Shhhhh!

Rationale:  This lesson can be used to help students recognize the digraph
/sh/. Students will become aware that when certain letters are put together in a word, and they are said with a single mouth move.  This lesson is designed to help students to read, write, spell and speak words with /sh/ in them.

Materials:  Chart paper with the riddle: "Should Ashley share her slushy with her sister Shelly?" on it, Class set of the book by Dr. Seuss, One Fish, Two Fish, Red Fish, Blue Fish,  Class set of Elkonian boxes, with the letters (a, b, c, e, f, h, i, l, l, o, r, s, u), overhead,  Primary paper, and pencils for each student, Work sheet with pictures on one side and on the other side a blank for them to write the word that would match the picture.

Procedure:
1. Ask students when we want someone to be quiet, what do we say?  "Shhh!" Ask them to put their hand in front of their mouth when you say it.  Ask what do they feel? "Air."  The /sh/ sound is made by putting your teeth together and blowing out of your mouth.  Ask if anyone knows what letters are put together to make the /sh/ sound?  "An S and an H."  When these to letter are together in a word they make that special sound, this sound is called a digraph.

2. Tell students: I am going to say a sentence, listen hard for words that have /sh/ in them.  Should Ashley share her slushy with her sister Shelly?  Let's say that sentence a few times together.  Does everyone here /sh/ in that sentence?  Now lets say it, but stretch out the /sh/ in the sentence.  Shhhould Ashhhley Shhhare her Slushhhy with her sister Shhhelly?  Can someone raise their hand and tell me how many words in that sentence have /sh/ in them?  "5."

3. We already know that /sh/ is made from the letters S and H.  Can anyone think of any words that were not in our sentence that has that sound in it?  Get out your paper and pencil and write as many words that you can think of.  (Have several of the students write one or two of their words on the board to discuss as a class.)

4. Erase the words on the board after discussing them, and then begin the letterbox lesson.  I would like everyone to start by spelling she with their letters.  (Continue with ship, shell, she, fish, cash, flesh, brush, flush.)

5.  After the kids have spelled all the words, use your own letters to spell the words on the overhead and have them read them as a class.

6. We are now going to read One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss, ask if any of the students have ever read this book?  Give the students a short book talk and then pass out the class set, have the children get into groups and take turns reading pages.  This will be review, because the children will practice reading /sh/.

Assessment:  Pass out the worksheets to the students explaining that they write the word of what the picture is in the blank across from it.  If they are not able to tell what the picture is they may ask the teacher for a hint.

References:
Seuss, Dr.  (1960).  One Fish, Two Fish, Red Fish, Blue Fish.  Random House, Inc: New York, NY.  1960.

Eldredge, J. Lloyd (1995) Teaching Decoding in the Holistic Classroom. Englewood Cliffs, New Jersey, Prentice Hall, p.67.

http://www.auburn.edu/rdggenie/insights. I used several of the /sh/ lessons as a guide.