Make a Snake with S
Callie Daniels
Emergent Literacy
Make a Snake with S
Callie Daniels
Emergent Literacy
Rationale:
This lesson will help
students identify the letter S with the phoneme /s/. Students will
learn how to
recognize the phoneme /s/ by a meaningful representation (hissing like
a
snake), and will practice finding the /s/ in spoken words by
distinguishing
which spoken word has the phoneme /s/. They will learn to write the
letter
correctly by writing the letter by "making a snake" on primary paper
multiple times. They will also practice identifying the letter S in
written
words through a worksheet.
Materials:
Primary paper and pencils
for class
Transparency with "Stevey
the Snake" on it
Worksheet for assessment
Procedures:
1) Say: "Our language
is like a secret code, and to figure it out we have to learn the sounds
letters
make. Today we will be learning about
the letter S. Does anyone know what
sound the letter S makes?" (if students do not know, show them the
sound
by saying /s/.) Tell students: "When
we make the /s/ sound our lips are apart, our two front teeth are
together, and
we blow air through our teeth. This
makes a hissing sound like a snake. See sssss sounds like a hissing
snake."
2) "lets all
make
short hissing S sounds. /s/ /s/ /s/ /s/"
"Good, know everybody make snake by
bending your arm at the elbow and bending you wrist down." (model how
to
make the snake with your arm) "Everybody make your snake hiss” “sssss
/s/
/s/ /s/."
3) "Good! Now
I am
going to show you how to find the letter S in the word fast. See if you
can
find the /s/ sound. fff aaa ssssssss ttt. I found it! I heard the
hissing
snake. Did you?"
"Show me with
your
snake, when you find the /s/ sound in the word desk. Ddd eee ssss kkk." Look around to see who is recognizing the /s/
phoneme.
4) "Good! Lets
see if
we can all say a tongue tickler. I will say it first."
"SALLY SAW SAM STICKING TO A SUCKER"
"Now I am going to stretch it out: Sssally sssaw
sssam sssticking to a sssucker"
"Now lets all
say it
together, normally: sally saw sam sticking to a sucker" (repeat)
"Now lets
stretch it
out: sssally sssaw sssam sssticking to a sssucker" (repeat)
5) "Good job,
I like
how everyone stretched out the hissing sound of S. Now we are going to
practice
writing the letter S. (model how to write it, on the board as you are
explaining it verbally) To write a capital S, we start a little below
the
rooftop and make a small curve to the left touching the rooftop and
then make
another line going to the right almost all the way to the sidewalk, and
curve
it back to the left barley touching the side walk. Lets practice. Everyone make a Capital S on their paper, and
when I come by and check your paper, you may continue to write 10 more."
6) "A capital
S and a
lower case S look very similar. The lower case S is the same shape but
is
smaller. To make the S smaller the top of the s touches the fence
instead of
the rooftop." Model how to write the letter on the board.
"Everyone
write a
lower case s on your paper, when I come and check your paper, you may
continue
and write 10 more."
7) When each
student has
written their twenty upper and lower case letters, proceed with this
next
verbal activity.
"Do you hear
the
hissing /s/ sound in sat or dog? Red or start? Bug or said? Sad or
love?
"lets see if
you and
find the /s/ sound in these words. Hiss your snake when you hear the
/s/
sound: Sarah Sent David Seven yellow
Stickers"
8) "Now lets
look at
a snake named Stevey. Stevey has some
fun adventures, lets read about what he likes to do." Show the overhead
with the "Stevey the Snake" story on it. Read
the story aloud to the students.
"Now I want
you to
make up your own story about your snake.
Tell me their name, and write me a short story telling me about
them. Try to use the /s/ sound as much
as possible. Draw a picture of your
snake to go with your story."
9) Show SAT
and model how
to decide if it is SAT or FAT: The S tells me to hiss my snake, /s/, so
this
word is sss-a-t sat. You try some: SAG: sag or bag? SEED: bead or seed?
START: cart
or start? SAD: sad or dad? SUN: fun or sun?
10) For
assessment, give
students the worksheet. Students will connect the Sailboat S to the
picture
that starts with the letter S. Students will color the pictures
starting with S
after connecting the lines. I will also ask students to read the
phonetic cue
words from #9 individually.
Stevey
the Snake
Stevey
the snake lives in the state of Mississpi. Stevey stays cool in the
sandy
stream in Stillville. Stevey loves to swim, and protect his home by
hissing at
intruders. Stevey loves to play with his silly friends.
One sunny day Stevey slithered to his friend
Sam’s house to swim. They swam and hissed all day until the sun went
down.
Stevey and Sam were so sleepy they slept all night long.
Reference:
I used this
cite to get
ideas on how to introduce letters and their phonemes to kindergarteners. I used this cite to find my worksheet as
well. There was no information on who
made the site or where the information came from.
The main
website is:
http://www.kidzone.ws/kindergarten.htm
The worksheet
came from:
http://www.kidzone.ws/kindergarten/s-begins1.htm