Shake that Shhhh!

 dance

Meg Hunter

Beginning Reading

 

Rationale: For children to be about to read and spell words, first they must be able to recognize letters. Once the student achieves letter recognition, they move on to phoneme blends and diagraphs. This lesson will help child with the diagraph /sh/ in reading, writing and spelling words.

 

Materials:
1. Poster paper

2. "Shelly should shake the ship" written on the poster paper
3. Marker for the poster paper
4.Letter boxes
5. Letters for the letter boxes
6. One Fish, Two Fish, Red Fish, Blue Fish by: Dr. Seuss Random House Books for Young Readers; 1988

7. Paper

8. Pencils
9. An assessment sheet for each student

 

Procedures:

1.The lesson will help us understand how we can make one sound by joining two letters together. "When a baby is crying or you want someone to be quiet, what do we say? We tell them 'shhhhh' don't we? Yes, so when we make that sound, what are your teeth doing? Right. They're together. Also, you blow air out of your mouth. Did you know that when you say 'shh' you are saying two letters to make one sound."

2."Now we're going to say a tongue twister. Follow along as I read this saying. Shelly should shake the ship. Let's say it again, but this time we're going to stretch out the /sh/ sound in each word. Ok, this last time, we're going to separate the /sh/ sound from the rest of this word. So instead of Shelly we will say Sh-elly. Okay, let's go. Sh-elly sh-ould sh-ake the sh-ip."

3.Now we are going to use individual letters and boxes to spell words with the sh digraph. When we spell words using our letterboxes we need to remember that, only one sound can go into each box. "So, how many boxes I need for the word she?" Two that is right! "Can you tell me the two sounds? Exactly, /sh/ and /E/"

4."Can you tell me how many sounds are in shed?  Shed has three sounds which are /sh/, /e/, and /d/. (Model this for students on the marker board) "In the first box we will put the /sh/ sound which would be the letters s and h. In the second box we will put the /e/ sound which would be the letter e. In the third box we will put the /d/ sound which would be the letter d.  Now I am going to say several words with the sh digraph in them and I want you to try to spell them using your letters and letterboxes."

5.Have your students spell the following words: (2) she, (3 boxes) fish, dish, shell, (4 boxes) splash.  As student is spelling the words, make sure that each letter is being placed in the correct letter box. After students have practiced spelling out the words, have them read the following words from a list: wish, she, share, crash, bush, mash.

   
6. Now have your class read One Fish, Two Fish, Red Fish, Blue Fish by: Dr. Seuss.  "As we are reading this book, I want you to look for the words that have the /sh/ sound." After every has finished reading through the book one time, we will go back as a group and find some words that have sh in them.

7.Now we're going to play at game. If you know the answer to the riddle, raise your hand. Each answer has the sh digraph and makes the /sh/ sound.

             A. I am thinking of animal that lives in the sea.
                   Answer: Fish
             B. I am thinking of something a genie can grant.
                   Answer: Wish

             C. I am thinking of something you can find at the beach in the sand.
                   Answer: Shell
             D. I am thinking of something you wear on your feet.
                   Answer: Shoe

Assessment: Pass out worksheet. Now I am going to give you a set of worksheets that are going to make a /sh/ book. You are going to write a different word that starts with sh on each page. When you are finished I want you to color your worksheets and then we will hang them up around the room.

 

References:

 Adams, Marilyn, Jager (1990). Beginning to Read: Thinking and Learning about Print, p.53-55.


Enchanted Learning Search. Words That Start With Sh. (handout)

http://www.enchantedlearning.com/books/abc/shwords/2.shtml

http://www.auburn.edu/academic/education/reading_genie/insp/creecybr.html, by Rebecca Creecy  

 

http://www.auburn.edu/academic/education/reading_genie/insp/woeflbr.html by Mandy Woelfl

 

 

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