SEVEN SILLY SEAHORSES

Literacy Assignment: Text

Rational:

This lesson will allow children to identify the sound /s/ in words and phrases. Children will learn to recognize S in dialogue by using imagery of a seahorse. This will allow for practicing finding the sound of /s/ in words, and finding phoneme awareness with /s/ in phonetic cues.

Materials:

Primary paper and pencils; pictures for children to see, chart with “Seven Silly Seahorses”; drawing paper and crayons or markers;

Procedure:

Say: Today we are going to work on letter S! The letter S makes the /s/ sound. You might notice that S kind of looks like a seahorse and sounds like a seahorse when it swims through the water. SSSSSSSS
Say: Lets practice the letter S and the sound that it makes /s/ /s/ /s/. When you make this sound with your mouth, you will notice that your tongue reaches to the botttom of your mouth and you blow air out between your tongue and the top of your mouth.
Say: Lets look at the word BEST and lets see if we can find the /s/ sound. bbb-eeee-ssss-ttttt. Did you hear the /s/ sound? I heard it and feel my tongue making the /s/.
Say: Lets try a tongue twist to help us remember (show chart). A boy was on a swimming in the ocean and he saw a family of seven silly seahorses swimming so fast.” Now you try it! Now this time lets stretch out the /s/ sound in the words. “the sssseven ssssilly sssseahorses ssssswimming ssssoooo fast.” Now this time and break it off the word.
(Have students take out primary paper and pencils) Say: we are going to use the letter S to spell the sound /s/. Both the upper and lower case, S look like a seahorse. Let's write both S’s. Form a tiny c as the seahorse's head, than wrap it around to make his tail. Now I am going to let you try. Once I have checked your first S, continue to practice and make 5 more!
Call on students to answer and tell how they knew: Do you hear /s/ in sock or mock? Sight or bear? Has or ham? Cat or has? Miss or ran? Say: Let’s see if you can spot the mouth move /s/ in some words. Make a seahorse with your arm if you hear the /s/ sound: sunny, tree, sand, dirt, silly, south
Say: Let's look at an alphabet book. Dr. Seuss tells us about Sister Susie and the super bright sun! Read page 8, drawing out /s/. Ask the students if they can think of other words with /s/. Can you name any foods that start with /s/? Then have each student write down their foods and draw a picture. Make sure to hang up work after they are done for positive reinforcement.
Show SILLY and model how to decide if it is SILLY or BILLY: The S tells me to make my seahorse with my arm, /s/, so this word is ssss-illy, silly. You try some: SO or GO? SAT or BAT? STAIR or BEAR?
For your assessment, distribute the worksheet. Students can color the pictures that begin with S. Call students individually to read the phonetic cue words form step #8

SEVEN SILLY SEAHORSES

Rational:

This lesson will allow children to identify the sound /s/ in words and phrases. Children will learn to recognize S in dialogue by using imagery of a seahorse. This will allow for practicing finding the sound of /s/ in words, and finding phoneme awareness with /s/ in phonetic cues.

Materials:

Primary paper and pencils; pictures for children to see, chart with “Seven Silly Seahorses”; drawing paper and crayons or markers;

Procedure:

Say: Today we are going to work on letter S! The letter S makes the /s/ sound. You might notice that S kind of looks like a seahorse and sounds like a seahorse when it swims through the water. SSSSSSSS

Say: Lets practice the letter S and the sound that it makes /s/ /s/ /s/. When you make this sound with your mouth, you will notice that your tongue reaches to the botttom of your mouth and you blow air out between your tongue and the top of your mouth.

Say: Lets look at the word BEST and lets see if we can find the /s/ sound. bbb-eeee-ssss-ttttt. Did you hear the /s/ sound? I heard it and feel my tongue making the /s/.

Call on students to answer and tell how they knew: Do you hear /s/ in sock or mock? Sight or bear? Has or ham? Cat or has? Miss or ran? Say: Let’s see if you can spot the mouth move /s/ in some words. Make a seahorse with your arm if you hear the /s/ sound: sunny, tree, sand, dirt, silly, south

Show SILLY and model how to decide if it is SILLY or BILLY: The S tells me to make my seahorse with my arm, /s/, so this word is ssss-illy, silly. You try some: SO or GO? SAT or BAT? STAIR or BEAR?

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

Reference:

Learn 'S' with Slithery Snake

By: Hanna Himmelwright

https://hghimmelwright.wixsite.com/literarydesign

Assessment Worksheet:

https://www.kidzone.ws/kindergarten/s-begins1.htm