Lesson 8

Multi-Session Phonics

Plural Nouns with -s; /z/ Spelled s

To the Tutor: Some students will require more time on these

activities than others. Feel free to adjust the pace of the lesson
and the amount of practice the student needs. You can track the
students progress by placing a check and/or date next to each
part of a lesson that is completed.

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

Give the student the letter cards a, c, and t and

have him/her put them together to blend and
say cat. Place the letter s after cat and have the
student blend and say cats.

Part

Help the student understand that the s at the

end of cats means more than one. Repeat this
activity and have the student blend and say hat
and hats.

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 cat
and the group of cats. Ask: What do you see
in these pictures? (cats) How many cats are in
each picture?

Step 3 Read High-Frequency Words

Show the student these Word Cards: girl, of, one,
saw, and two. Read each word aloud several
times. Point out the letters in each word.

Show the two Picture Cards of the ducks and

ask: What do you see in these pictures? (ducks)
How many ducks are in each picture?

Have the student read each word with you as

you point to it. Then echo read the words: you
read a word and have the student read the word
after you.

Place the Picture Cards of the single cat and the

single duck together and the multiple cats and
ducks together. Ask: How are the pictures in each
group alike? (Each one shows either one cat and
one duck or more than one cat and more than
one duck.)

Use each word in a simple oral sentence. For

example: The girl rode her bike. Then encourage
the student to use each word in a different
oral sentence.
Note to the Tutor: Remember to collect all the Picture,
Letter, and Word Cards and put them back in the
packet for use next time.

Have the student look at all the other Picture

Cards and sort them according to the two groups:
one and more than one.

Step 2 Add -s to Make Plurals

Display the Letter Card s and the two Picture
Cards of the cats (one cat and more than one cat).

Part

Point to the letter s and say: This is the letter s.

One sound that the letter s stands for is /s/. What
words can you think of that begin with the /s/
sound? (sample responses: sun, sandwich, seal,
seven, soil, soup, etc.) Show the Picture Card for
sock to give the student a hint, if necessary.

Materials: Picture Cards; Word Cards: boy, come,

fast, girl, make, of, one, saw, to, two; Students
word ring (optional)

Step 1 Find One and More Than One

Point to the Picture Card of the group of cats and

ask the student to say cats. Ask: What do you hear
at the end of cats? (the /s/ sound)

Review the concept of one and more than one

by asking the student to look around the room
and find items to fit each category. Give a point
for each correct answer: Sample answers: one:
chalkboard, computer, rug, easel; more than one:
desks, books, markers.
continued on page 2

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Lesson 8
Multi-Session Phonics (continued)

Plural Nouns with -s; /z/ Spelled s

Step 2 Distinguish Sounds of s

Step 3 Read High-Frequency Words

Show the student the two Picture Cards that

show cats.

Show the student the Word Cards for girl, of,

one, saw, and too and remind the student that
these are the words he/she needs to memorize
this week.

Say: This picture shows one cat. This picture shows

three cats. What sound do you hear at the end
of cat? (/t/) What sound do you hear at the end
of cats? (/s/) Remind the student that we add s to
show more than one.

Read each word aloud several times. Point out

the letters in each word. Have the student read
each word with you as you point to it. Then
echo read the words: you read a word and have
the student read the word after you.

Show the student the two Picture Cards that

show pigs.

Choose the card for one and place it in front

of the Picture Card for sock, saying one sock.
Invite the student to repeat the phrase and use
the Word Card one to make phrases using other
Picture Cards, such as hen.

Ask: What sound do you hear at the end of pig?

(/g/) Do you hear the /s/ sound at the end of pigs
or do you hear a different sound? (a different
sound; /z/)
Tell the student to say pigs slowly and listen for
the /z/ sound at the end: piiigzzz. Point out that
the letter s at the end of pigs makes the /z/ sound,
not the /s/ sound like at the end of the word cats.

Choose the card for two and place it in front of

the Picture Card of the shoes, saying two shoes.
Invite the student to repeat the phrase and use
the Word Card two to make phrases using other
Picture Cards that show two things.

Show the student these Picture Cards: keys and

books. Point to each picture and have the student
identify it.

Review these high-frequency words from a

previous lesson: boy, come, fast, make, and to.

Ask: Which picture shows something that ends

with 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/)

(Optional) If the student has a word ring of the

high-frequency words from his/her tutoring
sessions so far, have the student read each word
on the ring.
Note to the Tutor: Remember to collect all the Picture,
Letter, and Word Cards and put them back in the
packet for use next time.

