Shopping for
Shoes
Beginning
Rationale:
Children must be able to
understand that a phoneme (vocal gesture heard in word) can represent
more than one grapheme (letter). When a phoneme is
mapped onto more than one grapheme, it is called a digraph.
A digraph is the combination of two letters that make one sound.
This lesson will teach students to
recognize that when the letters s and h are combined,
they make the /sh/ sound. This goal will be met by
having the children complete a letterbox lesson. They
will also listen for the digraph in spoken words.
Materials:
Procedure:
1.)
Introduce
the lesson by asking everyone to put their pointer finger in front of
their mouth and make a sound that you would make if you were telling
someone to be quiet. “Like this!” (Make
mouth movements along with them’) /sh/ Notice how your mouth moves when we say
/sh/. When you make the /sh/ sound your tongue starts at the roof
of your mouth and moves behind your teeth. Let’s
try it again! /sh/ Great job!
2.)
Since all
sounds are represented by letters, who can tell me what letters
represent the /sh/ sound (s and h). Yes!
That’s fantastic! The /sh/ sound they just
made does represent the letters s and h. “Now
let’s practice making the /sh/ sound again. Great!
3.)
Now ask
the students to tell you which word they hear the /sh/ sound in.
shoe or chew? rash or rap? show
or bow? should or could? shade
or paid?
4.)
For
review, have the students practice writing the letter that makes the
sound /sh/ (on primary paper). Model it for them.
“This is how you write it. For an upper-case
letter S, start by forming a c up in the air between
the rooftop and the fence, then swing back. For a
lower-case letter s, for m a tiny c up in the air, then swing
back. For an upper-case letter H, start at
the rooftop and draw a line to the sidewalk (making a wall).
Then, make another wall and cross at the fence. For
a lower-case letter h, start at the rooftop, come down to the
sidewalk, and hump over at the fence. Fantastic!”
5.)
Now that
everyone knows how to make the /sh/ sound and what letters represent
it, let’s say a tongue twister (display tongue twister chart).
I will say it first. “Shelley and Shannon
should shop for shoes.” Now everyone say it.
“Great! This time we are going to stretch
out the /sh/ sound in the words. Let’s say it
together: Shshshshshshelley and Shshshshshannon
shshshshshould shshshshshshop for shshshshshshsoes.” Now
we are going to say it again and since /sh/ makes the ‘be quiet sound,’
this time I want you all to cover your mouth with your finger when you
say /sh/.
6.)
“Now we
are going to do a letterbox lesson. Please take out
your letterboxes and pay attention while I demonstrate how to spell the
word shop.” Demonstrate how to do so with
your own letterbox on an overhead projector. Slowly stretch out
the word and remind the students that each box represents only one
sound and sh is one sound that goes in one box. I will
model slowly stretching out the word shshshshooooppp. I will put sh
in box one, o in box two, and p in box three, because
the sh makes one sound so it goes in one box. Afterwards,
I will remove the letterboxes and read the word by itself. Shop.
“Ok, class now it’s your turn to spell out some words.
Open up three letterboxes and spell the word cash, fish, shush, and
ship. Next, open up four boxes and spell flash, and brush.
Great job! Now, that you have spelled these words let’s see if
you can read the words outside of the letterboxes.” I will walk
around the room and observe the students while we are doing the
letterbox lesson as an assessment. Write the words on the board
and have the class say the words together. “Wonderful job class!”
7.)
Read a
book containing lots of sh ‘s like, One Fish Two Fish Red
Fish Blue Fish by Dr. Seuss. Booktalk: “Look at all of
these different fish! Have you ever seen so many? This book is about
many different kinds of fish. There are red and blue fish and old and
new fish. These silly fish are all doing something, let’s read the book
to find out what they are doing!” The students will
note the words that they find the /sh/ correspondence by putting
their finger over their mouth when they hear a word with /sh/. I will
model how to read the first few pages showing them how to spot the
words with the /sh/ sound. Then they will finish the story
taking turns reading, alternating by page. At
the end, we will make a list of /sh/ words that were in the book.
8.)
For assessment, I will then pass
out a work sheet containing sh words. The student will
circle the words that contain sh in them and match them with
their picture.
References: