learn how to read and spell they must understand that letters stand for
phonemes. Children must know that
letters spell or map out the phonemes in spoken words.
They must first be able to recognize and
identify phonemes. They will learn to
recognize the /s/ in spoken words by
learning a meaningful representation and by practicing identifying /s/
in spoken words.
Materials: Primary paper and
pencil, chart with “Silly Sally snake slithered down a slimy slope on a
day”, a set of cards that has s
on one side and the other side blank,
paper and crayons, picture page with objects that start with s and also objects that do not
start with s. Swine
Lake by James Marshall publsihes by Harper Collins, 1999.
the lesson by telling the students that we are learning the mouth move
stands for the letter s. Today
we are going to work in the mouth move /s/.
anyone know what a snake says? Yes, that’s
right. A snake says /s/.
That is the mouth move
that we are going to work on. Let’s all
sound like snakes and say /s/. Good
do a tongue twister (teacher reads chart). “Silly Sally snake slithered
down a slimy slope on a sunny day” Now everybody lets say it together. Good job!
Let’s say it again but say it slower and stretch out the /s/
sound. Sssilly Sssally
sssnake ssslithered ssslowly
down a ssslimy ssslope on a sssunny day.
Okay, let’s do it again, but this time let’s say the /s/
by itself then say the rest of the
word /s/ illy /s/ ally /s/ nake /s/ lithered /s/ lowly
down a /s/ limy /s/ lope on a /s/ unny
students to get out their primary writing paper and pencil) We use the letter s to spell
/s/. Let’s practice writing
(Teacher models while explaining)
Start like you are writing a little c. Curve up to the fence and back toward the
sidewalk. Half between the fence and
sidewalk curve in the opposite direction touch the sidewalk and take a
towards the fence. I will look at
everybody’s s’s. Then I
want everyone to make a row of s’s on their writing
paper. We have learned that when you see a
it often makes the /s/ sound.
I am going to say some words and I will call on students.
Do you here /s/ in sit or fib? Sank or rock?
Sob or bob? Sail or mail? Great job!
Now we are going to sing a song that will give us more practice
/s/ sound. This is how the song
has a word
that starts with /s/?
starts, starts, with /s/?
Who has a word
that starts with /s/?
Skip to my
lou, my darling?
Now we will
sing the sing a few times and I will call on volunteers.
6. Read the story. Read it again and have the
students raise their hands when they hear a word with /s/.
I will list their words on the board and then they can use
their words to make a tongue twister. Children can get into groups of
they can make a tongue twister and write their tongue twister in a
drawing of a
snake. The children will use their drawing paper and crayons for this. Display their work.
assessment, I will give the children a page with pictures and they can
the one’s that have /s/ in the names.
Decoding in Holistic Classrooms.
Prentice Hall, Inc. 1995. 58
Amy Graffam. http://www.auburn.edu/rdggenie/discove/graffamel
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