Slithering Sammy

Caitlin Hollis

Rational: It is important for children to learn phonemes so they can become systematic explicit readers. This lesson is designed to help children recognize the phoneme /s/ is language. The students will learn to recognizes /s/ in spoken words by learning a meaning representation (a hairspray bottle.) They will practice finding the phoneme /s/ through use of their phoneme awareness by distinguishing rhyming words from beginning letters (rock, sock)

Materials: Primary paper, sheet "Sam said he was sorry he put salt in Sally"s sandwich; word cards with the words Sam, sorry, sock, rock, sand, Picture of snake, printed words, Book "Swine Lake".


Our written language can be tricky so we have to find ways to learn what the letters stand for. Today we will be working on the sound /s/ like our tongue tickler, "Sammy the snake slitters in the sand". We show the sound /s/ with the letter s. The letter looks like a snake, and sounds like a hissing snake.

Let"s pretend we are Sammy the Snake. Use your hand and arm to make a slithering motion, /s/ /s/ /s/. Notice what your mouth is doing. Your lips are slightly apart and your touch is touching the rough of your moth behind your teeth.

Now I am going to show you how to find the /s/ in the word case. I am going to stretch case out so that you can listen for /s/. Listen very closely. CCC-aaa-sss-e.  Did you hear it? Cccc-aaaa-ssss-eee. There it was. I heard the slithering snake in the word case. What about the word bag? Do you hear a /s/ in the word bad? No but you do hear it in the word sag.

Now let's try a tongue tickler with the letter s. I have the sentence printed here on the chart. I want you to follow along with me as I read the sentence. "Sally the snake slithers in the sand" . "Sally the snake slithers in the sand". Now say it with me. Now say it three times together.

Now I need you all to take out your primary paper and a pencil so that we can practice writing the letter s. Remember that we use the letter s to spell /s/. And remember that the letter s looks like a snake and sounds like s snake. Now let's practice writing a lowercase s . Start just below the fence. Now curve up so that your pencil meets the fence. Curve it out and bring it back around so that the bottom of the s rests on the sidewalk. I am going to come around the room and look at your s.

Call on students to answer the following questions": do you hear /s/ in sock or glove. Sand or dirt? Sun or planet.

We are going to read a book called "Swine Lake". This will give us practice reading the letter s.

Show soon and ask students to decide if the word is soon or moon. The s tells me that it is a slithering snake, so this word is ssss-ock.

I will asses the students based on their participation on the activity listed above.


Griffin, Meg. "Sally the Snake"


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