Sally the Slithering Snake


Barbie Wilson

Emergent Literacy


Rationale: This lesson is to help students understand that letters stand for phonemes, and spellings create the phonemes in spoken words. Before children can learn to read, they must achieve reading phonemes. Before they read phonemes, they need to be able to identify them. This lesson focuses on the /s/ phoneme. This lesson will allow students to recognize /s/ in spoken words, they are able to write the letter s appropriately on primary paper, and they will be able to identify /s/ in printed material.

Materials: Primary paper; pencil; chart with "Sally the Snake likes to slither in the sun"; drawing paper and crayons; illustrated snake picture card; Yuck Soup book; picture page with south, store, whale, hat, snake, sink, truck, star, sun, and six (I will draw the picture page).

Procedures: 1.
Introduce the lesson by explaining that we have many letters in the alphabet that make many different sounds and it is difficult learning what each letter says. Today we are going to learn about the letter s and the sound it makes.

2. Ask students: Have you ever seen a snake? Have you ever seen a snake? Have you ever heard the sound they make? Well they make a /s/ sound when they feel they are in danger or sense that someone is close by them. Today we are going to learn how to make that /s/ sound, so you can identify what words have this same sound. Now let's all say /s/ and sound like a snake. (ssssssssss).

3. First, let's try a tongue twister (on chart) "Sally the Snake likes to slither in the sun." Good, now let's say it together three times. Great! Now this time when we say it let's say it slower and stretch the /s/ sounds that we here. Sssssally the Sssssnake likesssss to ssssslither in the ssssssun.

4. (Give the students a pencil and a piece of primary paper.) Now that we have heard the /s/ sound in some words, we are going to practice writing the letter s. (I will first model how to properly write the letter s.) I will tell them to form a c up in the air between the rooftop and the fence then swing back. They will each write one on their paper and I will tell them that while they are doing that I will be walking around and after I put a snake sticker on their paper, then they will write 10 more just like it.

5. Now that we have practiced writing the letter s and learning to identify the s sound, we are going to play a game. I am going to read a sentence and if you hear the s sound, then I want you to hold up your snake card. If you hear a word that doesn't have an s sound in it then I want you to hold up the card with a question mark on it. (Say this sentence: Sally the snake likes to slither in the sun; while saying it slowly stretch out the words). For example, do you hear /s/ in moon or soon?

6. I will read Yuck Soup and talk about the story. After our grand conversation, I will read the story again and ask the students to hold up their snake card when they heard the s in a word.

7. To assess the student, I will give them a picture page and get them to color the pictures that have an s sound.


Leah Brown's 'Sneaky Slimy Snake'

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