Emergent Literacy
Don't Slither
in Your Seat, Listen to This Sizzling Lesson!
Caroline Peek
Emergent Literacy
Emergent Literacy Design: Don't Slither in Your
Seat, Listen
to This Sizzling Lesson!
Rationale: In order for children to
fluently
spell and read words, it is vital that they have an understanding of
the
phonemes that letters stand for. Furthermore, they must also be able to
cognitively reason how spellings dictate phonemes in oral language.
This lesson
will introduce and expose the learner(s) to a phoneme in spoken
context. It is
important to first introduce the phoneme orally, because research
indicates
that before children can match phonemes to letters, they must
understand it in
spoken context. This lesson will help children to identify the grapheme
/s/.
It makes a common sound, but it can be written in different ways.
Oftentimes,
you will see it in words as a digraph like "cy" or "ci."They
will learn how to recognize it in spoken words by learning a gesture
that they
will make each time they hear the phoneme. Also, they will have
practice with
identifying the phoneme in a series of words.
Materials: Primary paper, pencil, a
poster with
the following example sentences: A) Snakes slither through slimy
streets in the
city. B) Susan saw Sam riding his silver bicycle slowly down the
sidewalk. Five
different picture pages: a picture of a sizzling frying pan, a can of
hairspray
with it squirting out, a picture of a hissing snake, a picture of a
city, and a
picture of a bicycle. Also, instructor will need a copy of the
decodable book, Sam and the Sap.
Procedures:
1.
Introduce
the lesson by telling the student(s) that we are going to be talking
about the
grapheme "S." It can be spelled a variety of ways, "cy" and
"ci," but each spelling makes a common sound. We are going to listen
for the "sssss" sound in sentences and spoken words today. To help us
recognize when we hear this phoneme, we are going to make a slithering
gesture
(I will demonstrate it) each time we hear it. As we conclude our
lesson, each
of you will be able to recognize the phoneme in spoken words, and
relate the
digraph spellings to the common sound.
2.
Ask the
students: Have you ever heard the sizzling sound on top of your
mother's stove?
Have you ever heard a snake hiss at the zoo? Have you ever splashed and
romped
in city puddles? I bet you have all ridden a bicycle! Several of the
words I
just used have the phoneme that we are listening for today in them. Did
you
recognize any? If so, what were they?
3.
Let's
practice a tongue twister! (I will place the poster with the first
sentence in
clear sight). Alright, we are going to listen for our phoneme, /s/, and
every
time we hear it, we will make a slithering gesture. (demonstrate).
Alright,
here we go….
a.
Snakes
slither through slimy streets in the city.
b.
Susan saw
Sam riding his silver bicycle down the sidewalk.
Great
job!!
4.
Now, let's
read the second sentence again and break the phoneme off of the word.
/S/
usan /s/
aw /S/am riding his /s/ ilver bi /cy/ cle /s/ lowly down the /s/
idewalk.
Way
to go!
5.
<Have
students take out a piece of primary paper and a pencil> "We can
write our
phoneme in a few different ways. Let's practice together. First, /s/
can be
written as a grapheme, "s". Let's practice writing an "s."
Start at the rooftop, curve down to the fence, and make one final curve
to the
sidewalk. Make sure not to go in the ditch!"
6.
I will
introduce and go over each picture that represents our phoneme.
7.
Then I
will call on students to answer the following questions:
Do
you hear /s/
in..
-Sick
or
tick?
-Slice
or
bike?
-Slip
or
pup?
-Bicycle
or
bike?
-City
or pity?
8.
Give the
students a brief overview of Sam and the
Sap with a captivating book introduction, and then read it
aloud. "Sam and the Sap
is about a boy, his dogs, and some stick sap! What do you think
will happen? Will Sam get sap stuck all over him? If so,
will he be able to get it all off? You will have to read Sam and the Sap to find
out!"
9.
For
assessment, each student will write a sentence on their primary paper
that uses
two of the three graphemes/digraphs. Also, each picture page will be
randomly
distributed and the student will name the grapheme/digraph and
demonstrate the
sound that the picture represents.
RESOURCES: This address takes you to
a page
with several ideas to help students recognize phoneme identities: www.auburn.edu/academic/education/reading_genie/spellings.htm
This
next
address takes you to a page with several helpful tips for tutors and/or
teachers:
www.auburn.edu/academic/education/reading_genie/tipstutors.htm
This
address
takes you to a page where you can download the decodable book
Sam and the Sap.