Can You Slither Like a Snake?

Emergent Reader

Phoneme Awareness

Turneqois Mark

Rationale:  It is crucial for children to be able to identify letters and the sounds that they make, in order for them to read.  The letter-sound correspondence will be the basis of reading, being the main reason it is important for teachers to go over and specifically teach each letter of the alphabet.  The students should learn the letter or the grapheme along with the sound or the phoneme.  For this lesson I will teach the letter s.  We will go over the sound that the letter s makes as well as the appearance of the upper and lower case letters.  I will do this to make sure that the children can identify the s in reading and know the corresponding sound.  My objective today would be to make sure that each student is able to write both the upper and lower case forms of the letter s.  I will also make sure that each student will be able to know the phoneme of the letter s.  I want them to be able to identify s in written form as well as be able to identify objects or words that begin with the letter s.  Each letter is crucial to the success of a child’s reading and it is important for students to learn this letter and accomplish this goal to move forward in reading.

 Materials:

1. Big Book (Silly Sally)

2. Pencils for each student

3. Primary Paper for each student

4. Large writing tablet (to go on easel)

5. Easel

6. Blank drawing paper

7. Pictures of different objects, some that begin with /s/ and some that do not.  Ex: a shoe, a table, the sun, a cookie, a sock, a car, a shirt and a monkey

Procedures:

1. Explain Why:  I will begin by stating to the children, “We have been learning different letters of the alphabet and the sounds they make.  Today we will learn a new letter and the sound it makes. Who knows why it is important to learn all the letters and the sounds they make?”  I will listen to the responses from the children and say; “Knowing the letters and the sound they make helps us learn to read or because it will make us better readers.”

 2. Review: We would first review all the letters that we have studied so far and after we are finished I will introduce the letter s.  To do this I will ask the children to say recall the letters that we have previously gone over.  All of the letters will be placed on the board so that the children will have something to look at to connect the phonemes to grapheme.  I will call only on the children who have raised their hand to make sure other children who my not be sure of the phoneme/grapheme will not be misguided by a wrong answer.  “Trey, what is this letter and what sound does it make (pointing at the letter A).”  “That’s great, a = /a/ and sometimes A = /A/.”  We will continue this until we have gone over all of the letters we have previously covered.  After we finish going over the letters, I will point to the letter s and ask what the letter is and what sound it makes.  “Can anyone tell me what this letter is (pointing at the letter s) and what sound it makes?”  After receiving responses, “That’s right, this is the letter s and it makes the /s/ sound.”  “This is the letter we will be learning today, the letter s.”

3.  Explain How:  To begin the lesson of the letter s I will explain to the students the way we will move through the lesson.  “I have a book that will help us to learn the sound the letter s makes and then we will learn how to write the letter s.  After we learn the sound and how to write the letter s, we will locate different pictures/things that start with the letter s."

 

4. Model:  “Today I am going to introduce you to the book Silly Sally.  Silly Sally is going to help us learn more about the letter s.  Will someone tell me the sound the letter s makes again?  That’s right, sssss.  That is the sound you would hear if a snake was near, the snake will make the sound, sssss.  Put your teeth together, flatten your tongue and put the middle of your tongue behind your teeth and make a hissing sound by pushing air through your front teeth to make the sssss sound.  Let’s all say it, and put your hands together and move your arms in the way a snake would move. I have a sentence that we will all learn that has a lot of sssss sounds in it; I want you to listen to my sentence first.  After I have said the sentence with the movements, I want you to repeat it with me.  Each time we hear the sssss sound, move your hand in a snake like motion.  “Silly Snail Slips Sideways at the Disco.”  The students and I would all go through the sentence several times, moving our hands in a snake like motion to help us remember the phoneme of the letter s

5. Simple Practice:  We will learn how to write the letter s, both capital and lower case.  “Let’s get out your writing paper and your pencil.  We will learn how to make the upper case s first.  To make the upper case s, you must first form a c cup in the air between the rooftop and the fence and then swing back.  (I will demonstrate the writing on the big writing tablet on the easel).  Let try that together.  After the students have finished making the big s, we will move on the lower case s.  Okay, boys and girls, let’s make the lower case s.  To make the lower case s, form a tiny c up in the air, and then swing back.  (I will demonstrate making the lower s in on the tablet)  After the children have practiced the lower case s on their paper, I will have the write the upper case and the lower case s on their paper ten times a piece.”  I will walk around the room to make sure the children are making the s the proper way and if not, I will guide them by giving them verbal directions on how to make the upper and lower case letter s.  “Now that you understand what the letter s looks like, I want you to draw a picture of something that begins with the sssss sound.  Get out your blank paper and your pencil and try to think of something that starts with sssss, and draw it the best way you can.  It does not have to be perfect, but I do want you to give it your best.”  

6.  Whole Texts:  For some of the children, it will be the first time they have made the connection of s = /s/, the appearance of the letter s and how to write the letter, so I will read the big book of Silly SallyBook Talk:  “This book is about a lady named Silly Sally.  Silly Sally is going to town, walking backwards upside down.  On her way to town she meets many different animals and people and they add many different things for her to do on her trip to town.  You must pay attention to me reading the book to find out what will happen on her way to town or if she will get to town.”   After reading the book, I will ask the students to raise their hands to come and point out a word that starts with the letter s or have an s in the word.

7.  Assessment:  I will place the different pictures on the white board vertically and each picture will have a number on the side of it; some of the pictures will begin with the letter s and some will not.  The children will take out a sheet of paper and number to eight.  They will put an s by the number that corresponds to the picture that begins with the letter s.  If the directions are not clear and the students do not understand what to do, I will do the first two with them.  At the bottom of the paper, I will have the student’s use inventive spelling to write a sentence with the letter s sound in the sentence.  I will then use each child’s paper to see how well they understood the letter s and how to make the letter s.

References:

Wood, AudreySilly Sally.  Red Wagon Publishing, March 1999.

 

Abby Alligator by: Lindsey Mizzell

http://www.auburn.edu/rdggenie/guides/mizzellel.html

 

Sally the Silly Snake by: Erin Carey

http://www.auburn.edu/rdggenie/guides/careyel.html

 

MMMM MMMM Good by: Gina Thomas

http://www.auburn.edu/rdggenie/guides/thomasel.html

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