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