Sammy the Slithering Snake”
order for children to read and spell words,
they must understand that letters stand for sounds or "phonemes" and
that these phonemes are mapped out in letters or "graphemes" in the
spelling of words. Before children can match letters to phonemes,
have to be able to recognize phonemes in spoken word contexts.
lesson will help children identify the /s/ sound when they hear
will learn to recognize /s/ by learning a meaningful representation of
sound and a letter symbol s, and then practice finding /s/ in words.
(Sammy the sneaky
snake slithered smoothly to the other side)
popsicle sticks that
start with the /s/ sound and some words that do not: sand, sun, seat,
saw, sock, seal, land, fun, beat, nail, paw, rock, meal
board and marker for
Sally Goes to
- Boys and Girls, do you remember why it
is important for us to learn the letters of the alphabet and the sounds
that each letter make? “That’s right!” We learn them so that we can
become better readers because when we are better readers we can learn
more each day.
- Can anyone tell me what letter we
learned yesterday? “Good, we learned all about the letter r and what
sound it makes. Well today we are going to learn a new letter. Can
anyone tell me what letter comes after r in the alphabet? Good Job
Suzie. Today we are learning all about the letter s.
- To help us learn about the letter s we
have a friend who would like to join. His name is Sammy the Snake. He
is going to travel with us through our lesson and help us out. Can
everyone tell me what sound s makes? Everyone will hopefully respond
with the “sssssssss” sound. Good job boys and girls! This is the sound
that snake makes as it slithers and slides across the ground. “I want
everyone to put their teeth together in a smile and then I want you to
push air through your teeth by pressing your tongue against your teeth
to make the /s/ sound. Ok, let’s try it together.
- Now we are going to do what is called a
tongue twister where you will hear lots of words with the /s/
sound. When you hear a word that you think makes that sound, I want you
to move your hand like a snake would and say “sss.” Ok we will do this
together. Sssammy the ssssneaky ssssnake sssslithered ssssmoothly to
the other sssside. We will go through this sentence a few times to make
sure everyone is slithering their hand on the correct words.
- Alright boys and girls, now we are
going to learn how to write the letter s. If everyone would please take
out your pencil and the lined paper that is being passed out, we will
begin writing. First, we are going to make a lower-case s. To make a
lower-case s you make a tiny c up in the air and then you swing back. I
will model this for the children on my dry erase board and I will walk
around to see if all of the children have correctly written a
lower-case s. Then, they will each write a lower-case s five times on
their paper. Next, we will learn how to make an upper-case s. “Good job
students! Now, we are going to make an upper-case s. First, you will
form a cup in the air between the rooftop and the fence, and then you
will swing back. I will again model this for them and then walk around
to see if any of them are having trouble. They will then write an
upper-case s five times as well.
- Most of the children that do not know
the letter s will not be able to read a book on their own, so I will
read the book “Sally Goes to the Seashore” to them aloud. I will
instruct them to make their slithery snake with their hand whenever
they hear a word that makes the /s/ sound.
We will stop on every page and make sure they are all with me.
- I will assess the students
understanding of the /s/ sound by holding up a
collection of two pictures on popsicle sticks. One picture will have
the /s/ sound in it and the other will
not. They will have to identify which of the two pictures contains the /s/ sound. Then I will give the students
a sheet with pictures on it and they must circle the picture that
contains the /s/ sound.
by: Nicole Pender
Miss Molly the
Mouse by: Rebecca
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