Emergent Literacy

Silly Sally Sue Sizzling hot Sausage

Turquoise Dillard


Rationale: In order for students to be successful in reading and in writing, they must realize that spoken words are composed of phonemes. Students must also understand that the alphabetic principle is the organizing idea of alphabetic writing. The sequence of letters in the written word maps out the sequence of phonemes in the spoken word. Phonemes are sorted into two basic types: vowels and consonants. This lesson will help children identify /s/. Students will learn to recognize /s/ in spoken words by learning meaningful representation and the letter symbol S, practice finding /s/ in words, and apply phoneme awareness with /s/ in phonetic cue reading by distinguishing rhyming word from the beginning letters.



·         Cards with images that begin with the letters /s/

Soup, Safe, Set, Stone, Stole, Still, Stood, Start

·         Cards with images that do not begin with the letter /s/

Turtle, Duck, Phone, Elephant, Fish, Frog

·         Primary paper

·         Pencils

·         Tongue twister on chart paper, “Scary Sneaky Slimy Snake Sam Slithered around Silly Sally Sue Sizzling hot Sausage”

·         Book: Slowly, Slowly, Slowly said the Sloth by Eric Carle


1.      Introduce the lesson by explaining that “our written language is a secret code. Today we’re going to work with /s/, making a connection with its letter and a sound analogy, supported by a picture, and a hand gesture. Introduce /s/ by saying , “Silly, sneaky snake looks like the letter s, and makes a hissing sound /s/ like when we say the word “Sizzling”. “Then ask the students to make their hands slither as we make a sound like a silly sneaky, snake”.


2.      Ask the students, Have you ever heard a sausage sizzle”? Today we are going to pretend to be cooking a sausage. First, to make /s/, we will barely open our lips and teeth. Then we will place our tongue barely touching the front of our mouth and the back of our teeth. Remember our tongue lightly touches the front of our mouth. Let’s try to make the /s/ sound together now. Next, we are going to put one hand out like a pan and put our other hand on top of it like a sausage to make the “sizzling hot sausage” sound. Now we can put the sound and motion together.


3.      Now the students are going to learn a tongue tickler on chart paper. The tongue tickler provides experiences with /s/ in an alliteration that repeats /s/ several times at the beginning of words. I will tell the students to repeat this several times “Scary Sneaky Slimy Snake Sam Slithered”.


4.      Next, have the students take out primary paper and a pencil. “We can use letter s to spell /s/. Tell the students to write the letter and also tell them to remember to pay attention to our roof, fence, sidewalk, and ditch. Tell the students to write the letter s in a row on the primary paper.


5.      When the students are done practicing the letter s have them sit together on the floor to work with flashcards. The students will stand up if they see a flashcard that begins with /s/. If the word on the flashcard does not begin with /s/, the students must stay seated on the floor.


6.      I will read the book Slowly, Slowly, Slowly said the Sloth by Eric Carle. This book is about a sloth in the rain forest who meets a lot of interesting animals on his journey. Slowly, slowly, slowly that is how the sloth lives. He hangs upside-down form the branch of a tree, night and day, in the sun and in the rain, while the other animals of the rain forest rush past him. The animals ask the sloth “Why are you so slow”? Let's read to find out why the sloth moves slowly! Let's pay extra close attention to words where you hear the ssss sound.


Assessment: I will pass out a worksheet with pictures from the flashcard activity and have students circle the words or picture that starts with /s/.



·         Elizabeth Stevens/ Sizzling Sausage



·         Lauren Hendriks/ Sticky Spaghetti Snakes



·         Carle, Eric. Slowly, Slowly, Slowly said the Sloth. New York. Philome Books, 2002.


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


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