Word Play: Letter ("S") Pictures

  • chart paper
  • marker
  • picture/word cards (objects with the letter "Ss"; a few without the letter "Ss")
  • tape

MA Standards:

Foundational Skills/RF.PK.MA.1.d: Recognize and name some uppercase letters of the alphabet and the lowercase letters in one’s own name.

Head Start Outcomes:

Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
Literacy Knowledge/Alphabet Knowledge: Recognizes that the letters of the alphabet are a special category of visual graphics that can be individually named.

PreK Learning Guidelines:

English Language Arts/Reading and Literature 7: Develop familiarity with the forms of alphabet letters, awareness of print, and letter forms.

Word Play: Letter ("S") Pictures

© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.

ELA Focus Skills: Follow Directions, Letter Recognition, Vocabulary

Educator Prep: Prepare a pile of pictures/word cards of objects that have the letter "Ss." Include a few that do not have the letter "Ss."

Tell children they are going to find words with the letter "Ss."

Write the upper and lowercase “Ss” on chart paper large enough for children to see.

Point to the letter and ask children to identify the letter. Then place a word/picture card of a pair of socks next to the letter on the chart paper. Ask children to identify the picture. (socks) 

  • What letter do you see at the beginning of the word socks? At the end of the word socks?

Then draw children’s attention to the pile of pictures. Ask children to find all the words that have the letter "Ss." Say, When you find a picture/word card with the letter "Ss," name the picture and then point to the "Ss" in the word. Then help children tape the card on the chart paper.

Educator Tip: Guided and independent letter, sound, and word practice continues to take place in center activities. It is helpful to set up the literacy center immediately after the direct instruction and repeat instruction before children work in the literacy center identifying letters.

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