Susan the silly snake slithered away

Emergent Literacy Design

Kaylee Bess

 Snake

Rationale: This lesson will help children identify /s/, the phoneme represented by S. The students will learn to recognize /s/ in spoken words by learning a representation (snake movement with hand) and the letter symbol S. They will practice writing the letter and finding /s/ in words. They will apply phoneme awareness with /s/ in phonetic cue reading by distinguishing between other letters.

 

Materials:

Primary paper

 Pencil

Book- The Boy Who Wouldn’t Share by: Mike Reiss, publisher HaperCollins (May 27, 2008)

 Poster of tongue tickler

                   "Susan the silly snake slithered away."

 

Procedures:

1.       Our written language is a secret code. It is can be hard learning what letters stand for- the mouth moves we make as we say words. We are going to be working on the /s/ sound today. I will show them the letter S on the board, and explain how to write it.

2.       Now let's all move our hands like a snake slithers. As we do this lets all say /s/, /s/. Notice how we are pushing air out of our mouth with our bottom and top teeth touching.

3.       I will show you have to find the /s/ in the word silly. I am going to stretch silly out to see if there is an /s/ (doing snake motion). S- i-ll-y. slower: sss-iii-lll-yyy I felt my bottom and top teeth touch as I pushed the air out of my mouth.

4.       Get tongue tickler chart. Let’s try this together "Susan the silly snake slithered away." Now let’s say it together. This time let's stretch the /s/ out in each word while doing the snake movement with our hands. "Sssussan the sssilly sssnake ssslithered away."

5.       Students should take out primary paper. We are going to write the symbol for /s/ which is S. This is the capital S. Start up high at the rooftop (top line) and begins by making a c when you get to the fence (middle line), without picking up your pencil loop back around with a tail and finish one the sidewalk (bottom line). After I have checked your first one and given you the go ahead, please write 10 more capital S.

6.       Now I am going to ask some questions for you all to answer and tell me which words you hear the /s/. As I call on you please tell me the answer and how you know. Do you hear /s/ in candle or school? Wall or store? Paint or books? Sake or rake? Football or soccer? Sport or port?

7.       Now we are going to read the book The Boy Who Wouldn’t Share As we read the book, the students will repeat the pages with /s/ words, as well as tell what items in the pictures have the /s/ in name.

8.       Show SABLE and model how to decide if it is sable or table. The /s/ tells me to slither my hand like a snake. Now you can try some: sag or lag? Sack or back? Bam or Sam?

9.       For the assessment, I will pass out two worksheets. One will have words that begin with /s/ while the other has endings of /s/.

Assessment worksheets: http://www.kidzone.ws/kindergarten/s-begins1.htm

                                      http://www.kidzone.ws/kindergarten/s-ends1.htm

 

 

 

 

Reference:

Choron, Anna. Sssnake Talk. http://www.auburn.edu/academic/education/reading_genie/begin/choronel.html

Reiss, Mike. The Boy Who Wouldn't Share. HaperCollins. 2008 May 27.

The Boy Who Wouldn’t Share by: Mike Reiss, publisher HaperCollins (May 27, 2008)

 

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