Or download our app "Guided Lessons by Education.com" on your device's app store.
Silly Socks: Poetry Featuring the Letter S!
No standards associated with this content.
Which set of standards are you looking for?
Students will be able to write the letter S, identify rhyming words, and describe what makes a poem a poem.
- Gather the students into a group.
- Tell the students that you are thinking of some mystery words. Invite them to guess the words with the following prompts: something that shines in the sky: sun, something that slithers on the ground: snake, something you do in a chair: sit, another name for the ocean: sea, something we put on our feet: socks or shoes.
- Ask the students to name the letter that all the words began with.
- Tell the students that they will be focusing on the letter S and rhyming words with a silly poem. Invite the children to guess which S-word the poem may be about.
- Beginning: * Write the letter S on the board.
- Point to the letter and model how to write the letter (starting at the top). Have the students practice drawing the letter S in the air with their fingers.
Review the /s/ sound with the class.
- Intermediate: * Provide visuals of several words beginning with the letter S and a few words that begin with a different letter (e.g. moon, box, etc.) and have students practice identifying which start with the /s/ sound.
- Formatively assess the whole-class by asking students to give a thumbs-up if the word starts with s, and a thumbs-down if it does not.
Explicit instruction/Teacher modeling(10 minutes)
- Display the Silly Socks poem in a large format.
- Read the poem while tracking the words with a pointer.
- Ask the children to think of how a poem is different from a story. Explain that a poem is shorter than a story and often includes rhyming words.
- Invite the students to identify the rhyming words. Ask different students to come up and help you highlight the rhyming words in the poem.
- Explain that the poem would be more fun if it included movement. Invite the students to volunteer movement ideas to go with the action words.
- Recite the poem again while incorporating the movement ideas.
- Remind the students that they are also looking for words that begin with the letter S. Invite different students to come up and highlight the S-words in the poem.
- Beginning: * Review or introduce the concept of rhyming words prior to reading the poem.
- Explain that words that rhyme end in the same sound. Display visuals of several rhyming words and have students repeat the words after you (emphasize the ending sounds).
- Intermediate: * Say a word aloud (e.g. sun) and then ask students to turn and talk to share a word that rhymes with a partner using the sentence frame, "____ rhymes with sun."
Guided practice/Interactive modeling(10 minutes)
- Explain that you will be calling out a series of words from the poem.
- Ask your students to respond by showing the designated movement for the rhyming action word. For example, when you say “fun” the children should respond by showing the movement for “run.” Proceed by calling out the following words from the poem: prime (climb), great (skate), slick (kick), fun (run), sweet (eat). Continue this activity by repeating the words in random order.
- Now tell the students that they will read the poem one more time. This time they will give a thumbs up signal whenever they reach a word that begins with the letter S.
- Beginning: * Review the letter S sound with the students by saying aloud and/or showing images of several S words and a few non-S words. As you show or say each word, have students say "ssss" if it starts with s, and stay quiet if it does not.
- Have students practice the movements for the poem by watching you do the movement, then copying it.
- Intermediate: * Read the poem and as you say each S word, model giving a thumbs up. Then have students try on their own as you read it a second time.
Independent working time(10 minutes)
- Have students highlight the rhyming words and any words that begin with the letter S in the poem with yellow markers.
- They will also trace the S outlines and write the letter S on the lines provided in any color they choose. They should also fill in the sock outlines with their own silly designs.
- Beginning: * Provide whiteboards for students to practice writing the letter S on.
- Model how to write the letter S before passing out the whiteboards, then have students practice on their own.
- Intermediate: * Display a large pre-written copy of the poem and as a group, underline the S words.
- Have students work with a partner to identify the S words in the poem.
- Enrichment: Advanced students may compose and illustrate a list of words that begin with the letter S.
- Support: Offer clues and encouragement during guided and independent practice to struggling students. Pull struggling students for additional practice when possible.
- An interactive whiteboard would be useful for displaying the poem during instruction. Most children enjoy highlighting words with the various colors offered in this format.
- For the guided practice section, continue the activity until most of the students respond readily to the prompts, take note of those who hesitate and offer verbal clues and encouragement.
- For independent practice, observe the students as they work. Look for students who follow directions and complete the assignment without difficulty. Those who have trouble will need further instruction in a small group format.
- Beginning: * Check that students can identify the /s/ sound and are able to differentiate words that begin with /s/ from words that do not.
- Intermediate: * Take note of students who are mis-identifying S words in the poem during the thumbs up check.
Review and closing(5 minutes)
- Invite your students to compare their sock designs.
- Have your students describe how a poem is different from a story.
- Ask your students to think of a word that begins with the letter S.
- Quickly call on each student to say the word they thought of.
- Invite the students to read the poem without your help.
- Compliment them on their amazing performance!
- Beginning: * Pair students together to share their reflections from the lesson by sharing comparisons about their socks using the sentence frame, "My socks ____." (have stripes, have spots, are red, blue, etc.)
- Intermediate: * Provide students with sentence frames to use during their reflections and have them practice comparing their socks with a partner, "My socks ____, but my partner's socks ____."