Sizzling Steak
Emergent Literacy Design
Rationale:
Phoneme awareness is an important part for
students to start learning to read. With the ability to recognize phonemes,
students will be able to decode or pronounce words as they approach the reading
process. After this lesson, which focuses on the phoneme /s/, students will be
able to recognize the letter S in written word and recognize the sound /s/ in
spoken words. Students will practice finding the phoneme /s/ and applying the
phoneme in phonetic reading by noticing the different phonemes between words
that rhyme, such as sun and run.
Materials:
* Primary paper
* Pencil
* Mirror
* Mrs. Wishy-Washy Makes a Splash
by Joy Cowley
* Chart with "Steven soaked
his stinky socks in the sink"
* A large picture with
steak sizzling on the grill either from the Internet.
* Pictures or actual
objects that begin with S and some that begins with other sounds.
* Snake, string, soap,
rope, ring, tub, shoe, spoon, cup, brush, and sun
* Assessment worksheet
(link provided below under references)
Procedure:
1. Begin the lesson by introducing the phoneme
/s/. Stretch out the sound in different words for the student so they can hear
what sound you are making. "Watch
me as I stretch out the letter S and make the /s/ sound. 'Sssss' Now I want you
to try to make the sound /s/ with me."
2. Next, ask the student to watch the teachers'
mouth as they make the /s/ sound. "Watch my mouth as I make the sound and see if
you can tell me what it does as I make the sound. 'Sssss' Could you see what my
mouth was doing? I was you to make the /s/ sound and watch yourself in the
mirror to see what your mouth does." This will help the child to learn how
his/her mouth functions as he/she says certain sounds. It is important to have
the child speak about what he/she thinks his/her mouth is doing when making the
/s/ sound.
3. Show the student either the different
pictures with objects or actual objects that start with the /s/ sound and some
with other sounds, such as snake, string, soap, rope, ring, tub, shoe, sun, cup,
brush, and spoon. This will allow the student to point out what pictures/objects
start with the letter S and which
pictures/objects does not. Ask the student to emphasize the /s/ sound when
he/she says the name of the object.
4. Ask the student: "Have you ever seen someone
making steak on the grill? Have you listened closely to hear that it makes a
sizzling noise? Well that noise is the exact sound that the letter
S makes, 'Sssss'. I want you to
pretend to be making steak on the grill. You have to flip the steak over and
move it around (pretend to be flipping and moving the steak with your hand to
show the gesture) and what sound do we hear it make? The /s/ sound! "Sssss".
5. Introduce the tongue twister to the student:
"I want you to help me say this tongue twister. 'Steven soaked his stinky socks
in the sink.'" Do you hear any /s/ sounds in that sentence? Say it with me this
time 'Steven soaked his stinky socks in the sink.' You hear some /s/ sounds in
that sentence? That is very good! Let's stretch out the /s/ sound so we can hear
it even better. 'Sssss-teven sssss-oaked hi-sssss sssss-tinky sssss-ock-sssss in
the sssss-ink' Oh, I heard lots of /s/ sounds too, link in Sssss-teven. What
word did you hear that had the /s/ sound in it?"
6. "Did you know that we can write the /s/ sound
down on paper by using the letter S? Take out your paper and pencil so we can
practice writing the /s/ sound on paper. Start your
s at the fence, make a little
c in the air and swing it back. Your
s should end at the sidewalk. Once I
come and put a stamp on your paper, you may finish the rest of your line out
with more s's.
7. "I am going to ask some of you if you can
hear the /s/ sound in some words I say. I want you to sound it out, listen for
the sizzling steak, and then tell me which word you hear the /s/ in." Call on
students in the group: "Do you hear the /s/ in sun or run? Sheep or cow? Scream
or quiet?"
8. "Now we are going to read
Mrs. Wishy-Washy Makes a Splash.
This story is all about Mrs. Wishy-Washy and her animals. They know when it is
time for their back because they see bubbles! They don't want to take a bath
this time though; do you think Mrs. Wishy-Washy is going to get them in the bath
tub?" As I read through the story the first time, I will have the student's just
listen to the words and understand the story itself.
The next time I read the story, I will have the students give me thumbs
up when they hear the /s/ sound. They will write down the word or words they
hear throughout the story and we will go back afterwards to discuss the words.
9. Finally, the students will be assessed by
coloring the worksheet provided by the link below, which has four pictures on it
(some that start with /s/ and some pictures that do not). The students must
recognize the pictures that do start with /s/ and color that picture. The must
also write the corresponding letter for each picture, even if it was not
colored.
References:
Lesson Design: "Sizzling Sausage" by Elizabeth
Stevens
http://www.auburn.edu/academic/education/reading_genie/odysseys/stevensel.html
Cowley, Joy. Mrs. Wishy-Washy Makes a Splash.
New York, NY. Philomel, 1993. 18 pages.
Assessment worksheet:
http://www.kidzone.ws/kindergarten/s-begins2.htm