• Rationale: Just
as students need to know how to recognize each
vowel sound they need to also learn vowel and consonant digraphs. It is also essential to be able to read and
write fluently. The purpose of this lesson
is to help children
identify the consonant digraph /sh/. The children will learn how
to
identify the digraph /sh/, its spelling, and its use in words and
language. This will be accomplished by
recognizing words with /sh/ in texts and finding pictures with labels
that
contain the /sh/ sound.
• Materials.
Non-sh
picture cards
Magazines for each child
(Time for Kids, Home and Garden, etc.)
Word cards: these,
wish, would, like, when, not,
will, were, big, very, went, are, no, your, good, how, got, take, old,
by,
here, before, much, find, better, many
Picture cards: shirt,
bell, shoes, tree, fish,
house
• Procedures:
1.
Today
we are going to talk about two letters, s and h and the sound they make
when
they sit beside each other in a word.
When you see or hear a word that has an S and an H beside each
other
they make the sound /sh/. It is the
same sound that you use to tell someone to be quiet-Shhh.
Can everyone make that sound? Shh.
Now when you hear or say a word that has the /sh/ sound I want
you to
put your finger over your mouth as if you are trying to get someone to
be quiet
and stretch out the /sh/ sound.
(Demonstrate) Okay now I am
going to hold up pictures and I want you to say the word and tell me if
it has
the /sh/ sound in it. Don’t forget to
show me your /sh/ movement.
Show children the picture
card of the shoe. Ask them what it is. Repeat the word shoe,
emphasizing the initial /sh/ sound. Ask children to identify
the sound
they hear at the beginning of the word. Have them practice saying the
/sh/
sound. Mix the sh word cards with some non-sh word cards
and show
children the cards. Have them say the word and make a shushing sound if
it
contains the /sh/ sound. After
the word is identified, write each word on the board.
2.
Slowly read the twister
below, emphasizing the /sh/ sounds
in the words, and have children clap each time they hear the /sh/ sound
at the beginning of a word. Now
I am going to teach you a short tongue twister that will help you learn
the
/sh/ sound.
She sells seashells on the seashore.
Okay now it’s your turn to try
it. Let’s say it together and make sure
you stretch our the /sh/ sounds. Repeat until
students completely understand how to isolate the /sh/ digraph.
3.
I
have another sentence that
is much longer than our tongue twister.
First I want you to listen to me say the entire phrase. Say the sentence:
Sharon's
wish, since she was a fish, was to swim and swish in the dishwasher.
The
rushing shower of fresh water made her think of life before she moved
to her
dish. This time I want you to listen
carefully for the /sh/ sound in the words.
I want you to clap only if you hear the /sh/ sound at the
beginning of
the sentence. The first time,
have children clap when they hear the /sh/ at the beginning of
a word.
Repeat and have them clap only when they hear /sh/ in the final
position. Repeat again, this time clapping at words with /sh/ in the
medial
position.
4.
Next, begin the
letterbox lesson. Model first. Now we are
going to practice spelling these
words using our letterboxes. Watch me
first. I am going to spell she. The /sh/ makes one sound so they both go
in one box. Next /sh/ /e/, e
comes after s-h. She, s-h-e. Everyone should have their own set
of letterboxes and letters. I will call
out a word for you to spell. I will
walk around to see if everyone is spelling the words correctly. Words to spell
include: 3-phonemes-shop, ship, fish,
4-phonemes-shirt, short, and flash.
5.
The
class will Shoe Man aloud together, stressing the /sh/ sound. Now
we are going to read a book called Shoe Man. This book is about a girl
who visits
a shoe store. She sees many neat things at the shoe shop. To find out
what goes
on at the shoe store we are going to have to read this book!
6.
Students
will each be given a magazine. Students
sort pictures into different piles based on whether it has the /sh/
sound or
not. Students will work with a partner
to make small posters of their findings with /sh/ sound.
I am going to give each of you a
magazine. You are to cut out pictures
whose name has the /sh/ sound and pictures that do not.
Afterwards you will work with a partner to
make a poster of your pictures separating them into two groups-/sh/
words and
non-/sh/ words. Any questions?
While students are working, teacher will meet
with each student individually for a few minutes. Teacher
will have students to read a short passage from Shoe
Man. Students will point out the
words with the /sh/ sound.
Assessment: Teacher will have a
poster of pictures of /sh/ sounds and non-/sh/ sounds.
Student will asked to point out the words
that contain the /sh/ sound and tell whether it is at the beginning,
middle, or
end of the word.
Example: Picture
of a shoe (Child must recognize that
it is a shoe and begins with the /sh/ sound.
·
Review: Have
other books with the /sh/ sound in the
classroom that students can read for extra practice.
• Reference:
Reading
A-Z. Lesson Plan for Consonant Digraph
SH.
http://www.readinga-z.com/newfiles/decode/lessonplans/lesson_39/39_print.html
Click Here To
Return To Connections.