Gary Speake
Emergent Literacy

The Sneaky Slimy Snake Slowly Slithers Across The Silky Smooth Snow

Rationale: Phoneme recognition is the first step to become a good reader. When children can recognize phonemes then they can pair a phoneme with the appropriate letter and then can use letters to construct words. In this lesson I will teach the phoneme /s/. The children will be exposed to the phoneme /s/ in several different ways so that they can have an adequate amount of practice to learn to mastery the phoneme /s/.

Materials: primary paper, pencils, pictures of various animals, and a book called "My First Zoo Book". Some animals will have the /s/ phoneme in their names and others will not have the phoneme /s/ in their names.

1. The lesson will be introduced by asking the children if they know that words have many different phonemes or sound parts. I will provide an example by saying the word student and showing them how many phonemes or sound parts make up the word student. I will then tell the children we will learn the phoneme /s/.
2. I will ask the students what sound a snake makes. Next I will model the sound by saying the word hissssss and exaggerating the /s/ at the end of the word. Then I will tell the children, "lets hisssss together." Now, we will say the phoneme /s/.
3. Now it is tongue twister time. I will introduce the phrase " the sneaky slimy snake slowly slithers across the silky smooth snow. The children will repeat the tongue twister after me while I intentionally exaggerate the phoneme /s/. Now the children will say the tongue twister faster and faster until their tongues are so twisted they can no longer speak.
4. Next the children will take out the primary paper and pencils to practice writing the phoneme /s/. My instructions on how to write an s will be to start just below the top of the sidewalk, go up to the top of the sidewalk and make a little c the touches he fence line. Then curve the other way to land on the bottom of the sidewalk. I will model how to write the s on the chalkboard that has the primary paper lines on it. Then we will practice writing the /s/ twenty times.
5. Now it is time to use zoo book. Some of the animals will have the /s/ phoneme in it's name and some animals will not have the phoneme in it's name. The following pictures of animals will be used for this activity. (Seal, tiger, fish, lion, snake, sea lion, dog, snail, swallow, cat, elephants, zebra, hyena, horse, and donkey.)  I will say the name of each animal and the children will raise their hands when I say a name that has the /s/ phoneme in it.
6. Next we will play a repetition game. The children must describe a snake by using as many adjectives or describing words as they can. The game will start with this sentence: " snakes are_______? Each child must add one adjective to the sentence and then repeat the whole sentence. Each adjective must have the phoneme /s/ in it. The students can divide into small teams to challenge the other teams.
7. Now I will read the book, " My First Zoo Book". The children will hiss by making the /s/ phoneme each time they hear the /s/ phoneme in the words in the names of the animals
8. For assessment, I will ask each child to identify which word in a pair of words contains the phoneme /s/. For example, "do you hear the phoneme /s/ in the word slimy or dog?" this lesson or a similar lesson will be reviewed until the children learn this phoneme to mastery.

Dr. Murray, Model Lesson Design. CTRD 6700 September 25,2001.

Adams,M.J. (1990) Beginning To Read: Thinking and learning About Print: A Summary.
Illinois: MIT Press.

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