Put the remaining Picture Cards in a pile. Tell the

student to choose a card, identify the picture, and
sort it by final sound: if it has a final /s/ sound,
put it in one pile; if it does not end with /s/, put it
in another pile. Model for the student: These are
hats. Hats ends with /s/the same sound I hear
at the end of cats. I will put this card in this pile.
This is a cat. Cat does not end with /s/the sound
I hear at the end of keys. I will put this card in
another pile.
Repeat having the student sort Picture Cards that
end in /z/ and those that do not.

continued on page 3

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Lesson 8
Multi-Session Phonics (continued)

Plural Nouns with -s; /z/ Spelled s

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.

Part

Tell the student that s has the /z/ sound in the

word: 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 hear
at the end of is? (/z/) What letter do you use to
make that sound when you spell is? (the letter s)

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, Students word ring (optional);
Phonics Practice Sheet

Ask: What sound do I need to add to is to make

the word his? (/h/) Give the student the letter h
and have him/her push it in front of is to make his.

Step 1 Finish the Rhymes

To practice listening for final sounds, have the
student complete these rhymes:

Repeat this procedure and have the student

blend and say as and has. Draw out the
pronunciation aaazzz, as to help the student
hear the ending sound in as.

One hen, two hens having fun;

Chasing bugs out in the ____ (sun).
One, two, buckle my ____ (shoe).
Hippity, hop to the barber ___ (shop).
Bens 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.

Have the student push the letters together to

blend and say as. Ask: What sound do you hear
at the end of as? (/z/) What letter do you use to
make that sound when you spell as? (the letter s)

Step 4 Review High-Frequency Words

Challenge the student to make a rhyme for you

to finish.

Lay out the Word Cards: girl, of, one, saw, two.
Point to each word, read it, and have the student
repeat it with you.

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
the letter s and explain that we add this letter
to many words to show more than onemake
a word plural.

Turn the cards face down. Have the student pick

a card and read the word.
(Optional) Cut the tag board into word card-sized
pieces. Ask the student to select a Word Card and
read the word on it. Write the word on the tag
board. Place the cards together on the ring. Have
the student keep the word ring at school and
continue to add words from tutoring sessions
to it.

Lay out the following Picture Cards: cat, cats,

cub, cubs, duck, ducks, hat, hats, hen, hens, pig,
and pigs.
Give the student the Letter Cards he/she needs
to make cat. Then ask the student to add the
letter s to the word to form the plural. Have the
student then locate the Picture Cards that match
each word.

Note to the Tutor: Many of the high-frequency words

do not follow phonics patterns. The student must
memorize these words. Putting them on the ring will
make it easier to review and learn these words.

Have the student repeat this process for: cub,

cubs; duck, ducks; hat, hats, hen, hens; pig, pigs.

continued on page 4

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Lesson 8
Multi-Session Phonics (continued)

Plural Nouns with -s; /z/ Spelled s

Step 5 Read Words

each one. Ask: What sound do you hear at the

beginning of kid and at the end of duck? (/k/)

Show the student the Phonics Practice sheet. Point

to the section titled Words and ask the student
to read each word moving from left to right and
top to bottom. To correct a misread word in the
first column, tell the student to run his/her finger
under each letter in the word saying the sound at
the same time, then blending the letters together.
To correct a misread of a high-frequency word in
the second column, read the word and have the
student read it after you.

Place the Letter Cards k, i, d face up on the table

and 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 the
student blend and say kit. Have the student write
down each word on the piece of notebook paper
to begin a list.
Place the Letter Cards d, u, c, k face up on
the table.

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

Letter, and Word Cards and put them back in the
packet for use next time.

Ask: Which two letters together make the /k/

sound you hear at the end of duck? (c, k) Ask the
student to blend the sounds and say duck. Remind
the student that the /k/ sound at the end of a
word is often spelled with two letters: ck. After
the student blends the word, have him/her add it
to the list.

Part

Say duck and dock, stretching out the sounds in

each word so the student can hear the different
sounds in the middle of the two words.

Materials: Picture Cards; Letter Cards: c, d,

i, k, l, o, r, s, t, u; Notebook paper; Phonics
Practice Sheet

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.

Step 1 Play Concentration

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

Give the student the letters l, r, and s and have the

student substitute the beginning sound/letter in
dock to blend and say lock, rock, and sock. Have
the student write each of these words in the list.

