rt ms phonics lesson 08

8/9/2019 RT MS Phonics Lesson 08

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Multi-Session Phonics Plural Nouns with -s; /z/ Spelled s

Lesson 8

1

PART

PART

Materials: Picture Cards; Letter Cards: a, c, h, s, t; Word Cards: girl, of, one, saw, two

Step 1 One and More Than One

• Show the student the Picture Cards of the catand the group of cats. Ask: What do you seein these pictures? (cats) How many cats are ineach picture?

• Show the two Picture Cards of the ducks andask: What do you see in these pictures? (ducks)How many ducks are in each picture?

• Place the Picture Cards of the single cat and the

single duck together and the multiple cats andducks together. Ask: How are the pictures in eachgroup alike? (Each one shows either one cat andone duck or more than one cat and more thanone duck )

• Give the student the letter cards a, c, and t andhave him/her put them together to blend andsay cat. Place the letter s after cat and have thestudent blend and say cats.

• Help the student understand that the s at theend of cats means “more than one.” Repeat thisactivity and have the student blend and say hatand hats.

Step 3 Read High-Frequency Words• Show the student these Word Cards: girl, of, one,

saw, and two. Read each word aloud severaltimes. Point out the letters in each word.

• Have the student read each word with you asyou point to it. Then echo read the words: youread a word and have the student read the wordafter you.

• Use each word in a simple oral sentence. Forexample: The girl rode her bike. Then encouragethe student to use each word in a differentoral sentence

Target Elements: plural nouns with -s; /z/spelled s

Review Elements: /k/ spelled k and ck Target High-Frequency Words: girl, of, one,

saw, two Review High-Frequency Words: boy, come, fast,

make, to

To the Tutor: Some students will require more time on theseactivities than others. Feel free to adjust the pace of the lessonand the amount of practice the student needs. You can track thestudent’s progress by placing a check and/or date next to eachpart of a lesson that is completed.


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one duck ) oral sentence

Plural Nouns with -s; /z/ Spelled s

Lesson 8

Multi-Session Phonics (continued)

Step 2 Distinguish Sounds of s • Show the student the two Picture Cards that

show cats.

• Say: This picture shows one cat. This picture showsthree cats. What sound do you hear at the endof cat? (/t/) What sound do you hear at the endof cats? (/s/) Remind the student that we add s to

show more than one.• Show the student the two Picture Cards that

show pigs.

• Ask: What sound do you hear at the end of pig? (/g/) Do you hear the /s/ sound at the end of pigsor do you hear a different sound? (a differentsound; /z/)

• Tell the student to say pigs slowly and listen for

the /z/ sound at the end: piiigzzz. Point out thatthe letter s at the end of pigs makes the /z/ sound,not the /s/ sound like at the end of the word cats.

• Show the student these Picture Cards: keys andbooks. Point to each picture and have the studentidentify it.

• Ask: Which picture shows something that endswith the sound you hear at the end of cats?

(books) What is that sound? (/s/) Which picture shows something that ends with the sound you

hear at the end of pigs? (keys) What is that sound? (/z/)

Step 3 Read High-Frequency Words• Show the student the Word Cards for girl, of,

one, saw, and too and remind the student thatthese are the words he/she needs to memorizethis week.

• Read each word aloud several times. Point outthe letters in each word. Have the student read

each word with you as you point to it. Thenecho read the words: you read a word and havethe student read the word after you.

• Choose the card for one and place it in frontof the Picture Card for sock, saying one sock. Invite the student to repeat the phrase and usethe Word Card one to make phrases using otherPicture Cards, such as hen.

• Choose the card for two and place it in front ofthe Picture Card of the shoes, saying two shoes. Invite the student to repeat the phrase and usethe Word Card two to make phrases using otherPicture Cards that show two things.

• Review these high-frequency words from aprevious lesson: boy, come, fast, make, and to.

• (Optional) If the student has a word ring of thehigh-frequency words from his/her tutoring

sessions so far, have the student read each wordon the ring.

Note to the Tutor: Remember to collect all the Picture,

Letter and Word Cards and p t them back in the


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Lesson 8


3

PART

PART

Materials: Picture Cards: cat, cats, cub, cubs,duck, ducks, hat, hats, hen, hens, pig, pigs;Letter Cards: a, b, c, d, e, g, h, i, k, n, p, s, t, u;

Word Cards: girl, of, one, saw, two; Tag board,hole punch, Student’s word ring (optional);

Phonics Practice Sheet

Step 1 Finish the Rhymes• To practice listening for final sounds, have the

student complete these rhymes:

One hen, two hens having fun;

Chasing bugs out in the ____ (sun).

One, two, buckle my ____ (shoe).

Hippity, hop to the barber ___ (shop).

Ben’s got the blues in his brand new ____

(shoes).

Look at the pigs in their frizzy ____ (wigs).

Let the student say a nonsense word if it rhymes.

• Challenge the student to make a rhyme for you

to finish.

Step 2 Make Words with Plural Endings• Tell the student that there is a word that names

more than one and that word is plural. Show

Step 3 Other Words with /z/ Spelled s • Show the student the Letter Cards i and s and

have the student name each letter and its sound.

