Simple Simon Saves the Day
Sarah Lauren Harper
Emergent
Literacy
Rationale: To
learn and spell words, children need to
be able to recognize phonemes and see that letters in the alphabet
symbolize
these sounds. Before children begin to read phoneme they need to be
able to
recognize them. This lesson will focus on identifying that s=/s/. The
goal of
this lesson is for the students to recognize, identify, and locate that
/s/ in
spoken or written words. By the end of
the lesson the student will also be able to correctly write and say the
letter
s.
Materials:
Letters of Alphabet displayed on/over the
board, Primary paper and pencils, paper strips for tongue twister,
picture page
with Simple Simon, snake, dog, car, stop sign, hat, stamp, girl, boy,
snail,
pie, tree, sail boat, some stickers, and the Childcraft Nursery Rhyme
‘Simple
Simon’.
Procedures:
1.
Introduce
the lesson by explaining that there are many different letters in the
alphabet
and most of them have very different sounds. Have the alphabet
displayed in the
classroom. Tell the students that the class will be working on the
letter s and the sound that it makes.
We will be reading writing, and identifying the letter s throughout this lesson
2. Ask
the students: Have you ever heard the
noise that a snake makes? What sound does it make? That will be the
sound we
arc looking for with the letter s. Today we will learn of the /s/ sound in many
words. Now on three let’s make the sound /s/! The students will shake an imaginary salt
shaker or move their arms like a rattlesnake’s tail while they say /s/.
3. Let’s
start off with a tongue twister, “Simple Simon said Sally stretched
strings so
Simon would sing on Saturday.” Now let’s say it again, this time
stretching out
the Is! sound at the beginning of each word, just like a snake
would.
SSSSimple SSSSimon ssssaid SSSSally sssstretched sssstrings sssso
SSSSimon
would ssssing on SSSSaturday. Let’s try this one more time, but this
time we
are going to break off the /s/ sound. /S/ Simple /S/
Simon /s/
aid /S/ ally /s/ tretched /s/ trings so /S/ imon would
/S/ing on /S/
aturday.
4. Give the students primary paper and
pencils. Let’s say /s/ and draw the
letters. (model how to write the s) Let’s
write an /s/. For s, first turn a “c”
cup in the air
between the rooftop and the fence, then swing back.
I will then walk
around and check every one’s
S, When I put a sticker on their paper they may start working on a
whole role
of s’s just like the first one. When you
see the letters by itself in a word, that signals you to say /s/. Next l am going to call on you to give me
answers to my questions and then tell me how you knew the answer. Do
you hear /s/
in: stray or play? Swim or wax?
5. I will next give each
student stickers to
stick on the end of their pointer finger (to make snake heads). I am
going to
call out words, when you hear the /s/ sound raise you snake head and
make the
/s/ sonnd. (Give words one by one) Sam, stopped, speaking, when, Sandy,
started, singing.
6. I
will read
aloud Simple Simon and talk about the story. I will reread the
story and
ask the students to make their finger snakes and make the /s/ sound
when
they hear it. Look at this picture of
Simple Simon (an outline
of a boy’s body). He likes
animals and tries to catch them.
Think of the animals he likes to catch and fill in the outline with
names of
animals that Simon tried to catch. Try your best! The students will
use
invented spelling for the animal names.
7. For
assessment, I will give each student a picture page. We will name the
pictures
together, and then I will ask the students to write all s
underneath the pictures that have the /s/ sound.
References:
Eldredge,
I Lloyd.
Teaching Decoding in Holistic Classroom. Prentice Hall Publishing
Company.
Childcraft,
Vol 1.
Poems of Early Childhood, Field Enterprises, Inc. 1954, pg. 57