sssssssss
Emergent Literacy Lesson
Design
By: Jenna Gore
Rationale:
To learn to read and spell words, children need
to learn that words are made up of letters and each letter represents a
sound.
Though most children are familiar with the s = /s/ concept,
they do have
trouble recognizing it on the end of words, especially plurals. This
lesson is
aimed to help students locate s = /s/ in the beginning, middle,
and end
of words. Through letter and phoneme recognition,
students should be able to recognize /s/ in spoken words, including
plurals,
written words, and use it in writing by the end of the lesson.
Materials:
Poster
with the word Miss written on it, with the two s’s
decorated like snakes. This poster will also have the tongue twister:
“Miss Sam
saw a sneaky slimy snake in her sandwich” written in bold. In addition
there
will be a pocket on the board, which holds picture cards. Some of these
picture
cars will have /s/ in them and others not, including; spider, school,
socks,
pants, soccer ball, mouse, and action pictures; including, sing, skate,
slide,
and jump.
The book, Summer
Fun by Lucy Lawrance
Primary
paper and pencils
Drawing
paper and crayons
Procedures:
- Introduce the lesson
by saying, “Today we are going to pretend to be sneaky slithering
snakes in search of letters that make the same sounds that snakes
make.” Explain that snakes make the sound that is on the end of this
word hiss (pointing to the word that is on the poster). When
snakes feel that they are in danger they hiss, which makes the /s/
sound. Practice the sound together, several times. Then explain that
the /s/ sound can show up in all parts of a word, the beginning, the
middle, and the end.
- “Let’s practice the
/s/ sound by trying a tongue twister.” Pointing to the poster, we will
say, “ Miss Sam saw a sneaky slimy snake in her sandwich.” “Great job!”
- (Give the students
primary paper and a pencil.) Let’s use the sound /s/ to spell the
letter s. (First, model how to make the letter on the paper.)
Let’s write it. Begin with your pencil just below the roof and make a
little c so that it sits on the fence. Now, without lifting
your pencil make a curve around the backside of the fence and rest it
on the sidewalk. Make 5 more. When you see the /s/ sound by itself you
know it makes the /s/ sound like a hissing snake.
- Now, I am going to
hold up a picture card. Some of them have the /s/ in them and some do
not. When I show the picture to you, I want you to slither your arm
like a snake if the picture has the /s/ in it. If it doesn’t, shake
your head no. For example, here is a picture of socks. I am going to
slither my arm like a snake and shake my head yes, because this word
does have the /s/ sound in it. Okay. Let’s begin. (Teacher shows about
10 cards and talks about them briefly after each one.)
- Now it is time to use
an easy book to emphasize the snake sound /s/ in texts. Introduce the
book, Summer Fun by Lucy Lawrence. You can introduce the book
by saying, "Boys and girls, I am going to read you a short story about
summer fun and I want you to keep your ears open for words that make
the same sounds as snakes. Every time you hear a word with the
snake sound I want you to hiss like a snake, making the /s/
sound! Okay, listen closely!!!"
- For assessment give
your students some type of cut and paste worksheet with words that you
hear s=/s/ in. Have one sheet where they cut out the pictures and
one with 3 columns. One column beginning, one middle, and one
ending. Next tell your students what each picture is and have
them say back to you what they are. Now have them cut out the
pictures and place them into the correct column according to where they
hear s=/s/ in the word.
References:
Adams,
Marilyn Jager, (1990). Beginning to Read: Thinking
and Learning about Print. pages 51 - 71
"HiSSing
Snakes" by Shea Fant
http://www.auburn.edu/rdggenie/insights/fantel.html.
.
Renturn to
Perspectives