• Tell the student that s has the /z/ sound in theword: is. Stretch out the pronunciation iiizzz, is to help the student hear the ending sound in is. Have the student push the letters together to

blend and say is. Ask: What sound do you hearat the end of is? (/z/) What letter do you use tomake that sound when you spell is? (the letter s)

• Ask: What sound do I need to add to is to makethe word his? (/h/) Give the student the letter h and have him/her push it in front of is to make his.

• Repeat this procedure and have the studentblend and say as and has. Draw out thepronunciation aaazzz, as to help the studenthear the ending sound in as.

• Have the student push the letters together toblend and say as. Ask: What sound do you hearat the end of as? (/z/) What letter do you use tomake that sound when you spell as? (the letter s)

Step 4 Review High-Frequency Words• Lay out the Word Cards: girl, of, one, saw, two.

Point to each word, read it, and have the studentrepeat it with you.

• Turn the cards face down. Have the student picka card and read the word.


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Lesson 8


Step 5 Read Words• Show the student the Phonics Practice sheet. Point

to the section titled Words and ask the studentto read each word moving from left to right andtop to bottom. To correct a misread word in thefirst column, tell the student to run his/her fingerunder each letter in the word saying the sound atthe same time, then blending the letters together.

To correct a misread of a high-frequency word inthe second column, read the word and have thestudent read it after you.


Letter, and Word Cards and put them back in the

packet for use next time.

4

PART

PART

Materials: Picture Cards; Letter Cards: c, d,i, k, l, o, r, s, t, u; Notebook paper; PhonicsPractice Sheet

Step 1 Play Concentration

• Play a game to review two sounds of s. Put allthe Picture Cards face down on the table.

• Ask the student to turn over two pictures andidentify each one. If both pictures end with the

each one. Ask: What sound do you hear at thebeginning of kid and at the end of duck? (/k/)

• Place the Letter Cards k, i, d face up on the tableand review the sound each one makes.

• Tell the student to blend the sounds and say kid. Give the student the Letter Card t and have thestudent blend and say kit. Have the student write

down each word on the piece of notebook paperto begin a list.

• Place the Letter Cards d, u, c, k face up onthe table.

• Ask: Which two letters together make the /k/ sound you hear at the end of duck? (c, k) Ask thestudent to blend the sounds and say duck. Remindthe student that the /k/ sound at the end of a

word is often spelled with two letters: ck. Afterthe student blends the word, have him/her add itto the list.

• Say duck and dock, stretching out the sounds ineach word so the student can hear the differentsounds in the middle of the two words.

• Ask: What do you need to do to change duck to dock? Give the student the letter o so he/she can

blend and say dock. • Give the student the letters l, r, and s and have the

student substitute the beginning sound/letter indock to blend and say lock, rock, and sock. Have


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Lesson 8


Step 4 Read Words and Sentences• Have the student look at the section of the

Phonics Practice sheet titled Words. Randomlypoint to the words in each list and ask the studentto read each one. To correct a misread word inthe first column, tell the student to run his/herfinger under the letter in the word and blendthe word aloud. To correct a misread of a high-

frequency word in the second column, read theword and have the student read it after you.

• Ask the student to read the story at the bottomof the page. Give help as needed, using the samestrategies you used as the student read thewords above.


Letter, and Word Cards and put them back in the

packet for use next time.

5

PART

PART

Materials: Letter Cards: a, b, c, f, g, h, i, k, l, p,r, s, t, u; Word Cards; Blank Word Cards; Letter-

sized envelope; Notebook paper

Step 1 Mixed Review• Place these letters together on the table and say

• Ask the student to tell what the words have incommon. If the student doesn’t respond, pointout that all the words have the same ending.Have the student circle the ack letter combinationon each word card. Tell the student that thesewords belong to the -ack word family becausethey have the same ending letters and the sameending sound.

• Repeat this activity with the following

word families:

-at: bat, cat, fat, rat, sat

-ug: bug, rug, tug

-ick: pick, lick, sick

Step 2 Build Sentences• Lay out the following Word Cards on the table:

boy, come, fast, girl, make, of, one, saw, to, two. Review these words with the student.

• Then lay out the remaining Word Cards, includingthe words the student wrote in Step 1. Have thestudent choose some words from the cards on thetable and make a sentence.

• Write the sentence on a piece of paper for thestudent. The student should write the words fromthe Word Cards he/she chose. If the student’s

sentence includes words that are not on the wordcards, write them for the student. As you write,ask the student to help you with any soundshe/she may know. When the sentence is

l h h d d i


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Multi-Session Phonics · Lesson 8 Multi-Session Phonics · Lesson 8

Multi-Session Phonics · Lesson 8Multi-Session Phonics · Lesson 8


boy

fast

come

girl

f


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to two


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a b c d

e f g h

h i k l

$


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s t u$


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Multi-Session Phonics Phonics Practice

Lesson 8

Words

beds girl

cubs of

ducks one

sacks saw

as to

is boy

Socks, Socks, Socks!

Finish It!

I saw two big

_____.

The girl has twosacks of _____.

We can make a_____.

rt ms phonics lesson 08

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