Sally's Silly Snake

Emergent Literacy Plan

By: Brooke Evans

 

Rationale:  Letter recognition is an essential component to children's literacy.  By recognizing letters in print, they can relate them to their corresponding sounds. This lesson will help children identify /s/, the phoneme represented by S, and help learn a meaningful representation of this correspondence. Students will also practice finding /s/ in words and apply phonemic awareness with the /s/ phonetic cue reading.

 Materials:

A picture of Silly Sally and her pet snake

Chart with tongue tickler

Primary Paper

Pencils

Word cards with: SOCK, CAT, SAT, SEND, FIND, SEEK

Assessment worksheet identifying pictures with /s/

Crayons

Cards with the letter S on them

Book: Silly Sally by: Audrey Wood

Procedure: 

1  Say: “Our written language is a secret code. The hard part is learning what letters stand for and noticing how our mouths move when we make different sounds. Today we are going to learn about the letter S and is sound /s/.

 2 ” Let's pretend that we are a snake in the grass. /s/, /s/, /s/. [Make a hand gesture like a moving snake]. Notice where your tongue is and how we are blowing air out between our teeth.

 3 Model: Let me show you how to find /s/ in the word first. I am going to stretch out the word first in slow motion and listen for my silly snake. Ff-ii-rr-st. slower: ff-iii-rrr--ss-ttt. There it was! My tongue was at the top of my mouth and I was blowing air out of my teeth.

 4 Let's try our tongue twister on the chart. “Sally's snake was sneaking across the sand”. Let's say it three times together. Now let's say it again but stretch out the /s/ sound in the words. Ssssally's ssssnake was ssssneaking across the ssssand. Let's try it again but breaking off the word this time. /s/ally's /s/snake was /s/neaking across the /s/and.

 5 *Have student's take out their primary paper and pencil. We use the letter S to spell /s/. A capital S looks like a snake. Let's practice writing the letter S. We are going to start with our pencil just below the rooftop and make a little c so that it sits on the fence line. Then, go down the sidewalk and make a curve the opposite way. Nice Work! Now I want you to draw 3 more just like that one. When you see s by itself in a word you will know to make the /s/ sounds like a snake.

 6. Call on students to answer and ask them to tell how they knew the word I said had the /s/ sounds. “I want you to listen for the /s/ sounds in the words I am going to call out. Raise your hand and tell me which word you hear the /s/ sound in: LAKE OR SNAKE? SNAIL OR WHALE? MOUTH OR SOUTH?

7  I will now read Silly Sally to the class and talk about the story as I am reading. Once I have read through the story one time, I will read it again and get my students to hold up their S cards when they hear a word with /s/. After we have read the story, I will have my students draw a picture of Sally's snake and write a message about it using their invented spelling.

 8 Assessment: I will distribute a worksheet with pictures on it. Students are to complete the partial spellings and color the pictures that begin with S.

References: 

The Reading Genie Website: http://www.auburn.edu/rdggenie/

http://www.auburn.edu/academic/education/reading_genie/insights/file.html

Silly Sally Book : http://www.audreywood.com/books-written-by-audrey-wood/silly-sally/silly-sally

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