Sammy the Silly Snake


 Emergent Literacy

Ashley Forster

 Rationale: For emergent readers phoneme awareness and the ability to recognize letters are very important. When these young readers are able to identify phonemes (mouth moves and sounds), it makes it easier for them to pronounce the words. For this lesson I will teach them how to write a lower case s and an upper case S. Also being able to recognize the sound that s makes and being aware of their mouth movements when s is pronounced.


·         Primary writing paper.

·         A pencil for each student.

·         Dry erase board and markers.

·         Tongue twister:'Sam the snake slide down the slide slowly' (on chart paper).

·         Note cards with different pictures with the letter S: Snake, star, sun, and soap.

·         Note cards with pictures that do not contain the letter S: Dog, frog, bird, and car.

·         The book 'Sid and Sam' by Nola Buck (published by Harper Collins 1996).

·         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}.


    1. I will begin my lesson by explaining the importance of our language, and briefly go over some of the previous letters and phonemes we have learned. 'Do you remember the sound /i/ makes? Is it a? e? b? That is right everyone, the letter i makes an iiicky sticky sound.            Today we are going to learn about the letter s! Let's all pretend today that we are snakes slithering around in the sand!'

2. For a back ground knowledge I will use the snakes make a /s/ noise. I will ask them to make the sound of a snake, ssss. Just like a snake. Maybe we can even do a small hand gesture with this one where they can put their hands together and make their arms do a slithering motion.

3. The students will now use their gesture and sound to read the tongue twister. 'Okay now that we understand how to make the sound /s/ let's try putting it into a sentence. Sammy the snake said sorry for putting sugar in Sally's salad.' The class will repeat it with me once, and then we will slow it down for the second reading, and emphasize the /s/ sound more.

4. I will now show them the cards that have the pictures on them (some that have the letter s and others that do not) 'okay class I am going to show you some pictures and I want you to tell me if there is a s that go along with this picture: Snake, dog, star, frog, sun, soap, bird, and car. Very good class.'

5. After they have successfully finished their sound with /s/, we will begin learning how to write the letter s. I will be at the front of the room on the dry erase board to show example of the letter s. I will then say 'To make a capital S, you draw a c in between the rooftop and the fence. Then to make the bottom part, you swing back. The same is for the lower case s, but make sure it is below the fence' I will be walking around the room to make sure everyone is doing it correctly.

6. I will next give a book talk on my book Sid and Sam by Nola Buck.  I will introduce the book by saying 'Sid and Sam start to sing. But Sid does not want to stop singing! What can Sam do to make Sid stop singing?' I will then read them the book making sure they hear the /s/ sounds when I read the words.

7. For my assessment I will give each individual student a picture test, in which they have to circle the pictures that begin with an S. The ten pictures will include { cat, flower, snail, sun, book, stairs, umbrella, butterfly, shoe, and apple}



Lizzie Fain

Collier Daniel

Adams, Marilyn Jager. Beginning to Read: Thinking and Learning about Print. Illinois (1990)

Murray, Bruce. 'Example of Emergent Literacy Design: Sound the Foghorn'.

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