Silly
Sarah the Slimy Snake
Emergent
Literacy
Rationale:
Phoneme awareness is such an
important concept for young
children to grasp before learning to read. When students are able
to
identify phonemes, words can be pronounced or, attempt to be
pronounced,
easier. This lesson will focus on the phoneme /s/. The
students
should be able to learn and recognize /s/ in spoken words and be able
to write
the letter properly, uppercase and lowercase. The students will
also be
able to determine different words that begin with /s/ and have /s/
incorporated
in the words. By having the students focus on certain letters,
phoneme
awareness will grow and the student will be able to recognize sounds of
that
particular letter.
Materials:
Primary paper and a pencil (2
of each)
Picture of a snake, with
phoneme s incorporated on it
Paper with tongue twister
written on it: Sarah is a slimy snake that sings sweet
songs so she won’t seem scary.
Piece of paper containing
different words on it for, “do you
hear the letter s in…” Hit, sit, stay, play, moon, star, sidewalk,
driveway
Silly Sally by: Audrey Wood (Big Book)
Note card with hissing snake
on it
Drawing paper and crayons
Worksheet with different
pictures, some that begin with the
letter s and other that do not {cat,
flower, snail, sun, book, stairs, umbrella, butterfly, shoe, and apple}.
Procedure: Introduce the
lesson by explaining that we have many letters in the alphabet that
make many
different sounds and it is difficult learning what each letter says.
Today we
are going to learn about the letter s and the sound it makes.
''Todays class we will be
discussing a very sssssneaky
letter. I want you to guess what letter we will be learning about
by
listening to the words that I ssssssay. When you think you know
my
letter, I want you to raise your hand quietly; do not shout it out,
because
that will give it away.''
I will then say the tongue
twister and see if the students
catch on to what letter I am dragging out. ''Ssssssarah is a
ssssslimy
sssssnake that sssssings sssssweet sssssongs sssso she won’t sssseem
ssssscary.'' Great, the letter /s/ says sssssss.
Hopefully the students will catch on.
Once they have recognized the
letter /s/, I will show my
student a picture of a slithery snake and introduce a hand motion to
help them
remember the letter /s/ (moving your hands like a sneaky snake)
I will then test their
understanding and ability to
recognize the letter s by giving them different words and instructing
them to
tell me which word has an s in it.
Do
you hear the sssss in… Hit or sit? Stay or play? Moon or star? Sidewalk
or
driveway?
I will then begin to introduce
the book, Silly Sally.
I am going to be using a big book because it is great for the students
to see
the pictures and the words as I read. Using big books makes it
easier for
the children to follow along to what I am reading.
Book talk: Silly Sally
is a crazy girl. She does
a crazy thing as she walks into town. Some of her animal friends
join her
in her silly walk to town. I wonder what the town’s people are
going to
think about her silly self. Let’s read and find out how silly
Sally
is. I will proceed to read the story one time through discussing
the
important details of the story.
I will then give my student a
pencil and a piece of primary
paper and we will practice writing the letter s, now that we have heard
the /s/
sound in some words. I will first model how to properly write the
letter s on
my sheet of paper. I will tell them to form a c up in the air between
the
rooftop and the fence then swing back. I
will also explain the different between writing a capital S and a
lowercase s.
A capital letter is done the same way, but you will use the sky line of
the
dotted line to the ground, the dotted fence is not used in the capital
/s/. I will then instruct my student to write 10 s’s on their
paper and
to try to write words that they remember that have an s in it
After my student get finished
practicing his/her letter
writing, I will read Silly Sally again. This time I will pass out
note
cards with /s/ snakes on it and will have the students raise their card
every
time they hear the letter or sound /s/. ''Ok, now, I want to see
how well
you can pay attention to the sounds that you hear. I am going to
pass out
these cards. What is this a picture of? (a snake) What
letter shape
is the snake in? (/s/) Ok, I want us to use our cards and I
am
going to read Silly Sally over again and I want you to listen
to for the
sound or the letter /s/. During the reading of the story I am going to
use
highlight tape to highlight the letter /s/ for the students to see more
clearly. When you hear the /ssss/ sound or hear the letter /s/ I
want you
to hold up your card quietly. Make sure that you think about when
you
want to put your card up.''
After reading the story and
having the students hold up their
/s/ cards, I will have my student draw a picture of their favorite /s/
word. I will also ask the students to do their best to write as
much as
they can about their picture, using invented spelling.
Assessment:
The assessment is going to be
an activity that the students
will do individually. The students will be given a piece of paper
with
the /s/ words and a clip art picture on it. The student will
circle the
/s/ word (sand, sit, sad, nest, etc.). My student will receive a
star
sticker once the activity is comleted.
References:
- Lesson Design: “Slithering Snakes” by: Debbie Troha
http://www.auburn.edu/academic/education/reading_genie/insights/trohael.html
- Wood, Audrey. Silly Sally. New York, NY. Scholastic Inc,
1992. 32
pages.
- Joyful Learning in Kindergarten by: Bobbi Fisher; Heinemann
Publication (1998)
-
James, Karen. Kindergarten, Auburn, AL, 2006. Auburn Early Education
Center,
Auburn, AL.