Silly Sally
Mallory Hall
Emergent Literacy



Rationale: 
    Children who learn to read and spell words need to understand that letters stand for a phoneme and map out a spelling of a spoken word.  Consonants are the easiest part of a word for a child to hear.  In this lesson, children will be able to identify /s/ in spoken words by learning a meaningful representation, a letter symbol, and practice recognizing words that begin with and contain /s/.

Materials:
  Primary Paper

  Pencil 

  Letter manipulative (letters on paper squares or store bought to represent each letter of

        the alphabet)

  Wood, Audrey. Silly Sally. Red Wagon Book. 1999. 30 pgs. 

  Chart Paper with the phrase “Sneaky Snake smelled spaghetti on Saturday.”

        (or any tongue twister with the letter /s/)

  Pictures of different objects that start with /s/ (such as sun, snail, star, spider, sock, etc.) 

  Pictures of things that don’t have the /s/ (such as ball, car, tree, bug, etc.)

Procedure: 

 1.) Introduce the lesson by helping students say the letter s by learning the proper mouth move.  “Today we are going to be making the sound a snake makes. (Everyone will hiss like a snake) We are going to try and spot words that we say each day that has that sound in it.”

 2.) “Can anyone tell me what their teeth are doing when we hiss like a snake? If no one gets it say “Well, let’s see when I say /s/ my teeth are almost touching and are my lips closed or are my lips open?  Good! They are open! Now, let’s practice saying sneaky snake. Let me hear you using /s/.

 3.) Let’s try a tongue twister (on chart paper).  “Sneaky snake smelled spaghetti on Saturday”.  Now everyone say it.  This time lets stretch out our mouth moves when we say /s/. “SSSneaky sssnake sssmelled ssspaghetti on SSSaturday.” That sounds fantastic!

4.) Now let’s do some practice when I hold up a picture you tell me what it is and lets see if we hear /s/. Hold up pictures of /s/ things and non /s/ things.  Great job!

5.) Now let’s see if you can spot the words that have /s/.  Do you hear /s/ in go or stop?  Do you hear /s/ in steam or beam?  Do you hear /s/ in stay or leave?  Do you hear /s/ in spill or clean?  Call on students to answer. 

6.)  (Have students take out primary paper and pencil.) We can also use s when we spell /s/.  We are going to write the letter s.  First, I want you to just watch me.  For a capital S, you form a c and sit it on top of the fence then swing back.  Sit it on the fence and swing back.  For a lowercase s, you form a tiny c in the air and swing back.  Finish out the line and I will come around and see how well you are making your s. 

7.) Read “Silly Sally” by Audrey Wood. Let the children know that Silly Sally is making her way into town and they need to be watching for the s sounds in words in the book. We will then talk about the book and recall some of the /s/ we heard in the book.

 8.) For assessment, the students will tell me some words that I will write on chart paper that begin with the letter s.  If they are able to do this, they know what /s/ sounds like in spoken words.

References:

Kelley Styles. La La La. http://www.auburn.edu/~murraba/chall/stylesel.html

Wood, Audrey. Silly Sally. Red Wagon Book. 1999. 30 pgs.

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