By: Alyson Jones
Rationale: Phoneme Awareness is a very
important part in predicting reading success. This lesson will focus on the /s/
sound. It is very important for children to identify the /s/ sound in spoken
words. It is not only important for children to identify the /s/ sound, but know
how to correctly write the capitol and lowercase letter. This lesson will help
children become more aware of the /s/ sound in spoken words and recognize "s" in
written words. The goal of this lesson is for children to identify the /s/ sound
in spoken words and to write the upper and lower case letter "s".
Pictures of a sail, mail, sack,
someone packing, someone sipping, snow, pig
Primary paper for students
Pencils for studentsBook Little Swan by Adele Geras
Worksheet for assessment (see the
worksheet under assessments)
Procedures: Goal is for the students to identify the /s/sound and write the upper and lower case letter "s".
1. Today we are going to talk about the letter "s". Can anyone tell me what sound the letter s makes? Yes! that‰¥ús right it says sssssss. <!--[endif]-->
2. I will say a silly phrase and I want you to repeat it after me. Seven Swans Swimming. Good Job! Now, I want you to repeat it after me and this time we are going to stretch the /s/ sound out. SSSSSSeven SSSSSSwans SSSSSwimmig. Great!
3. Did you feel how your mouth moved as you were stretching out our phrase. That's right the tip of our tongue touches about our top teeth. Everyone make the /s/ sound! Wonderful! How did we make the /s/ sound? Excellent!
4. The students will now engage in an activity where they will identify the /s/ sound in a pair of word. This is important because children should be able to identify each letter sound. I will have several pairs of words made up. (Do you hear the /s/ sound in the word sack or pack, snow or man, mail or sail, sip or pig). Before starting this activity the students will need a green and red piece of card stock. All the green pieces should have the number 1 and red should have the number 2. Read the word list to the students and have them hold up the corresponding number to the correct word that has the /s/ sound. Example. Do you hear /s/ in the word mail or sail? The student would hold up the red with the number 2. I will also have pictures of the words to go along with this activity.
5. The students will now receive a pieces of primary paper. The students will use this paper to learn how to correctly write capitol and lowercase s. Can anyone tell me when we use a capitol letter? Correct! When it‰¥ús a person, place or month. Ok boys and girl watch how a make a capitol s. First form a "c" up in the air between the rooftop and the fence, then swing back and curve it around all the way back down to the sidewalk. I will do this several times. Now, I want you to try this on your piece of paper. Please repeat the way we write capitol S.
Now, for the lower case "s". I will
show the students how to correctly write this letter and explain. First, you
start at the fence and form a tiny c and then swing back around and come
back down to the sidewalk. Now you try it on your paper. Let's say it together.
First, you start at the fence and form a tiny c and then swing back around and
come back down to the sidewalk. Excellent!! This is the way we write lowercase
"s". Boys and girls every time you practice writing a lower case "s" I want you
to ask this to yourself.
7. The students will now be given another piece of
primary paper to practice writing the upper and lower case letter "s". The
students will be asked to write each letter 5 times a piece. Here is another
piece of paper for you to practice writing upper case and lower case "s". I want
you to write each letter 5 times. Please start with the upper case "s" first.
Then skip a line and write the lower case s 5 times.
8. To reinforce the /s/ sound, I will read the book Little Swan by Adele Geras.
Every time that the students here the /s/ sound they will raise their hand. I need every one to tip toe to the reading rug. I am going to read you a story called Little Swan. When you hear a word with the /s/ sound I want you to raise you hand.
9. The students will return to
their desk. The students will complete a worksheet. This worksheet will help me
check for the understanding of the /s/ sound. The work sheet will have pictures
of two different objects. The students will circle the picture that begins with
the /s/ sound. At the bottom of the worksheet there will be primary lines for
the students to practice writing the capitol s and the lowercase "s".
Assessment: The students will
each complete a worksheet. The worksheet will contain pictures of two objects
and the students will circle the picture that begins with the /s/ sound.
1. Sock Rock
2. Rose Seed
3. Spider Frog
4. Leaf Snake
5. Scale Whale
6. Skate Hose
7. Snail Mail
8. Smile Elephant
9. Saw Cat
10. Scissors Tiger
Book: Adele Geras, Little Swan Random House Books for Young Readers (June 24, 1995)
Internet site: Dr. Bruce Murray http://www.auburn.edu/academic/education/reading_genie/phon.html
Return to Projects
Return to Projects