Children are introduced to the letter S.
Children are introduced to the letter S.
What you'll need
- Alphabet Display (see Resources)
- Letter S Piece (see Resources)
- paper
- marker (teacher use)
- clear contact paper
- scissors
- dry erase markers
- paper towels
- playdough
Step by step
Step 1
Gather the children around the Alphabet Display (see Resources).
Step 2
Bring out the Letter S Piece (see Resources). Show the piece to the children. Point to and say S. What is pictured next to the letter? Sunflowers. Sunflowers starts with the letter S.
Step 3
Add the piece to the Alphabet Display.
Step 4
Write any child's name that starts with an S on a piece of paper. Point to the letter S.
Step 5
Write the letter S on a piece of paper. Laminate or cover it with clear contact paper. Set out dry erase markers, paper towels, and playdough. Some children might like tracing the letter with dry erase markers and then wiping it off with paper towel. Other children might like rolling playdough into sections and placing them on the letter. Young children might make marks or play with the playdough in other ways.
More ideas
CAUTION: Keep marker caps out of children's reach during the activity.
Observe: Notice if the children are developing alphabetic awareness. Do they recognize letters in their names or on the Alphabet Display? Children often find the letters in their name meaningful. How do the children use the dry erase markers? Do they make marks or try to trace the letter? What other writing tools do the children enjoy using?
Playful questions
What animal does the letter S remind you of? What sound does that animal make? Ssssssss!
Another word that starts with the /s/ sound is silly. How can you show us a silly face?
Learning outcomes
Language/Literacy
Foundational Reading
Begins to recognize and understand that pictures or symbols can be "read" by others and have meaning; begins to develop alphabetic awareness
Language/Literacy
Writing
Makes purposeful marks with various writing tools.
Imitates adult writing, experimenting with different kinds of writing tools to make scribbles; understands people use writing to communicate.
Language/Literacy
Expressive Language (Speaking)
Uses and imitates sounds, gestures, or signs to express needs and wants.
Uses consistent sounds, gestures, signs, or words for a variety of purposes to express needs and wants which are understood by familiar adults.
Participates in simple two-way verbal or nonverbal (signs) conversations to express and talk about needs, wants, experiences, and ideas.
Physical Development and Health
Fine Motor Development
Uses different actions on objects (kicks, pats, swipes, shakes); explores food with hands and fingers; coordinates sucking/chewing and swallowing, eventually grasping easy-to-handle foods
Coordinates hand and eye movements and controls small muscles when doing simple tasks (uses tools for feeding, hammers pegs, uses large crayons for scribbling); uses fingers and hands to grasp and eat finger foods and drink from cups; uses tools for feeding; drinks with a straw
Uses hands and eyes together to complete tasks requiring a moderate amount of control (completes three or four piece puzzles, thread beads with large holes, uses shape sorter)