Slinky Scaly Snakes
Rationale: Children need to be
able to see the letters in words and be able to recognize their
The focus for this lesson is to introduce s=/s/ and to teach children how to
write the letter. One other
focus is to teach the children how to write an upper case S.
Materials: primary paper, pencils,
S cards, pictures of objects starting
with S (snake, school, slug, shirt, ship,
sun), picture of objects not starting with S (book,
toy, bicycle, watch, dog, bag, cookie, cat), tongue twister: “Sammy the
slithering snake sneaks so
silently and secretly”, book: Sheep on a Ship
- Today, we are going to talk about the
letter /s/ (s=/s/). Watch me say
snake. When you make the /s/ your tongue hisses and your lips move
apart. Do you hear an s in sing or bat, say or bake,
silly or bad, sound or dog? Continue these steps until each student
has an understanding.
will now write a tongue twister on the board for the children: Sammy
the slithering snake sneaks so silently and secretly.
Then I will ask the children to say it together. Now, I will
demonstrate drawing out the s=/s/ sound. Now I will say
the tongue twister by myself and I want each of you to listen
carefully: SSSSSammy the sssslithering ssssssnake
sssssneaks ssssso sssssilently and ssssecretly. Did you all notice
that I drew out the s sound just like ssss? Now that
you have heard me say it once, I want each of you to participate in
saying it together being sure to draw out the s sound
will then ask the children to take out their primary paper and have
them practice writing the letter S in both upper and
lower case. Once I model it, they will do it. Now we are
ready to practice writing the letter S. I will show
you first how to write the capital S. The first step in writing a
capital S is to form a c in the air
between the rooftop and the fence, then swing back. Now I would like
each of you to pull out a sheet of paper and pencil and let’s begin
doing it together.
I will hold up cards with the pictures on them of objects that do and
don’t begin with the letter S. I will ask them to recognize what
objects begin with the letter S and which ones do not. I
have some pictures I want us to look at. I want each of you to tell me
which of the objects begin with letter S. Watch me do
one first. This is a “book”. The word book does not have the S sound
that I am looking for. Does everyone understand?
Now let’s do some together. In order to assess the children, I
will informally asses each child by calling on them.
- Now we are going to read the book Sheep
on a Ship. This is a book about sheep that are on a
ship. The sheep have lost one of their friends and are in a hurry
to find him. In order to find out, we will need to read the book. We
will first read the book aloud and then I would like us to go back and
find words in the story which begin with our /S/ sound. To use invented spelling, I will then
ask the children to write the words that begin with S.
assess the children, I will have them come up to my desk to assess them
on an individual basis. I will choose a book that has many sounds with
s=/s/ such as Sheep On A Ship.
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Jager. Beginning to Read: Thinking and
Learning about Print. Illinois