Lesson 1- S Jolly Phonics Lesson 1 - Sound S

Jolly Phonics

1. JOLLY PHONICS Lesson 1 S

2. Sam and Samson It is a sunny morning, and Sam is taking his dog, Samson, for a walk. They like to walk down to the pond. Sam looks around as they walk along. He sees a toadstool, a red and yellow caterpillar, and a blackbird on her nest. When they get to the pond, they spend some time watching the fish swim around. After a while, Samson goes off and snuffles around in the grass. He finds a stick, which he brings back to Sam. He barks at Sam, and Sam throws the stick for Samson to fetch. Samson runs around, looking for the stick in the grass. Suddenly, Samson starts barking, “Woof, woof, woof!” Sam skips over to see what Samson has found. “ ssssss !” In front of Samson is a spotty snake. It is rearing up and is hissing loudly. Sam grabs hold of Samson, and the snake slithers quickly away Now look at the picture and ask who can point to the ‘s-u-n’, saying the word sound by sound. This develops the children’s ability to blend sounds together, which is important for reading (see Notes, below). Other words you can use are: d-o-g, b-oy, s-o-ck, n-e-s-t, m- ou -se, s-t- i -ck, b- ee .

3. S song Cartoonito S sound

4. S song Cartoonito S sound

5. Is there a /s/ sound? • Discuss each picture with the children in turn. • Say the word, emphasising the first sound, and ask the children if it starts with /s/. All the words begin with /s/ except ‘dog’. At this stage, the children may well say that ‘dog’ begins with /s/. If they do, say the word again, stressing the /d/. Some children will ‘tune in’ almost immediately to hearing the sounds, while others will need more practice. The /s/ sound in some words is written ‘c’. The letter ‘c’ makes the soft /s/ sound when it is followed by ‘e’, (as in ice), ‘ i ’ (as in icicle), or ‘y’ (as in bicycle). This spelling is introduced in Step 3, Unit 2. • A short word with a short vowel, ending in /s/, usually needs a double ending, for example ‘hiss’, ‘lass’ and ‘dress’. This is also true of the following sounds: l, f, z.

6. Who can find something in the picture with a /s/ sound in it? • Who can see a s-o-ck? • Who can point to the letter for /s/? • Who can do the action for the /s/ sound? • Who can write /s/ in the air? • Who can write /s/, tracing the arrows on the big letter?

7. Snake Game • The children take it in turns to rub out Snake’s spots, using the Eraser. • If an ‘s’ appears, the child says the sound. • When all the letters have been revealed, ask some more children to come up and identify /s/. They can use the Pencil to ring or underline ‘s’, or highlight it with the Highlighter.

8. Activity book p.4-5

9. Activity book p.6-7