Students must be able to understand that a
phoneme can be represented by more than one letter. Digraphs are two
that make more than one sound. Today we are going to start with the
correspondence sh=/sh/. It is
important that students be able to recognize these two letters together
sound that they make. They will learn to recognize it by spelling and
words that contain the sh
-primary paper and pencil
-chart with "She sells sheashells by the seashore”
-class set of Elkonin boxes, one big set of Elkonin boxes and letters
-baggies with letters: sh, e,a,o,u,r,s,p,t,
- cards with sh on them (1 per student)
-worksheets with /sh/ pictures for assessment (1 per student)
-chalkboard and chalk
-The Shortest Kid in the World by Corinne Demas Bliss
1. Introduce the
lesson by saying, "I know that
we've been learning how one letter makes one certain sound, but today
going to look at two specific letters that make one certain sound. We
that when we put s and h
together, they make the /sh/ sound like in “shape.” Sometimes in our
alphabet strange things happen, like when two letters make one sound.
are about to become experts at spelling and reading the /sh/ sound in
Have you ever wanted your
little brother or sister or your mom to be quite while you try to take
What have you said to them? Or maybe you have wanted someone to be
that you could hear your favorite TV show better. When you desire
stop talking or stop being loud, you often say “SHhhhhhhh!” This is the
we will be working with today.
we are going to try a
tongue twister, and I want you to listen for the sound /sh/. The tongue
is “She sells seashells by the seachore.” I want you to raise your hand
you hear the /sh/ sound in that
sentence. I am going to read it very slowly.
Next, we are going to practice
finding the /sh/sound in
spoken words. Tell me when you hear the sound. Do you hear it in shop
Shape or grape? Push or pull? Sheet or leak, shirt or pants?
Letterbox Lesson: I want
everyone to get out your letterboxes. First, fold them so that only
are showing. (Pass out baggies with only the letters that will be used
lesson in them.) I am going to say a few
words and I want you to separate the words into the different sounds
up the word. Model: If I say ship, I am going to think /sh/ /iii/ /p/,
place the letters in the correct boxes. (Teacher should model this on
chalkboard with big boxes and letters.) Do you see how we all have our sand h taped together? I taped
these two letters together because when they are next to each other in
they make one sound /sh/, which means they go in the same box. Let's
it! When I say a word, I want you to put the letters in the right boxes
according to the sounds in the word. 3
phoneme words: shop, push, dish, shack. 4 phoneme words: shots, Now, since you all did such a great job
spelling the words, we are going to try reading the words. Now I am
spell the words on the chalkboard for you, and I want you to read them
me. Model: If I place the word chat on the chalkboard, then I am going
out each sound to read the word. "/sh/ /o/ /p/, “shop". (Spell the
letter box words one at a time on the chalkboard, and let the students
each word together. Make sure you give students a few seconds to figure
word before anyone blurts out the word.)
Whole Text: Students will read The
Shortest Kid in the World by Corinne Demas Bliss in partners. They
note the words that they find the /sh/
correspondence. I will model how to read the first few pages showing
to spot the words with the /sh/
sound. Then they will finish the story taking turns reading,
page. Booktalk: Emily is the shortest kid in the class. She feels like
can’t do anything. She is going to try to stretch herself out. Do you
can make herself grow?
each student a
worksheet that has different pictures of words that have the /sh/ sound
them. Also have a couple of words that do not have the /sh/
the students write what the picture is beside each illustration. The
include: shore, shop, shake, rush, sheets, rash, boy, house, dog, door.
students should color the pictures that do have the /sh/ sound in them
should not color the pictures that do not have the /sh/ sound in them.
teacher should walk around and observe the students while they work.
the students read the words to you that each illustration
A. and Theresa Lesniak. "The Letterbox
Lesson: A Hands-on Approach for Teaching Decoding." The Reading Teacher. Vol. 52, No. 6. March, 1999. pp.
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