“To appreciate the alphabetic significance of
letters, children must gain conscious access to phonemes.” (Adams,
1990) In order to read, children need to know the sounds that each
represents. If they did not know that a letter represented a sound, the
would merely be symbols with no significant meaning. This lesson will
students to identify s = /s/. They will learn to recognize /s/ in
by learning a representation of the sound and a letter symbol. They
practice finding the /s/ sound in words.
- Primary paper and pencil
- Chart with “Sam cooked the sizzling
sausage Saturday morning.”
- The book Silly Sally
- A picture with sausage sizzling in the
frying pan from the internet
- Pictures of a snake, the sun,
sunglasses, seal, spoon, fork, comb, cup from the internet
1. Introduce the lesson by telling the students that
be talking about the sound /s/. “Watch me as I say the /s/ sound. ‘Sssssss.’ Now I want you to try. Repeat
it after I do. ‘Ssssss.’” Next I will
show the pictures asking which starts with the /s/ sound. The pictures
taped on the board in no particular order.
2. Ask students: “Have you ever
seen someone cooking sausage
and noticed that the sausage in the frying pan made the /s/ sound? I
have. Let’s pretend someone is cooking breakfast for us, and we’ve just
into the kitchen, and we hear the sausage sizzling in the pan. What
we hear? We will hear the /s/ sound!
3. Now I want you to help me with a
tongue twister. I’m
going to say it first, so listen and repeat after me. “Sam cooked the
sausage Saturday morning.” Now you try it. Now say it three more times
after that we are going to stretch out the /s/ sound. “S-s-s-am cooked
s-s-s-sizzling s-s-s-saus-s-s-sage S-s-s-s-Saturday morning.” Very
this time we are going to say the /s/ by itself and then the other part
word. /S/ am cooked the /s/ izzling /s/ au /s/ age /s/ aturday morning.
4. Now I want you to take out your
primary paper and
pencils. We can use the letter s to
spell /s/. We should write it. Start at the fence, form a tiny c up in the air and then swing back. I
want to see everyone’s s. After I see
everyone’s I want you to finish out the line on the primary paper with
5. Now I want to show you how to
find /s/ in the word baseball. I’m going to stretch
word baseball in slow motion. Now
listen for the sizzling sausage. B-b-b-a-s-e-b-a-l-l.
it is! I hear the sizzling sausage in baseball, can you?
6. I’m going to call on you to see
if you can find /s/ in
some of one of the two words that I say to you. Do you hear /s/ in sun
sink or float, sock, toe, stand, lay?
7. Now we are going to read some of
the book, Silly Sally. The first time I read it,
we are just going to listen and enjoy the book. “Silly Sally went to
walking backwards, upside down.” Along the way, Silly Sally meets new
Do you think they will all walk upside down to town? Let’s read on and
out! I will read the book through once and then again. On the second
though, the students will raise their hands when they hear /s/. The
will write down their word that they raised their hand for. The
be able to use invented spelling to try their best to convey the
spelling of their word. All of this will be written on their primary
8. The students will be assessed on
their ability to write
the letter s on their primary paper,
their ability to write a word with the letter s, and
their ability to raise their hands at the right time during
the Silly Sally reading.
References: Adams, Marilyn Jager.
(1990). Beginning to Read: Thinking and Learning
about Print. Preparing Young Children
to Read, 53.
Slinky Scaly Snakes.
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