after a short vowel. K is used after the consonant n. C is used before a letter a and k is used before the letter i . There are a few exceptions to these generalisations but they apply for most words. Slide 9 – s-c-r-a- ch , s-c-r- ee-m, c-r-ay-o-n. . Aural blending. Blending and segmenting are the basis to synthetic spelling. Some students find this difficult and will need additional help. Slide 10- writing c,k , and ck and linking to k and i . 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 11,12. Read the story for ’n ’ aloud. Ask each student to keep a tally of how many ‘n ’ sounds they hear in the story. Compare results. BEWARE! WARN STUDENTS some words may have a silent n and ‘ng’ is a slightly different sound . When n follows m on the end of a word it is usually silent. Hymn, condemn. Mnemonic has mn at the beginning and the m is silent. They need to use ears not eyes. Hand each student a copy of the story. Read it aloud again and have students mark each ‘ n ’ as they go. Slide 13 and 14 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. Are is only tricky because of the silent ee after they have learnt digraph ‘ ar ’. ‘all’ is a very common grouping and can be linked with similar words like, ball, call, tall, mall etc.