Fish Wish

3D_fishtank

Stacy Jones

Beginning Reading

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


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