Children can better their development of the alphabetic principle by
learning to recognize sounds in spoken words. Better awareness leads
to sound-to-letter correspondences of our alphabet. This specific
lesson will help children identify sh=/sh/ correspondences due to exposure
to material that children my already be familiar or accustomed with. (ex.
the Sh! Sh! Stop That Noise chant) Also, children will practice finding
the correspondence in written words.
1) Primary paper
3) chart with Sh! Sh! Stop That Noise!
4) Dry erase board
5) Items that have the /sh/ phoneme and some that do not (ex. shampoo bottle, a shoe, a small toy ship, a piece of trash, a shell, a book, a sock, a block of soap, a candle)
1) Start the lesson by explaining to the children that understanding
our writing helps us learn which letters should go with each sound that
we hear in speech. We are going to see and hear what sounds we say
when we see the letter. What’s neat is that soon you will be able
to heat and see a sound/letter that are in a lot of words.
2) Has your teacher or mom ever told you Sh! Please be quiet!
Well, that first sound I made with my mouth, /sh/, is the sound that we
are going to talk about today. Now I want you to say it /sh/. (children
practice the sound) All right, this time make the sound, but stretch it
out. Great job!
3) Shelby shampooed Shaggy’s hair while wearing her shiny shoes.
Now everybody say the tongue twister with me this time. (repeat with
the children) Good! Now this time say it again and stretch out the /sh/
in each word. Great! This time say each word by breaking the /sh/
off each word. (model)
4) (writing activity) Now, lets try to write the /sh/ sound. (demonstrate)
Start in the middle between the ceiling and the floor. The h will
start at the ceiling and then makes a hump in the middle. Now, you try
it on your paper. Fill up one whole row with the letters. (teacher
uses the dry erase board that has lines drawn on it)
5) I’m going to read you a list of words. If you heat the /sh/ sound
in the word stand up. If you don’t sit down.
Shop clash car sweep
Shoe bush stan soap ceiling park
Now let’s try a chant together. (read chant Sh! Sh! Stop that
Noise!; repeat 2-3 times)
6) Have children draw a picture or write a word including /sh/ in it
that they pick freely. If they cannot think of a word encourage them
to practice writing sh on their lined primary paper.
7) For assessment, set out the items and have children group the ones
that have the /sh/ phoneme together and make another pile of the items
that do not include the /sh/ phoneme.
Eldredge, J Lloyd. Teaching Decoding in Holistic Classrooms. Ohio: Prentice-Hall,
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