“Sh, shh, shh”, I say with SH
Emergent Literacy
Rationale:
This lesson will
help students learn the phoneme represented
by SH. Students will learn
how to recognize /sh/ in written and spoken words by learning the
meaningful representation (putting your finger over your mouth and saying the
sound shh). Students will practice this by doing the representation
every time they see it during the lesson.
We will practice finding this sound while we read through a book. They
will also go through exercises that force them to distinguish the /sh/
sound compared to the /s/ sound. The
exercises will include recognizing words with the sound /sh/, writing
the letters /sh/, and distinguishing words with and without /sh/
in a phonetic cue reading task.
Materials:
http://www.superteacherworksheets.com/phonics/sh-word-color_WBWMM.pdf
Primary Paper
List of words: “Do you hear the sound /sh/ in sale or
shell? Fish or sun? bass or bash?
Sheep or sleep?
Pencils
Crayons
Picture letter with embedded letter and tongue tickler: “Shauna sells seashells on the sea shore”.
What
Lives in a Shell?
By Kathleen Weidner Zoehfeld.
Flashcards: Shark, shake, shell, ship, slash, bash, flash, cushy, and
Sally went to the seashore where she saw sharks and fish.
Procedures:
1.
Say: Words are a very interesting riddle that you have to figure out. There are
many different letters that all make very different sounds. Today the class will
focus on the two letters s and
h. When you put them together they
make the /sh/ sound. The /sh/ sound is the same sound that
teachers make when they tell their students to be quiet. [Show the picture
card] To be able to say sounds correctly, you have to be careful how you move
your mouth. To say the /sh/ sound, make sure that your teeth are close
together and you are blowing air out of your mouth.
S looks like a snake and
h looks like a house with a chimney,
and when you put them together they make the sound that teachers make when they
try to keep their class to be quiet: Shhhhh!
2.
Now let’s
practice saying, /sh/. Put your teeth close together and blow air out of your
mouth. Use our symbol to remember the sound by putting your finger over your
mouth and saying, “shhhhhh”.
3.
Now let’s find the sound /sh/ in the
word fish.
I am going to break down the word
fish and listen for /sh/. Ffff-iiii-shshshshshsh. Listen
to it one more time and make the motion,
be quiet when you hear /sh/ sound in a word.
Ffffff-iiii-shshshsh. There you go!! You understand and that is so great!
The sound /sh/ is at the very end of the word
fish.
4.
Now let’s do the tongue tickler. Please read the tongue tickler and every time
you say a word that has the /sh/ sound in it put your finger over your
mouth and make the shhh sound. Now say, “Shauna
Sells Sea Shells on the Sea Shore”. This time slow down every time you say
the /sh/ sound. For example say, “Shauna
Sells Sea SSSSSHHHHells on the Sea SSSHHHore.” Now your turn. Great Job!
Lastly, break down every word and slowly pronounce every letter, but when you
come to the /sh/ sound make the motion that goes along with it which is
the finger over your mouth. For
example, “/SH/a/u/n/a S/e/ll/s S/e/a
/SH/e/ll/s o/n th/e S/e/a /SH/o/r/e”.
5.
Activities: Practice finding phoneme in spoken
words:
Now read three sentences to the students. Say: “ I am going to read three
sentences to you now. Every time you hear me say the /sh/ sound, I want
you do the motion that we have attached to that sound. Here we go, “Shelly
ate fish in the sand.” “Sarah has a
crush on Sam.” “Sharks live in the
sea.”
6.
Activities: Practice writing grapheme
The second activity the students will do
is to choose the word that has the /sh/ sound in it. Begin the activity
by saying, “Now I will show you flashcards with two words on each card and I
will say each word and I want you to choose the word that has the sound /sh/
in it. When you think you know, I want you to repeat the sound by using the "be
quiet motion," then write down the word on the primary paper. As you write make
sure when you write lower case letter s
to start at the dotted line and then make a snake figure until you hit the
ground. When you write h, start at
the top and draw a line all the way to the ground and make a hump that hits the
dotted line.” Now let’s begin, “Do you hear /sh/ in
sale or
shell?
Fish or
sun?
Bass or
bash?
Sheep or
sleep?”
7.
Say: Read the book,
“What Lives in a Shell?” By Kathleen
Weidner. Perform a book talk. “Today we
are reading “What Lives in a Shell?”
by Kathleen Weidner. There are many animals that live at the ocean. There are
sharks, fish, whales, and many more amazing animals, but the big mystery is what
animals live in the shells. We are going to have to read to find out the big
question. Will it be a scary animal that can eat you up or a sweet animal that
you can play with in the sand?” Now listen to me read this book and every time
you hear a word that has the /sh/ sound in it make the
be quite motion. After the book
is over, ask the students what they think would live in a shell and write down
their response. You may also draw a picture of the shell and what lives inside.
Display their work.
8.
Practice reading grapheme of new phoneme: The
teacher will have flash cards that he or she will ask the students to read out
loud. The teacher will start the activity by telling the students, “I am going
to show you a series of flash cards. I want you to say them out loud. After you
have said them all, I am going to flip over each card so that the print can be
seen and then ask you to write them down on your primary paper. Let’s practice
first. If I showed you this card with the word
shine on it. I would want you to say
the word shine out loud while you do the hand signal as well as say the sound
sh. Hear me say the word,
shhhine. Let me hear you say it,
shhhhhine. Good job students! Now
let’s begin,
Shark, shake, shell, ship, slash, bash, flash, and cushy.”
Good Job! Now I want you to write the words, “Shark,
shake, shell, ship, slash, bash, flash, and cushy. Now I am going to be
quiet and let you see each word and I want you to write the word down on primary
paper.”
9. Assessment: The teacher will give the students a worksheet from http://www.superteacherworksheets.com/phonics/sh-word-color_WBWMM.pdf. This worksheet has a lot of different words that have /s/ and /sh/. To assess the students, the students will have to color the /sh/ words in red and the other /s/ words in blue. This will assess the students to see if they are able to distinguish the /sh/ sound on written paper. After they have finished coloring the words, call on students to read out a /sh/ word and ask the other students that are listening to put their head down if they agree with the student’s answer. If the student is wrong, call on another student to correct the response. This will allow the student’s to be assessed on reading the /sh/ sound for the student who is answering, but also it will assess the students who are listening also with the ability to hear /sh/ when they are deciding if the answer is correct or not.
REFERENCES:
Phonics: Sh Words.
Super Teacher Worksheets/Printable Math and ELA Worksheets for Teachers and Home
school Families. Web. 2012.
<http://www.superteacherworksheets.com/phonics/sh-word-color_WBWMM.pdf>.
Zoehfeld Weidner, Kathleen. “What Lives in a Shell?” Collins.
1994.
Williams, Clarissa.
"Example of Emergent Literacy Design: Shirley loves to Shake her Shakers".
http://www.auburn.edu/academic/education/reading_genie/catalysts/williamsel.html