Rationale: All children need to be instructed and exposed to phoneme awareness in order to have an understanding of our written and spoken language. The goal of this lesson is to help the students identify the sh=/sh/ sound in words. In this lesson students can associate the letters with their sounds and this will enable them to spell many words. When the students have accomplished isolating certain sounds they will be able to recognize which letters make up sounds.
Materials: Primary paper, pencil, chart with large sh, chart with “Shelly shines shoes at the shoe shop”, crayons, picture page and word list with ship, rainbow, brush, bat, ball, fish, shoe, hat, dish; baby doll and the book Shoe Man by Alice K. Kunka published by Steck-Vaughn Company (have a copy for every student)
1. Introduce the lesson by explaining that letters are combined to create the words we speak, read and write. Do any of you have a baby brother or sister? Has your mother ever said “Sssshhh, don’t wake the baby.” The /sh/ sound that you hear in that sentence is the same /sh/ sound that is used in a lot of words. Today we are going to learn how to recognize the /sh/ sound and spell it.
2. I am holding a baby and let’s pretend that she is real. She is sleeping so we need to be very quiet (hold finger to mouth and say /sh/ ). Let’s practice the sh sound. I want everyone to put their finger over their mouth and say /sh/. Great job! On our chart is the letters that we use to make the /sh/ sound. (point to the letters sh on the chart)
3. Now let’s try a tongue twister. (Model how to say the tongue twister) Listen as I say the tongue twister. “Shelly shines shoes at the shoe shop.” (point to each word written on the chart) Can you say it with me? Good job! Now let’s say it two more times together. This time say it and stretch out the /sh/ sound because the baby is still sleeping and we don’t want to wake her. Sssshhhelly ssshhhines ssshhhoes at the ssshhhoe ssshhhine ssshhhop.
4. (Hand out primary paper and pencil) Let’s practice writing the letters that make the /sh/ sound. The first letter in the /sh/ sound is the s. Let’s write an s. (model how to write an s) Begin with your pencil just below the roof and make a little c so that it sits on the fence, now without lifting your pencil make a curve around the backside of the fence and rest it on the sidewalk. Now beside our s we need to make the other letter that helps to make up the /sh/ sound, it is an h. (model how to make an h) To write an h we need to begin below the roof and make a straight line all the way to the sidewalk and now we need to move our pencil to the fence line and make a hump an bring it down to rest on the sidewalk. Now I am going to come around and look at everyone’s s and h and when I put a smiley face on your paper then I want you to make five more just like them.
5. The students will practice using the sh sound by reading words with the sh in them from the chart. shop, hat, ship, fish, dog, dish, brush. Each student will read the book Shoe Man by Alice K. Kunka
6. For assessment, I will give each student a picture page with a shop, ship, hat, fish, brush, dish, and dog on it. They will be asked to write the name of the object on the line under the picture. (they can look at the chart for the spellings of each) Then I will have them color the pictures that have /sh/ sound in their name. I will read a sentence to them and ask them to tell me the words in that sentence that have the /sh/ sound. (There is a fish on the ship.) Can anyone tell what words they hear the /sh/ sound in? Good job.
References: www.auburn.edu/rdggenie/insights/trohabr.html Don’t Wake the Baby by Debbie Troha Reading Genie website, Murray, Bruce (ed) 2001
Kunka, Alice. Shoe Man. Steck-Vaughn, Austin 1991
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