Fish Wish
Beginning
Rationale: To learn to read and spell words,
children must learn
the digraphs that stand for specific mouth moves. Students must learn
that a
diagraph is a letter combination that makes one sound. The purpose of
this
lesson is to help children identify the letter combination /sh/. The
children
will learn to identify /sh/ when reading and writing words with the
/sh/
diagraph.
Materials: Chart with "She sells shiny shells
and
fish by the
sea shore", The Crash in the
Shed, a decodable book from the Reading Genie website, Elkonin
boxes and letter manipulatives (s, h, i,
p, o, f, w, c, r, l, e) for each child and a handout with the words
fish, ship, cat, shoe, jet, and shell
written on it.
Procedures:
1. I will introduce the lesson by telling the children that sometimes
when two
letters are put together, they make the sound together. Today we are
going to
talk about the sound that s
and h make when they are
put together.
2. Have
you ever been talking too loud and someone says, "Shhh"? This
is the sound that s and h make when they are put
together. Let’s all try saying /sh/ together. Good, now can anybody
tell me
what your teeth are doing when you say /sh/? That’s exactly right; your
teeth
should be clinched together.
3.
Let’s read the tongue twister on the chart together. "She sells sea
shells and fish by the sea shore." Now, let’s say it two more
times. Let’s
say the tongue twister one more time and stretch out the /sh/ sounds we
hear. "SSHHe
sells sea SSHHells and fiSSHH by the sea SSHHore."
4.
Listen for the /sh/ sound as I say some words. Here,
let me show you. Do
I
hear /sh/ in ship or boat? Let’s see,
sshhhiiippp or
bbbooattt….hmm…I know that
when I hear the SHH! sound, then /sh/ is in the
word. Let’s see ssshhhiipppp…wait, I
think I heard it….ssshhh….yes, ship has the /sh/ sound.
Now you try.
Plate or dish? Shoe
or sock? Whale or fish?
5. Now,
let’s try to spell some words that have the /sh/ sound in them. Use the
blackboard to model how to spell a word in the Elkonin boxes. I will
demonstrate how letters that come together and make the same sound go
in one
box together. For example, in the word crash, you would only need four
Elkonin
boxes because /sh/ makes the same sound and goes together in one
box.
Now let's see if we can figure out the rest of the word.
Cccrrraasshh.....hmm... that first sound is /k/. Let's use a c for the first box. Okay,
cccrrrr....that's definitely /r/, so I'll put an r in the second box. Let's
see what we have left. Cccrrrraaaaa.....hmm...aaaaaa....that's
/a/ so I need an a for the
third box. Now, let's see. Ccccrrraaasssshh.....that's /sh/
which we've been working on today, so sh
go in the last box together since they are the same sound. Make
sure that each child has letterboxes and the necessary letters.
Everybody
open three boxes. Have the children spell ship, shop, wish, and fish. Now, I
want everyone to open four boxes. Have the children spell fresh, slush, crash,
and flesh. While students are
spelling, make sure to walk around the classroom
to make sure the students are on the right track.
6. I
will write each of the words we have spelled in our letterbox lesson on
the board. We will all read each of the words orally.
7. I
will introduce A Crash in
the Shed from the Reading Genie website. Give a booktalk
to get the students interested. Jan and Tim want
to fish and swim, but they can't seem to agree on what to do!
When they go into the shed, Jan drops her shells and is so sad.
How will she ever get more shells? Find out as you read this
book. Now, I will hand out a copy of the book to
each student and have them read it to themselves. Then, I will have
them read
the book again together as a class and tell me the words that have the
/sh/
sound as we finish each page. I will call on students to tell me a word
and write each word on
the
blackboard as we reach them throughout the book.
8. For assessment, I will hand out a
page with the pictures of fish, ship, cat,
shoe, jet, and shells written on
it and have the students circle the pictures whose names that have the
/sh/ sound in
them.
References:
-Murray, Dr. Bruce. 2001. The Reading Genie Website.
"Shhh....Quiet!". Wendy Adams. http://www.auburn.edu/~murraba/breakthroughs/turnerbr.html
-Eldredge, J. Loyd. 1995. Teaching Decoding in Holistic Classrooms, p.
104-107.
-Murray, Geri. 2001. The Reading Genie Website. http://www.auburn.edu/~murrag1/Geniebooks/CrashShed.ppt