Sssssilly Sssssnake!



Emergent Literacy

By: Sharon Scyphers

Rationale

Many students have a hard time recognizing where the s is places in written words. It is an easier concept for them to identify the s = /s/ but it becomes difficult when finding the appropriate location in the middle or end of a word. In this less my goal is to assist the students in developing the ability and strategies to identify and determine where that s = /s/ should be in the written and spoken words. The students should also be able to correctly write the letter s.

Materials

1. Random objects (beads, pipe cleaners, clay, string, etc.)

2. Poster Board

3. A large letter "S" (made from a snake)

4. Paper and pencils

5. Text containing many words with the phoneme /s/. Suggestions:  The Stray Dog : From a True Story by Reiko Sassssa; Author: Simont, Marc

6. Tongue Twister Poster

7. Pictures of objects for S identification

 

Procedure:

    1.     Begin the lesson by saying, "Friends, today we are going to talk about the silly letter s. Can anyone tell me what you think of when you hear the letter s?" I will respond to their answers and say "I think about a sssssnake!""What sound does a sssssnake make? Do you know what that sound is called? It is called hissing. Can you hear the same sound in hiss that you hear in snake?" I will have the students to make the sound. "Who can tell me what your mouth does when you say the letter s?" I will explain to the students that we will use the hissing noise when we depict the sound for the letter s.

    2.     On a large poster board I will have the letter "s" made out of a snake. We will discus the picture and the s = /s/ in both the word snake and in the hissing sound that the snake makes.   "I want all of my friends say the word sssssnake with me and hold that silly s! 'SSSSSSNAKE!' Good job' Now lets make the hissing sound and hold that silly s! 'HISSSSSS!' Awesome hissing friends!"

    3.     "Now let's have fun with our silly s! We are going to try a tongue twister."I will turn the students attention to the tongue twister displayed on the board. "Silly Sally slid down the slippery slide." I will model how to read the tongue twister and then have the students read it with me. We will read it for several repetitions. "Now we are going to say it again but this time hold those silly s's"..." great job!"

    4.     "Now lets take out some paper and see if we can make our very own silly s. I am going to write it on the board and you write it on your paper. Remember to make your little c above the rooftop and sitting on the fence and then swing back down to the curb."  I will allow the students to make several attempts at the letter S and I will walk around for assistance and assessment. "Now lets make the little silly s. Make a really tiny c in the air, but be sure its below the roof and then swing back down to the curb. It will look just like your big S but only this one stays under the roof!"  I will again allow the students to make several attempts and I will monitor the progress. We will then hold a discussion of the words that students know that have "s" in them. This will lead into understanding the placement of "s" in different words.  

    5.     Now I want each of you to take an object out of the basket that is being passed around. Once you pick an object I want you to make an S out of that object. I will have objects such as clay, beads, string, pipe cleaners, etc.  I will monitor the students progress to ensure the students comprehension of the "s" structure.  

    6.     Next we will read the book to emphasize the sound /s/ in texts. The book I chose is The Stray Dog : From a True Story by Reiko Sassa by Marc Simont, which contains words that contain the phoneme /s/. You can introduce the book by saying, "Friends we are going to read a book about this family that went to the park one day. The two kids found a stray dog and wanted to take him home and name him Willy. Does everyone know what stray means? It means that the dog didn't have a home or owner. Listen closely to hear what happens and for that silly s! You can  help me hold those silly s sounds when you see them!"

    8.     I will assess the students throughout the lesson on each activity. After the lesson I will also assess the students by giving them pictures of different objects and allowing the students to determine which have the silly s. I will be able to assess their ability to identify the s through this activity. I will be able to assess their written abilities through the activities in 4 and 5. 

References:

ABC Teach. www.abcteach.com

Courtney Gibson. "Mmm, mmm, mmm!" http://www.auburn.edu/academic/education/reading_genie/catalysts/gibsonel.html


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