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Lesson 1- S

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236 views12 pages

Lesson 1- S

Uploaded by

simona.bankova88
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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JOLLY PHONICS

Lesson 1 S
It is a sunny morning, and Sam is taking his dog,
Sam and Samson 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-
S song

Cartoonito
S sound
S song

Cartoonito
S sound
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
The /s/ sound in some words with /s/ except ‘dog’.
is written ‘c’. The letter ‘c’ At this stage, the
makes the soft /s/ sound children may well
when it is followed by say that ‘dog’ begins
‘e’, (as in ice), ‘i’ (as in with /s/. If they do,
icicle), or ‘y’ (as in bicycle). say the
This spelling is introduced in word again,
Step 3, Unit 2. stressing the /d/.
• A short word with a short Some children will
vowel, ending in /s/, usually ‘tune in’ almost
needs a double ending, for immediately to
example ‘hiss’, ‘lass’ hearing the sounds,
and ‘dress’. This is also true while others will
of the following sounds: l, f,
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?
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.
Activity book p.4-5
Activity book p.6-7

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