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Spelling for Older Students

Spelling for Older Students. SOS. Lesson 20 ie. Created for SPELD SA by Jan Polkinghorne. 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.

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Spelling for Older Students

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  1. Spelling for Older Students SOS Lesson 20 ie Created for SPELD SA by Jan Polkinghorne

  2. 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. f-ie-r 3 f-r-ie-t 4 ie-s-c-r-ee-m 6 Click for answers

  3. Rhyming words. Find words to rhyme with each of these. fright right tight light might height night sight fire wire tire or tyre hire dire mire

  4. What is the same about these pictures ? Say the words aloud. Click the box for the answer. They all have ie sound: Smile, pie, cry or eye, tyre, kite, fright, fire, drive, hike, hive, fly, bright, Tie, ride, bike, ice cream, shine, light.

  5. ie is a long vowel.All letters in our alphabet belong to one of two groups Long iis a two-sound vowel that ends in a brief y sound. Part 1: The mouth is open and the tongue on the floor of the mouth. Part 2: The sound moves into a y sound by pushing the tongue forward, with the body of the tongue very near the tooth ridge and hard palate. 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. Complete the requirements for the next screen before proceeding. See Instructions. Use your ears and listen carefully.

  7. BEWARE! Use your ears and listen carefully. Clive has been invited to a party. Clive’s dad is a sailor in the navy and he has given Clive a hat from his ship. Clive wants to dress up as a sailor like his dad and wear the hat to the party. His mother makes him a sailor’s outfit. Just before the party, Clive’s dad comes home on leave. Clive insists on wearing his new outfit to meet him off the ship. He waves and waves when he sees his dad and runs up and gives him a big hug. Dad admires his outfit and says, “If you are a sailor, you will have to learn how to salute and say, ‘ie, ie!’ ” When they get home, he shows Clive how to salute. Clive has a go in front of the mirror, saluting and saying, “ie, ie!”

  8. How to write the letter ‘ie’ 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. 4 ie ice cream 3 1 2

  9. Long ie is one of the hardest vowels to write .It has many different spellings. The most common are : ie, i-e, y, igh, i Two rules help a little: 1 If the short vowel doesn’t work try the long vowel sound. 2 When two vowels are together the first says its alphabet name and the second is silent. Recognising ie when reading is easier than knowing which one to use when writing. Try using scrap paper to try out all the options.

  10. y on end short word sky my fly by cry dry sly spy try fry i-e most common write*firewirekiteridehidesmiledrivebikehikespikeshinemine igh high might flight right bright tight slight fright ie on end not common tie* lie pie* die* *# See notes

  11. How many words can you make using these letters?p, s, t, n, y, igh, i e, m, k 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.

  12. Click to reveal the word Tricky Words – non phonetic Click to reveal the word they who Click to reveal the word which

  13. Revision Time to revise the Set 19 Tricky Words

  14. 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 long ie 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 and 7. Read the story for long ie aloud. Ask each student to keep a tally of how many ie 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 ‘ie’ sound as they go. Beware – not very letter o makes an oa sound! • Slide 8–writing ie 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 9 – The most common ways of writing long ie sound in English are: i-e ( most common), y (usually on the end of a short word, and igh and ie. • Slide 10- The most common ways of writing long oa sound in English . * means it is a homophone . This is a good time to explain this term to students . • Slides 11 How many long ie words can students make? • 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.

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