Seven Snails are Silly
Emergent Literacy Design
Rationale:
Before
children learn to read they need to able to identify phonemes. In this
lesson students will learn to recognize /s/ in spoken words by learning
a hand signal (put hands up to the mouth and wiggle fingers like a
snake tongue) and the letter symbol S, practice finding /s/ in words,
and apply phoneme awareness with /s/ in phonetic cue reading by
distinguishing rhyming words from beginning letters.
Materials:
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Sign with ���Sneaky snakes sing silly songs���
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Book: New Shoes, Red Shoes by Susan Rollings (Orchard Books
2000)
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Word Cards: SAVE, SAND, FEET, SELL, HIP, SNAKE
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Sheet with a Snake Hissing
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Assessment Worksheet: Students circle the picture that begins with /s/.
Procedures:
1. Say:
Learning to identify letters and the sounds they make can be
tough. Today we���re going to work on spotting the mouth move /s/. We
spell /s/ with the letter S. S looks like a snake, and sounds like a
snake hissing.
2. Lets pretend we are snakes, /s/, /s/, /s/. [
Put hand up and wiggle fingers like a snake tongue] Notice your teeth
are touching and you are blowing air across your tongue.
3. Let me show you how to find /s/ in the word nest.
I am going to stretch out nest really slow and listen for our
snakes. Nnn-e-e-st. Slower Nnn-e-e-e-ssss-t. Did you hear it? I felt my
teeth touch and air blow across my tongue. I can feel /s/ in nest.
4. Let���s try a tongue tickler. ���Sneaky snails
sing silly songs.��� Everybody say it three times together. Now say it
again, and this time stretch out the /s/ at the beginning of the words.
���Ssssneaky ssssnails sssing ssssilly sssongs.��� Try it again, and
this time break it off the word: /s/ neaky /s/
nails /s/ ing /s/ illy /s/ ongs.
5.
[Students can take out their primary paper and pencils] We use the
letter
S to spell /s/. A capital S and a lowercase s look like snakes. The
capital
S is a big snake and the lowercase s is a little snake.
Let���s write a lowercase s. Now lets write the lower case s
ten more times.
6.
[You will ask students to answer question and explain their answer] Do
you hear /s/ in pest or bug? gravel or sand?
five or six? quiz or test? north or
west? Now lets see if you can wiggle your fingers like a snake
tongue every time you /s/: Sally, bought, a, pair, of, shiny,
shoes, for, her, sister.
7.
[You will read a book to the children asking them to identify words
with the /s/ sound in them] Okay now let���s read New Shoes, Red
Shoes by Susan Rollings. We hear about different kinds of shoes in
this story. Many of the words have the /s/ sound in them. Every time I
say a word with the /s/ sound you can wiggle your fingers like a
snake���s tongue.
8.[Now
you will need the word cards. Ask students to tell you which words they
hear /s/ in. Model the first word and how you find the /s/ sound.]
SAVE: save or pave? SAND: hand or sand? FEET: seat or feet? SELL: tell
or sell? HIP: sip or hip? SNAKE: snake or bake?
9.
[Now pass out a worksheet for you to assess the students understanding
for the /s/ sound. Students will circle the picture that begins with
the /s/ sound.] Say: Now I need you to circle the picture in each row
that begins with the /s/ sound.
WORKSHEET/
ASSESSMENT:
First
School
http://www.first-school.ws/activities/alpha/s/snail.htm
References:
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Auburn
Reading Genie
http://www.auburn.edu/academic/education/reading_genie/
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Rollings,
Susan. New Shoes, Red Shoes. Orchard Books 2000