Ssssneaky ssspies are like sssly ssssssnakes!
Rationale:
Readers must be knowledgeable with phonemes to
succeed with word recognition, spelling, and reading. Readers must
first be able to tie the letter to the vocal gesture in spoken
contexts before recognizing different phonemes. This lesson will
help children identify /s/, the phoneme represented by S.
Students will learn to recognize /s/ in spoken words by learning a
meaningful representation- students will move their hands like a
snake- and the letter symbol S, practice finding /s/ in
words, and apply phoneme awareness with /s/ in phonetic cue
reading by distinguishing rhyming words from beginning letters.
Materials:
Primary paper and pencil
Poster of tongue
tickler: "Sam the spy slyly snuck across the stadium"
Drawing paper and
crayons
Equity cards (cards with student names)
Junie B Jones and Some Sneaky Peeky Spying
by Barbara Parks
(Random House, 1994)
Word cards: SONG, LONG, SAT, PAT,
ME, SEE, SAD, MAD, SILLY, HAPPY
Assessment worksheet: identifying pictures with
/s/
(http://www.kidzone.ws/prek_wrksht/learning-letters/s.htm).
1. Procedure Introduction:
Say: Who knows what a code is?
(Student response) Spies use codes when they want to keep a
secret. Our written language is like a secret code. Learning the
mouth moves that we make as we say words is the hardest part of
learning what the letters, our secret code, represent. Today, we
are going to crack the code like spies! We are going to find out
what movement our mouth makes when we say the /s/ sound. /s/ can
be a tricky sound! It likes to hide in words, but nothing is too
tricky for us! Why? Because we are super spies! As we learn more
and better understand /s/, we will find /s/ in many words!
2.
Say: How does a snake talk? /ssss/. Watch my mouth as I say it.
/ssss/. My tongue is touching the roof of my mouth while I push
air through. /ssss/. Now you try! This time let’s pretend out
hand is a snake, like this [move hand like a snake]. Snakes are
sneaky like spies. Now say /ssss/ and move your hand like a
snake. Sssssuper!
3. Model Procedure
Let me show you how to find /s/ in the word
sat.
I'm going to stretch sat out very slowly and listen for s.. /ssss/
snake.
Sss-nnn-aaa-kkkk. Slower:
S-nn-a-a-a-kkk. There it was!
I felt my tongue on the roof of my mouth. I can hear
myself say /s/ in
sat.
4.
Tongue Tickler
Say: Let’s try
a tongue tickler! Sam the spy slyly snuck across the stadium.
Let’s say it together three times and move your hand like a snake
each time you hear /s/.
Now, I want you to stretch the /s/ sounds at the beginning
of each word like this, ssssam the ssspy ssslyly sssnuck across
the ssstadium. Ok, say it with me while stretching the /s/ sound
and move your hand like a snake. Let’s do it again! This time,
break /s/ from the word like this /s/am the /s/py /s/lyly /s/nuck
across the /s/tadium.
5.
[Have students take out primary paper and pencils]
Say: The letter S can be used to spell /s/. Let’s write lowercase
S! I am going to write
on the board, watch as I write. Start at the fence and make a
C, when you get halfway
below the fence loop back around and finish with a tail on the
sidewalk. Now it’s your turn! Let me look at your S. After I put a sticker
on your paper, I want you to write five more just like it! Now we
know when we see the letter S alone in a word, it is time to say /s/.
6. Activity : Finding
phonemes in spoken words
Call on students,
using equity cards, to answer and tell how they know.
Say: Do
you hear /s/ in song or
long? Pat or sat? See or me? Sad or mad? Happy or silly?
Let's see if you can spot the mouth move /s/ in some words. Move
your hand like a snake when you hear/s/:
slate, stump, too,
sunk, snot, sink, dog, skinny, stop, late.
7. Practice with a connected text
Say: Ok sneaky spies, I am going to read Junie B Jones and Some Sneaky Peeky Spying by Barbara Parks . Junie B. sees her teacher eating grapes she did not purchase! Can you guess what happens?
Read page 4, drawing out /s/; explain to students they should move their hands like a snake when they hear /s/.
Say: What words
had /s/ in them?
Use this word in a sentence; talk about what happened at
the grocery store and draw a picture of it. Use your own
spelling to tell me about your picture!
{The writing task will allow students to apply
phoneme awareness}
8. Practice reading grapheme
Show SONG and model how to decide if it is
song or
long.
Say: The S
tells me to move my hand like a snake and say /s/ like a sneaky
snake! [Show SONG]. So this word is ssss-ong, song. You try some: SAT: sat or
pat? SEE: me or see? SAD: sad or mad? SILLY: silly or happy?
9. Assess phoneme awareness
For assessment, distribute the worksheet.
Students are to say the words out loud and color the
pictures. Call students individually to read the phonetic cue
words from step #8.
http://www.kidzone.ws/prek_wrksht/learning-letters/s.htm
Resources:
Anna Choron
http://www.auburn.edu/academic/education/reading_genie/begin/choronel.html
http://www.kidzone.ws/prek_wrksht/learning-letters/s.htm