Rationale: To learn to read and spell words, children need the alphabetic insight that letters stand for phonemes and spellings map out the phonemes in spoken words. Before children can match letters to phonemes, they have to recognize phonemes. The letter /s/ is a phoneme that children need to identify. They will learn to recognize /s/ in spoken words by learning a meaningful representation and a letter symbol, and then practice finding /s/ in words.
Materials: Primary paper and pencil; fourcolorful snakes made of construction
paper in the shape of a S, a folded piece of poster board with a large
slide drawn down one side of the board and the saying, "Slippery snakes
slide down the slide!"worksheet with a large s in the shape of a snake
and crayons, and the book "Sam I am" by Dr. Seuss.
Procedures: 1. Introduce the lesson by explaining that writing is a secret code. The tricky part is learning what letters stand for-the mouth moves we make as we say the words. Today we are going to work on spotting the mouth move of /s/. When you get to know the letter /s/ and how your mouth moves with the sound you will be able to recognize it in many words.
2. Ask students have they ever heard what a snake sounds like /s/? That is the sound a snake makes. I will show you how to recognize the sound in words. I will try slippery, ssssslippery. Yes, right in the beginning I said /s/.
3. Let's try a tongue twister (written by the slide on the poster board). "Slippery snakes slide down the slide." Everybody say it together. Now say it again, and this time stretch out the /s/ at the beginning of the words. "SSSSlippery ssssnakes sssslide down the sssslide!" Try it again, and this time break it off the word: " /s/ lippery /s/nakes /s/lide down the /s/lide!" Nice work!
4. [Have students take out primary paper and pencil]. We can use the letter s to spell /s/. Let's write it. Draw a little c in the air and without picking up your pencil swing around the other way making a snake tail. I want to see everyone's s. After I put a smiley sticker on your paper, I want you to make a row of s's just like it. When you see the letter s used in a word, that signals you to say /s/.
5. Call on students to answer and tell how they knew: Do you hear /s/ in slide or board? sip or ran? Slip or fall? Sun or moon? Now I am going to say some words and you are going snap every time that you hear the /s/ sound and I will slide a snake down the slide and if you do not hear the /s/ in the word do not snap. "Slippery, snakes, slide, down, the, slide!"
6. Read "Sam I am" and talk about the story. Read it again, and have the students raise their hands when they hear words with /s/. List their words on the board. Then have them color the worksheet with the snake and have them write words using inventive spelling using the letter s. Display their work.
7. For assessments have the students draw pictures that begin with the letter s.
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