Shelly the Shell at the Seashore
Beginning Literacy Design
Rationale:
Children's understanding of
phonemes is vital to their survival as readers. Because of this necessity, we
must teach children how to be phonemically aware. The problem is that children
sometimes struggle to understand even the most basic phoneme concepts. One of
the difficult concepts in phonemic awareness is the ability to understand
digraphs. This lesson will specifically focus on the digraph
sh=/sh/. It is important that
students are able to recognize these two letters together and the sound that
they make. In this lesson they will learn how to recognize
sh=/sh/ by spelling and reading words
with this correspondence.
Materials:
1.Primary paper (1 per
student)
2.Pencils (1 per student)
3.Chart with "She sells
seashells by the seashore"
4.Class
set of Elkonin boxes, one big set of Elkonin boxes and letters
5.Baggies
with letters: sh, e, a, o, u, r, s, p, t
6.Chalk
and chalkboard
7.Sheep
on a Ship by Nancy E. Shaw
Procedures:
1.To begin the lesson I will
talk about how we have already started learning
about how one letter makes a certain sound, but now we are going to look
at two specific letters that make a certain sound. I will tell them that when
you put the s and
h together, they will make the /sh/
sounds like in "shell." I will explain that we are going to become experts at
spelling and reading the /sh/ sound in words.
2.Can anyone tell me what
sound your mom or dad makes when they want you to quiet down? Your right! It is
shh. Can we all practice saying shhh. Did you notice how your mouth moved to
make that sound. Watch as I say shh again. You have probably also noticed that
when someone says shh they usually put their index finger to their mouth. We are
going to use this motion when we hear the /sh/ sound today.
3.Today we are going to try a
tongue twister. There will be words in the tongue twister that make the sound /sh/,
when you hear the sound I want you to put your index finger to your mouth like
you would when you say shhh. Now I am going to read the tongue twister very
slowly, "She sells seashells by the seashore." Good job! Will you say the tongue
twister with me now?
4.Now, we are going to search
to find the /sh/ in spoken words. I
want you to tell me when you hear the sound. Do you hear it in shop or sip?
Grape or shape? Push or pull? Shirts or pants? Shells or sand?
5.(Letterbox Lesson) Can
everyone get their letterboxes out? I want you to fold them so that only three
boxes are showing. I will pass out the baggies with only the letters they will
need for the lesson. Next, I tell the students that I am going to say a few
words and I want them to separate the words into the different sounds the makeup
that word. First I will model by saying the word ship, then separating the words
/sh/ /i/ /p/, and finally place the correct letters in the correct boxes. Did
you notice how I had my s and
h together in the same box? This is
because they are one sound, which means they go together in one box. Now let's
all try it! When I saw a word, I want you to put your letters in the right boxes
according to the sounds in the word. I will say the words out loud to the
children. The 3 phoneme words are shop, cash, dish and the 4 phoneme words are
flesh. Now, since you all did such a wonderful job of spelling the words I want
you to try to read the words. I will write the word on the board and I want you
to read it aloud to me. I will model by writing the word shut on the board and
then read it out loud. I will make sure all of the students wait a few seconds
before blurting out the word so that everyone can have a chance to figure out
the word.
6.Next, we are going to
partner read Sheep on a Ship. I will
introduce the book with a book talk. The book talk will be able the
misadventures of a group of sheep that are stuck on a pirate ship. In order to
find out if these sheep get away you will have to read the rest of the book.
Once they are introduced to the book I will explain that they will take
turns reading the book and when they come to a word with /sh/ in it I want them
to write down the word. Once they have found all of the words in the book and
both of them have read the book we will make a poster of all the words.
Reference:
Shaw, Nancy E. Sheep on a
ship. Houghton Mifflin; Reprint edition 1992.
Edema, Katie.
Ssshhelly the Ssshhark goes Sssshhopping.
http://www.auburn.edu/academic/education/reading_genie/constr/edemabr.html
Dekle, Natalie.
Shhhiny Shhoes!
http://www.auburn.edu/academic/education/reading_genie/constr/deklebr.html
Cox, Allison.
Shhhh!!!!
http://www.auburn.edu/academic/education/reading_genie/constr/coxbr.html
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