Emergent
Literacy Design
Leah Brown
Rationale:
This lesson is to help students become aware that letters stand for
phonemes,
and spellings map the phonemes in written words. Before children
learn to read phonemes they need to be able to recognize them.
This
lesson focuses on the /s/ phoneme. The goal of the lesson is that
students will recognize the /s/ in spoken words, be able to identify
the
/s/ on printed paper and write the letter s correctly on primary
paper.
Materials:
Primary paper, pencils, drawing paper, crayons, picture card with s
snake
on one side and a question mark on the other side, chart with “Sam saw
a sneaky slimy snake in the sandbox”, picture page with snake,
car,snail,
whale, hat, bike, dog, skate, store, and stamp, book
Yuck
Soup
Procedures:
1. Introduce the lesson by explaining that we have many letters in
the alphabet that make many different sounds and it is difficult
learning
what each letter says. Today we are going to learn about the
letter
s and its /s/ sound.
2. Ask students: Have you ever seen a snake? Have you ever
noticed
the sound they make? Well they make a /s/ sound when they feel
they
are in danger or sense that someone is close by them. Today we
are
going to learn how to make that /s/ sound, so you can become aware of
the
/s/ in many words. Now let’s all say /s/ and sound like a snake.
3. First let’s try a tongue twister (on chart) “Sam saw a sneaky slimy
snake in the sandbox.” Good, now let’s say it together three
times.
This time say it and stretch the /s/ sound at the beginning of the
words
like a snake would. “SSSSam ssssaw a ssssneaky sssslimy ssssnake
in the ssssandbox.” Good job!!
4. (Give the students primary paper and pencil) Let’s use the
letter s to spell the letter /s/. (First, model how to make the letter
s on paper) Let’s write it. Begin with your pencil just
below
the roof and make a little c so that it sits on the fence, now without
lifting your pencil make a curve around the backside of the fence and
rest
it on the sidewalk. Now I am going to come around and see
everyone’s
s and after you get a smiley face on your paper, I want you to make
five
more just like that one. When you see the s by itself you know
that
it makes the /s/ sound like a snake.
5. Now I am going to call out some words and let’s see if you can hear
the s sound in them. Do you hear /s/ in moon or soon?
skate
or gate? lake or snake? whale or snail?
(Give out the cards with the s/question mark on them) I am going
to read a sentence and if you hear /s/ in the word then I want you to
hold
up the /s/ snake card or if you don’t hear the /s/ I want you to hold
up
the side with the question mark on it. (say words word by word) Sam,
saw, a , sneaky, slimy, snake, in, the, sandbox.
6. I will read Yuck Soup and talk about the story. I will
read it once more and have the students hold up the /s/ card each time
they hear the /s/ sound in a word. I will have each student draw
a picture of a snake and then write a message about his or her picture
using invented spelling. I will display their work inside the
classroom.
7. For assessment, a picture page will be given to each student.
We will name the pictures together, and then they will draw a s on the
pictures with the names that have the /s/ sound.
Reference:
www.auburn.edu/rdggenie/insights/trohabr.html Slithering Snake
by
Debbie Troha Reading Genie website, Murray, Bruce (ed) 2001
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