Sammy
the Silly Snake
Emergent
Literacy
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.
Materials:
·
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}.
Procedures:
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}
References:
Lizzie Fain
http://www.auburn.edu/academic/education/reading_genie/odysseys/fainel.html
http://www.auburn.edu/academic/education/reading_genie/odysseys/danielel.html
Adams,
Marilyn Jager. Beginning to Read: Thinking and Learning about
Print. Illinois (1990)