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Open Notebook

Emergent Literacy Lesson Design

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Sizzle the Sausage with the Sound /s/

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Emergent Literacy Design

By: Caroline Harris

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Catchy Title: Sizzle the Sausage with the Sound /s/

 

Rationale:

This lesson will help children identify with the phoneme /s/, a sound that is represented by the letter S. Going through the lesson will enable the student to recognize the phoneme /s/ in spoken words by learning a meaningful representation (as a sausage sizzles when it touches the hot pan), practice finding /s/ in the word, and learning a tongue tickler filled with /s/. Students will also learn to distinguish the letter /s/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

 

Materials:

 

Procedures for carrying out the lesson in detail, with numbered steps.

  1. Say “Our written language is a secret code. The tricky part is learning what letters stand for—the mouth moves we make as we say words. Today we’re going to work on spotting the mouth move /s/. We spell /s/ with the letter S. S looks like a worm, and /s/ sounds likes sizzling sausage.

  2. Let’s pretend to cook sausage, /s/, /s/, /s/. [Pantomime cooking sizzling sausage] Notice where your tongue is? (tip of tongue touches above your top teeth). When we say /s/, we blow air out of the middle of our mouth.

  3. Let me show you how to find /s/ in the word pest. I’m going to stretch pest out in super slow motion and listen for my sizzling sausage. Ppp-e-e-est. Slower: ppp-e-e-e-sss-t There it was! I felt the top of my tongue touch the top teeth. Sizzling Sausage is in pest.

  4. Let’s try a tongue tickler [on chart]. …Sam and Sally are sitting together at lunch. Sam sees the salt. Sam puts the salt on Sally’s sandwich and Sally gets upset. Here’s our tongue tickler: “Sam said he was sorry he put salt in Sally’s sandwich.” Everybody say it three times together. Now say it again, and this time, stretch the /s/ at the beginning of the words. “sssam sssaid he was sssory he put sssaly in sssally’s sssandwich.” Try it again, and this time break it off the word “/s/am /s/aid he was /s/orry he put /s/alt in /s/ally’s /s/andwich.

  5. [Have students take out primary paper and pencil]. We use letter S to spell /s/. Capital S looks like a worm. Let’s write the lowercase letter s. Start just below the fence. Start to make a curve starting from right to left, then make slant from left to right, then curve again right to left. I want see everybody’s s. After I put a smile on it, I want you to make nine more just like it.

  6. Call on students to answer and tell how they know: Do you hear /s/ in sun or work? Student or toy? Sore or bear? Mist or boy? This or that? Say: “Let’s see if you can spot the mouth move /s/ in some words. Sizzle you sausage if you hear /s/. The, silly, student, walked, to, science, class, to, study.

  7. Say: “Let’s look at the book Sam and the Sap” Ask children if they can think of other words with /s/. Ask them to make up a silly creature name like Sizzle-siz-sal or Sassy-sas-sa. Then have each student write their silly name with invented spelling and draw a picture of their silly creature. Display their work.

  8. Show SAT and model how to decide if it is sat or mat: The S tells me to sizzle my sausage, /s/, so this word is sss-at, sat. You try some: SIT: sit or bit? SEND: send or tend? SORE: sore or pore? SEAT: seat or meat? SAND: sand or band?

  9. For assessment, distribute the worksheet. Students color the pictures that begin with S. Call students individually to read the phonetic cue words from step #8.

 

References:

Assessment Worksheet:

https://twistynoodle.com/fill-in-the-missing-letter-s-worksheet/

 

Book:

Sam and the Sap

https://www.readinga-z.com/book/decodable.php?id=5

 

 

https://tnh0015.wixsite.com/mysite-3/emergent-literacy

Slither like a Sneaky Snake with S

Taylor Holman

Fall 2018

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