Emergent
Literacy
Rationale: Children have to first
understand
letters stand for phonemes before they learn how to read and spell. They must have an understanding of
relationship
between sounds and the letters that go with those sounds before truly
being
able to read. Children who learn to
read and spell words need to understand that letters stand for a
phoneme and map out a spelling of a spoken word. Consonants are
the easiest part of a word for a child to hear. In this lesson,
children will be able to identify /s/ in spoken words by learning a
meaningful representation, a letter symbol, and practice recognizing
words that begin with and contain /s/. The
recognition of those
sounds and letters is the map for their beginning success in reading. The students will learn the relationship
between “s” and the sound that “s” makes in this lesson. They will gain
understanding of the relationship and will be able to recognize the /s/
phoneme
in spoken words.
Materials: Primary Paper,
Pencils, Card with “s” on it, Pictures of things that start with “s”
(snail, snake),Pictures
of things that do not start with “s” (elephant, giraffe), a chant that
uses alliteration to
emphasize the “s” sound, Book Silly
Sally by Audrey Wood.
Procedures:
1. Introduce the /s/ sound to the students.
"Watch me when I say the /s/ sound. sssssss. Now I want you to try it."
(Demonstrate the sound and the mouth moves and have them do it together.) Show them the “s” card and have them continue
to make the sound. Then bring out the pictures of the
snail, snake, elephant, and the giraffe. Hold up each picture and
ask, "Does this start with an /s/? "
2. Does
anyone know what a seal says? Yes, that’s right. "A seal
says
/s/." This is the mouth move that we are going to practice together
several
times. Let’s all sound like slippery seals and say /s/.
"sssssss."
Great
you are all doing very good!
3.
Let’s
do a chant together that is called a tongue twister.
First read the chant to them “Slippery Sammy
the seal slipped slowly into the slimy salty sea” Now let’s say it all
together.
Great, you’re doing so well! Now let’s
say it again and really stretch out the /s/ sound. S-s-slippery
S-s-sammy
the s-s-seal s-s-slipped s-s-slowly into the s-s-slimy s-s-salty
s-s-sea. One
more time and this time we are going to say the /s/ by itself then the
other
part of the word. /s/ lippery /s/ ammy the /s/ eal /s/ lowly /s/
lipped into the /s/ limy /s/ alty /s/ ea.
4. Now
have students use their primary writing paper and pencils to practice
writing
the letter s. First model for them how to write the letter then have
them write
it with you. Let’s all do this together.
Begin by writing a little c, then curve up to the fence and go
back
toward the sidewalk. Now pay close attention, half between the
fence and
sidewalk curve in the opposite direction touch the sidewalk and take a
step
towards the fence. I want everyone to work hard so that I can see
everyone’s “s’s”. Continue practicing
the letter s by writing several “s’s” on two rows of your paper. Now you have learned how to write the letter
“s”.
5.
Assess
the students progress as a whole at random by asking them the following
questions? Do you here /s/ in sink or tank? Bank or sock? Slip
or fake?
Sun or man? Good!
6. I
will first do book talk with the students about the book Silly Sally. "Silly Sally
went to town, walking backwards upside down, on the way she met a pig,
a silly pig, they danced a jig. Silly Sally and the pig are later
joined by a dog, a bird, and a sheep. Do you think that they will all
walk upside down with Silly Sally? Let's read on to find out." I will
then read the book to them. Then reread it
and have the students say /s/
every time they hear the letter s. Then we will do an activity together
to try
and write a chant or some sort of alliteration together so that the
children
can practice using the letter s and /s/.
7.
For
an overall assessment, I will have the children work on an activity
sheet that
tests their knowledge of the letter s and /s/ sound.
This sheet will be an overview of what we
learned in this lesson.
References
Bruce
Murray: Information from class lectures