“Sip and See"
Rationale:
"Prereaders'
letter knowledge was the single best predictor of first-year reading
achievement, with their ability to discriminate phonemes auditorily
ranking a
close second" (
Materials:
· Primary writing
paper
· A pencil for each
child
· Crayons
· S word
flashcards
· S worksheet
· Dr. Suess's
ABC book by
Theodore Geisel
Procedures:
1) Class will begin with a
review of
each letter previously taught: A-R.
We will review both
recognition of
letter and its phoneme. (Teacher will randomly place upper and
lower case
letter on board and students will say letter and its phoneme as a
group).
Additionally have the students give you one word that starts with each
letter of
the alphabet. You may also use this review as you read Dr.
Suess's ABC
book.
2) Place the letter S on the board. Ask students if they
know which letter in the alphabet this represents. Tell them that
the S
makes the sound /s/. Have them repeat after you. The
letter S
says /s/. Ask students if they
know what their mouth does when they make the /s/ sound. Is your
mouth
open wide or are your lips close together? Where is your
tongue? Is
it against the back of your teeth? Are your teeth
touching?
Lets practice as a class all together. Wonderful! You all
are
catching on so fast!
3) Let's try a tongue
twister.
(Teacher will write on board) Sam said he
was sorry he put salt in Sally's
sandwich.. Now
lets say
it together. Yeah, that was great! Now watch me stretch out
the /s/
sound. "SSSSSSam sssssssaid he we ssssssorry he put sssssssalt in
Ssssssally’s ssssssandwich." Now, (Ryan) you try to stretch out
your
s. Wonderful! Now lets do it all together.
4) Have all the children
take out
their primary paper and pencil. Teacher will model how to write
the
letter S. Then guide the students through each writing
step:
Place your pencils on the roof. Form a c up in the air between
the
rooftop and the fence, then swing pack. I want you to practice writing
your
upper case S five times. I will walk around and look at
all of
your work. . Now lets write our lower case s, form a tiny c
up in
the air, then swing back. You are going to make the same motion
starting in a
different position. What do you notice about the upper case S and the lower case s? Right,
they are the same just different sizes.
5) Call on students to
answer and tell
how they know: Do you hear /s/ in snap or cap? Sleep or
beep? School
or Fool? Now the teacher will take out flashcards with different
words on
them. Make sure to mix up the words and not to have the entire
deck
starting with S. A few example S words
are scab, snack, sand, sank, slap, scat,
shaft. The children should recognize the S cards.
Tell them to hold thumbs up if it
is a word that has S in it and thumbs down if it does not.
6) Read Dr. Suess's ABC book.
Have children tell you each letter along the way and its phoneme.
Also
have them give your some words that start with that letter. (This
could
have been done early, so you may only want to pick and choose the
letters that
they give you examples for.)
Activity: Write the
phrase
"I went to School and saw·" Have the students
write a
message using invented spelling. Display work on bulletin board
that looks
like a school. (Optional)
Assessment: Have
students to
complete worksheet. They are to circle the picture that starts
with the
letter S. Teacher should model an example on the board.
Additional Activity:
When
children have completed above assignments give them Coloring sheet for
the
letter S..
References:
1. Adams, Marilyn. Beginning
to
Read: Thinking and Learning about Print - A
Summary.
2. Coloring Activity Page- http://www.enchantedlearning.com/alphabet/trace/s.shtml
3. Geisel, Theodore. Dr.
Seuss's ABC.
4. Lipscomb, Randi
2003.
"Zooming through to Z"-
http://www.auburn.edu/rdggenie/discov/lipscombel.html