Sizzling Sausage
Emergent Literacy Design
Rationale: This lesson will help children identify /s/, the phoneme represented
by S. The children will learn to
recognize spoken words by learning a representation (sizzling sausage), using a
picture, learning the letter symbol S,
and practice finding /s/ in
words.
Materials:
Primary paper/ pencils
Tongue Twister provided on chart- "Sally puts syrup on sizzling sausage"
Picture cue
Word cards with SAT, SING, SAY, MONDAY, DAD, and seed
Assessment worksheet
Sid and Sam
(Buck, Nola. HarperCollins, 1996)
Procedures:
1. Say, "Our language is different from other languages and it can sometimes be
a little tricky to learn; it is much like a secret code. The first step to learn
our tricky language is to understand what the letters stand for, and what sounds
they make. We have to learn the different ways that the mouth moves to make all
the sounds in our alphabet. Today, we're going to learn all about the sound /s/.
We spell this sound with the letter S. This sounds a lot like sausage sizzling
in a pan, maybe when your mom cooks breakfast".
2. Say, "Let's pretend we hear sausage sizzling in a hot pan. What sound do you
hear? /s/ /s/ /s/. Say it with me! /s/ /s/ /s/. Good! Did you notice where your
teeth are when you say the /s/ sound? Your top and bottom teeth are touching
each other and you are blowing air through them.
3. Say, "Now I'm going to show you how to find /s/ in the word
cooks. I'm going to say cooks really
slowly, and I want you to listen for that sizzling sound for me. Ccc-o-o-o-k-k-k-ssss.
There it is! I felt my top teeth touch my bottom teeth and I blew air between
them. I felt the sizzling sausage sound in
cooks at the very end of the word.
Did you?"
4. Say, "Let's say a fun tongue twister together. {provided on chart}.
Sally puts Syrup on Sizzling Sausage.
Let's all say it three times together. Let's say it again
puts Sssssyrup on Ssssizzling Ssssausage.
Let's try to break the sizzling sound off the word this time!
/s/ally puts /s/yrup on
/s/izzling /s/ausage.
5. Say, "Everyone get out their paper and a pencil. We are going to write the
letter S together. We use this letter
to spell /s/. A capital S is just a
bigger version of a lower case S. So,
let's learn how to write a lowercase S.
Start at the fence and make a small c under the fence. Next, connect a
backwards c to that one, just touching the sidewalk! Don't go into the ditch!
I'm going to walk around the room and look at everyone's
S. Once I come over and put a stamp
next to your letter, copy 7 more just like it! Great job! "
6. Call on different children to answer the following questions: Say, "Do you
hear the /s/ in stop or
drop? Do you hear the /s/ in
cook or
brooks? Do you hear the /s/ in
sack or
mack? Great! Now, let's see if you
can spot the mouth move /s/ in some words. See if you can hear the sizzling
sausage sound. If you hear it, pretend to sizzle your sausage in your skillet by
acting like you are moving the skillet. Look as I show you the motion (Teacher
does motion). Great! Everyone looks like they've got it! Here we go! :
state, went, past, likes, boy, last,
pink, soda
7. Say," Alright boys and girls, now everyone get out the blue book in your
desks called "Sid and Sam". We're going to read this book slowly as a class. It
has the sizzling sausage sound a lot, so while you are listening and following
along, be sure to be listening for the /s/
sound. Booktalk: Sid and Sam
start to sing. Sam finally stops singing, but Sid won't stop! What will Sam do
to make Sid stop singing when he should? Let's read to find out! After every
page, I'm going to ask you which words start with
S. I'm going to read the first page
slowly. (Read page 4-5, drawing out the s
in each word). After reading the book, I will ask the children to draw an object
that start with the letter S, and then write the name of the object beside their
picture. The work will be displayed in the classroom.
8. Show SAT and show the classroom
how to decide whether is sat or
mat.
Say:" The s tells me to sizzle
the sausage, so this word is sat.
Listen to me say it aloud, and then you say it. ssss-at, sat. Let's keep trying
some! SING: Is this sing or
ding?
SEAT: Is this meat or
seat?
MONDAY: Is this Sunday or
Monday? SAY: is this
may or
say? DAD: Is this
sad or
mad? SEED: Is this
seed or
need?
9. For the assessment purposes, distribute the worksheet to the class. An
additional worksheet will be provided for early finishers. Students will also be
called on individually to read the cue words from step number 8, as listed
above.
References:
Adams, Marilyn Jager. (1990). Beginning to Read: Thinking and Learning about
Print. Preparing Young Children to Read,53.
Howard, Alex. Frying Bacon with S.
http://www.auburn.edu/academic/education/reading_genie/invitations/howardel.htm,
Murray, Bruce. Brush your Teeth with F.
http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html
Assessment Worksheet:
http://www.kidzone.ws/kindergarten/s-begins2.htm
http://www.kidzone.ws/kindergarten/s-begins1.htm