Shhhhhh the Baby is
Sleeping!
Beginning
Reader
Rationale:
When children begin to read,
they try sounding out each letter so that they can come up with the
unknown word. However this does not work for all words. Children who
are beginner readers need to understand that two letters joined
together can represent one sound. This is known as a digraph. The
digraph that this lesson will be on are the letters s and h which
together make the /sh/ sound. This lesson will help students identify
the /sh/ sound in words. The students will learn to recognize the /sh/
sound in spoken words through the use of meaningful representations
such as the mouth moves, hand gestures, and tongue twisters. This
lesson should also help students learn how to spell words with the sh
digraph.
Materials:
1. Pencils
2. Colors
3. Lower case letters for each student (c, f, h, i, k, l, n, o, p, r,
s, t) in a zip
lock bag
4. Letter box squares for each student
5. Book (Sheep on a Ship by Nancy E. Shaw)
6. Marker board with markers
7. Tongue Twister on chart paper
8. Sh worksheet with pictures; however, it must include
pictures that include
the sh digraph and others that
do not. Ex: ship, bag, fan, shell, sheep,
fish,
shoes, and cap.
Procedures:
1. Procedures:
Students need
to understand that every letter has its own mouth move and makes a
particular sound. Explain to students that,
”today we will be learning that we can combine two
letters to make one sound.” The students will learn how to spell words
with
the sh digraph and will be able to
recognize spoken words with the /sh/ sound in them. “The /sh/ sound can
be tricky but with
some practice you will be able to spot all kinds of
words that make the /sh/ sound.”
2. Explain
Why:
Have you ever heard a mother say
/sh/ because a baby was sleeping? That’s the mouth move we make when we
say these words. Now I want you to put your finger to your lip and say sh.
We say sh when we want someone to be quiet because they are too loud.
So say /sh/ and let’s get started!
3. Review:
Let’s begin by saying a tongue twister: The sheep wore shell shoes
while fishing on the ship (This will be displayed on chart paper
in the front of the class). Who can tell me
what sound they heard the most? They will say /sh/. “Great! Now can
everyone say sh
”Class I want everyone to
say the tongue twister with me three times. . Now let’s say it again,
but this time I want you to drag out
the /sh/ in the words while making the hand
gesture. The shhhhheep wore shhhhhell shhhhhoes while shhhhhaking
on the shhhhhip.
This time I want you to break the sh
off the word. /Sh/ eep wore /sh/ ell /sh/ oes while
/sh/ aking on the /sh/ ip.
4. Explain
How:
Now we are going to use individual letters and boxes to
spell words with the sh digraph. When we spell words using our
letterboxes we need to remember that, only
one sound can go into each box. “Who can tell me how many boxes I need
for the word
she?” Two that is right! “Who can tell me
the two sounds?” They will say /sh/ and /E/.
5. Model:
You said the word shed has three sounds which were /sh/, /e/,
and /d/. (Model this for students on the marker board) In the
first box we will put the /sh/ sound
which would be the letters s and h. In the second box
we will put the /e/ sound which would
be the letter e. In the third box we
will put the /d/ sound which would be the letter d. Great
job class! Now I am going to say
several words with the sh digraph in them
and I want you to try to spell them using your letters and letterboxes.
The students will spell words using individual letters and letterboxes.
“ Everyone take your bag of
letters and your letter boxes and lay them flat on your desk. I want
you to turn over
your letters so that you can read
each letter.” The following are a list of words that the teacher will
call out to the students:
3 phonemes
4 phonemes
5 phonemes
ship
shift
shrink
shop
shock
fish
Letters needed: c, f, h, i, k, l, n, o, p, r, s, t
* The teacher should walk around the room and view the students’ spelling of each word called out. Have the student say the word Fish or
Witch
Chip or Ship
Shift or Sift
Shop or Hop
Rink or Shrink
Wish or Was
* I want you
to raise your hand if you know the answer to my riddle. Each answer has
the sh digraph and makes the /sh/ sound.
1.
I am thinking of animal that lives in the sea.
Answer: Fish
2.
I am thinking of something a genie can grant.
Answer: Wish
3.
I am thinking of something you can find at the beach in the
sand.
Answer: Shell
4.
I am thinking
of something you wear on your feet.
Answer: Shoe
6. Whole Text:
Next students will read the book
Sheep on a Ship by Nancy E. Shaw with a partner. Be sure to
take turns allowing each student to read. The students will use the
hand gesture when they hear a word in the text that has the /sh/
sound. After reading the book we will write down all the words in the
story that had the sh digraph.
7. Assessment
Each student will be a given a
worksheet with various pictures on it that has the sh digraph
and makes the /sh/ sound. . Some pictures will not have the digraph sh
and won’t have the /sh/ sound. The students will have to decide which
pictures do and will color them. This will allow me to know if students
can recognize the letter-sound correspondence for the sh
digraph. (sh=/sh/)
References:
Auburn University Reading Genie
Website: “Ssshhopping
for Ssshhells”
by Lauren Kendrick.
http://www.auburn.edu/rdggenie/innov/kendrickbr.html
Elderedge, J. Lloyd.
(2005). Teach Decoding: Why and How, 2nd ed. Upper
Saddle
River, NJ: Pearson.
Murray,
Bruce. Mouth Moves and Gestures for Phonemes
http://www.auburn.edu/rdggenie/mouthmoves.html
Murray, Bruce.
Teaching Letter Recognition
http://www.auburn.edu/rdggenie/letters.html
Shaw, Nancy E.
Sheep
on a Ship.
Houghton Mifflin; Reprint edition. 1992.