Claire Hoffman
Quiet Time
Rationale: To be effective readers children need to recognize common digraphs. Helping children identify sh= /sh/. Will help them become better readers.

Materials: primary paper, pencils, page with: fish, shoe, shop, desk, bat, dog, shell, written on it, Red Fish, Blue Fish, One Fish, Two Fish by Doctor Seuss

Procedures:

1. Introduce the lesson by explaining that we are still trying to crack the secret code of the alphabet. The new mouth move we will work on today is /sh/.
2. "Have you ever been in the library or class and heard the teacher say "sh"? That sound means for everyone to be quiet. Let's all tip toe around the room and go "sh."
3. Now we are going to try a tongue twister. "Shelly stands on the ship and shoots the shark." Good. Now this time lets stretch it out. Sh-elly stands on the sh-ip and sh-oots the sh-ark. Very good.
4. Now we have to know how to write the mouth move /sh/. The letters we use to are s and h. First let's practice writing s. Start at the sidewalk make a little c then curve the other way. Once I check your work, you can make four more. Now let's review h. Start at the roof make a line straight down to the ground then curve up to the sidewalk and back down to the ground. Once I check your h please make four. Now we will make five sh side by side.
5. Now I am going to say some words. Raise your hand when you hear /sh/: shoe, sock, shop, store, fish, dog, comb, brush, splash, shape, and book. Good Job!
6. I am going now going to pass out copies of the book Red fish, Blue Fish, One Fish, Two Fish . Read the story and write the /sh/ words you see. Now can anyone name some words with /sh/? Wonderful!
7. For assessment have students read words on list and circle /sh/ words.

References:
Eldredge, J Lloyd (1995). Teaching Decoding in Holistic Classrooms. New jersey. Prentice Hall. Inc. Page 190.

www.auburn.edu/~murraba

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