Shirley's Sea Shells
Beginning Reading
LIndsay Rutland

Rationale: To learn to read and spell words children must first learn phonemes and letter correspondences. SOmetime as phoneme is represented by two letters that go together to make one sound such as /sh/. THis is what we call a digraph. Digraphs are very common in the English language. This lesson will help children understand that when they see a s and a h together, they make /sh/ sound.

TO begin this lesson, I would review the sounds we have learned such as c= /k/,/s/ and h=/h/. WHen the letter is alone, it makes different sounds. I will explain to my students that two letters are placed together to make one sound like /sh/. " WHat do you think makes the sound /sh/. Wait for response. "THat's right it is a s and a  h .  If no one gets it say, "Well, that is what we are going to learn today." "WE are going to talk about the way our mouths move when we put s and h together. Have the class say "sh". Now watch the way my mouth moves when I read the word "shop" "Can everyone make that sound with me?" "Great job everybody."

2. Write the words ship shape, and shadow on the chalkboard. Read the words to the students and then have the children read the words off the board. Next, slowly reread the words from the board placing an emphasis on the /sh/. Underline the digraph while reading the word. Than, have the student's reread each word placing an emphasis on the /sh/. Have a student come up to the board and circle the /sh/ sound they hear in each of the words.

3. WRite a tongue twister on the board. "Shirley shares he sea shells." Have students copy the sentence onto his/her individual dry erase board. Read the sentence slowly and emphasize the /sh/ sound. Then he student read it with you and circle the words that they hear /sh/ in. (have them share what they circled with a neighbor to emphasize collaboration). After allowing time for them to circle the words, have volunteers come up one at a time and circle one word on the board that has the /sh/ sound.

4. Letterbox Lesson: Pass out the letterbox and letters to each student. Remind them how the letterbox activity works. Tell them that each box contains a different sound. "Remember when the s and the h are side by side, they make the /sh/ sound" Illustrate this on the board using the word show. Draw 3 boxes. "The first sound ( I used the word "sound" so the students would understand) in 'show' is /sh/" " I am going to put the s and h  side by side in the first box." "Now we hear,/sh/o... the /o/ is next so we will put that in the second box." "WE have one more box left." "the last letter  w belongs in the last box." "Can you make sure we have it right" "/sh/o/w/...perfect! NOw then, does everyone understand that when the s and h are side by side they make the /sh/ sound?" "WEll, now I want you to spell these words using your letterboxes." "But be careful, some might have a silent e." "Does anyone remember where we place the silent  e?" "Yes that is right,outside the last box." (say words orally ship,shape, shot,and rush).  "Now, spell each of these words using three of your letterboxes." "Raise your hand if yo you need any help and I will come and we will do it together." "Please do not erase your letterbox until I tell you too." After checking all 3 phoneme words, move onto words with four phonemes.

5.  Read: Pass out sea shells for students to hold and look at while reading "at the Shore". Tell students they can share and trade the shells for 30 secs to get their favorite. Have them hold their favorite shell in the air when they hear the /sh/ sound. Students will take turns reading aloud.

6. Assessment: Pass our a worksheet. Their worksheet will have a word bank at the top including the following words: ship, shells, rush and blush. Below their will be a sentence with a blank and a picture of what belongs their. THe children will write the correct word by the picture and circle the /sh/ sound.

7. Resource: ChCHCHocolate

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