Ask the student to turn over two pictures and

identify each one. If both pictures end with the
/z/ sound or the /s/ sound, the student keeps that
pair. If they do not end with the same sound,
the student replaces them face down. Be sure
the student names each picture correctly, using
the /s/ sound or the /z/ sound at the end of the
pictures that show more than one.

Have the student read each word on his/her list.

Ask: What do you add to each word to make it
pluralto show more than one? (add -s) Have
the student make each word plural by adding
an s. Then have the student read the plural words
he/she has made.

Play a bonus round with the remaining Picture

Cards. Have the student draw a card and see
if its beginning sound matches the beginning
sound in one of his/her matches.

Step 3 Finish the Phrase

Show the student the Phonics Practice sheet
and point to the section titled Finish It! Explain
that some sentences have been started but not
finished, and the student is to finish each one.

Step 2 Review /k/ Spelled k and ck and

Plural Nouns

Note to the Tutor: This activity reviews skills taught

earlier in the tutoring sessions. If the student has
not previously learned about the ck digraph, then
you may consider skipping Step 2.

Point to the first unfinished sentence and read

it with the student: I saw two big _____. Ask:
How would you finish this sentence? Let the
student use his/her own words to orally finish
the sentence. Repeat with the remaining
unfinished sentences.

Show the student the Picture Cards of the kid

and the single duck and have the student identify

continued on page 5

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Lesson 8
Multi-Session Phonics (continued)

Plural Nouns with -s; /z/ Spelled s

Step 4 Read Words and Sentences

Ask the student to tell what the words have in

common. If the student doesnt respond, point
out that all the words have the same ending.
Have the student circle the ack letter combination
on each word card. Tell the student that these
words belong to the -ack word family because
they have the same ending letters and the same
ending sound.

Have the student look at the section of the

Phonics Practice sheet titled Words. Randomly
point to the words in each list and ask the student
to read each one. To correct a misread word in
the first column, tell the student to run his/her
finger under the letter in the word and blend
the word aloud. To correct a misread of a highfrequency word in the second column, read the
word and have the student read it after you.

Repeat this activity with the following

word families:

Ask the student to read the story at the bottom

of the page. Give help as needed, using the same
strategies you used as the student read the
words above.

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

-ug: bug, rug, tug
-ick: pick, lick, sick

Step 2 Build Sentences

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

Letter, and Word Cards and put them back in the
packet for use next time.

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, including

the words the student wrote in Step 1. Have the
student choose some words from the cards on the
table and make a sentence.

Part

Write the sentence on a piece of paper for the

student. The student should write the words from
the Word Cards he/she chose. If the students
sentence includes words that are not on the word
cards, write them for the student. As you write,
ask the student to help you with any sounds
he/she may know. When the sentence is
complete, have the student read it to you.

Materials: Letter Cards: a, b, c, f, g, h, i, k, l, p,

r, s, t, u; Word Cards; Blank Word Cards; Lettersized envelope; Notebook paper

Step 1 Mixed Review

Place these letters together on the table and say
the sound of the letter combination: a,c, k, ack.
Have the student repeat.

Cut apart the sentence and mix up the words.

Have the student put the sentence back together
in the correct order.

Then place the following Letter Cards on the

table: h, i, l, p, r, s
Ask the student to choose a Letter Card to make
the word pack and say the word aloud. Have the
student write the word pack on a Blank
Word Card.

ction

Home-Conne

pe so
ent an envelo
Give the stud
er and
tt
Le
e
ke all th
he/she can ta
em to
me and use th
Word Cards ho
d sentences
ing words an
practice mak
embers.
with family m

Then ask the student what letter he/she needs

to change to make rack.
Have the student find the Letter Card r and place
it in front of ack, removing the letter p. Have the
student write the word rack on a Blank Word
Card. Repeat this process with the word sack.
Have the student read all the ack words he/she
made and then wrote on Blank Word Cards.

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Multi-Session Phonics Lesson 8

Multi-Session Phonics Lesson 8

come

boy
$
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girl

fast

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make

of
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one
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saw
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Multi-Session Phonics Lesson 8

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to

two

$
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Lesson 8
Phonics Practice

Multi-Session Phonics

Words

Finish It!

beds girl
cubs of
ducks one
sacks saw
as to
is boy

I saw two big

_____.
The girl has two
sacks of _____.
We can make a
_____.

Socks, Socks, Socks!

The girl has a box of socks.
Come fast to see the socks.
One sock is red.
One sock is blue.
The socks are wet.

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Lesson 8
Multi-Session Phonics

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Sound/Letter Mat

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