Sassy Sally Snake

Emergent Literacy

Caroline Burr


            It is important for students to understand letter to sound correspondences in order to be successful readers and spellers. Children need to be able to identify letters when they hear the sound orally or when reading words that incorporate their phoneme. The purpose of this lesson is to assist the child to gain confidence when using the phoneme /s/ represented by S. Through hand gestures and practice of pronunciation, students will gain confidence in regards to identifying and writing the letter symbol S; as well as recognize the /s/ in written and spoken language. 


*Primary paper and pencils

*Tongue twister on sentence strip (Sassy Sally sang songs for Sammy snail and Scotty seal.)

*Assessment worksheet identifying pictures with /s/


*Bear Snores On

*Cards with words (snow, snail, team, sun)


*Have you ever noticed that each letter of our alphabet is important for making up the words we say every day? It is very important that we learn the sounds that go with each letter of the alphabet so we can use it correctly when we are speaking to one another and writing. Today we are going to be working on the sound /s/. We spell /s/ using the letter S.

*Have you ever heard a snake speak? When they talk they make the sound /s/. During this lesson whenever we hear the sound /s/ we are going to pretend to be snakes and make our hands slither like snakes. *Demonstrate gesture. Let's make the /s/ sound and focus on the way your mouth and tongue moves to make the sound. *Have students as a whole class make the /s/. Notice how when we make the /s/ sound our lips and teeth are barely open. Our tongue is also supposed to be lightly touching the front of our mouth and the back of our teeth. Lets make the /s/ sound one more time. This time I want you to make sure your tongue is touching the back of your teeth and make the snake gesture as you say the sound.

*Now we are going to practice saying our tongue twister. It may sound strange saying this sentence out loud, but the purpose of this sentence is to continue practicing saying the /s/ sound correctly. I will say the sentence first and then I will have you repeat after me. *Use pointer to point to each word when saying it aloud on the sentence strip. Sassy Sally sang songs for Sammy snail and Scotty seal. Now you are going to say this sentence together as a class. Make sure to make your hand gesture when you are saying words that make the /s/. Now we are going to say the tongue twister again, but I want you to stretch the /s/ sound. We are doing this so you can really hear where the /s/ is placed in the words of this sentence. Don't forget to make your snake hands! (Sssasssyyy Ssssallyy sssang sssongss for Sssammy sssnail and Ssscotty ssseal.)

*Now I am going to show you how to find the /s/ in words. The first word I am going to demonstrate with is sleep. Ssss-l-ee-p. Can you hear it? Ssss-l-eep. I can hear it. Sometimes you can hear the /s/ in the middle of the word. I am going to say a word and I want you to make the snake hands when you hear /s/. (house, mouse)

*Now we are going to practice writing the /s/. We write the /s/ sound with the letter S. Show them the letter on the board. Notice how the letter S even looks like a snake! First we are going to write a lower case s. Watch first then I will let you try. We start just below the fence and make a c, then we curve down to the side walk. I want everyone to practice and raise your paper up after you have written one. When I put a check on your paper, then you can continue writing your lower case s. Now we are going to practice an upper case S. The upper case S looks exactly like the lower case except bigger. We start just below the rooftop and make our c that stops at the fence, then we curve down to the side walk. A good way to tell them apart is, the upper case S looks like the mommy snake, and the lower case s looks like a baby snake.

*Now I am going to say some words and you are going to raise your hand and tell me what word you hear the /s/. Ready? Snake v. cow, santa v. bunny, crow v. snow, pillow v. salami. Now I want you to make your snake hands when you hear the /s/: fur, scream, crouch, house, seal, smoke

*I am now going to read a book to you called: Bear Snores On. One by one, different animals and birds find their way into Bear's cozy cave. They make different kinds of snacks and treats to keep themselves from being in the cold. But even after they make all of their yummy snacks, bear continues to snore! Lets read and find out what happens when bear wakes up to a cave full of uninvited friends. *As I read the book, I want you to listen for the /s/. If you hear it, without speaking make your snake hands so I know that you have heard the sound we are focusing on in this lesson.

*I am going to show you some cards with words on them. The first word I am going to show you how you would be able to see if the /s/ is in the word. Example: snow v. blow. Sss-n-ow. Do you hear the /s/ and see the baby snake on the card? That is how I was able to decide if this card spelled snow and not blow. Now you are going to try some: SNAIL: snail v. pail, TEAM: scream v. team, SUN: sun v. fun

*For assessment, I am going to pass out a worksheet that has different pictures and partial spellings on them. Student's are going to circle the pictures that make the /s/ and complete the partial spellings.


*Daniel, Collier. Silly Silly Snake


*Bear Snores On


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