Shhh Here and There
Beginning
Landon McKean
Rationale:
Just as students need to learn how to recognize each
vowel
sound, they also need to learn the concepts of vowel and consonant
digraphs to
become a fluent reader. Students must begin
with an understanding that letters represent phonemes, which are the
vocal
gestures they hear, as well as an understanding that vocal gestures are
represented by graphemes, which are the letters that are seen. Phonemes can either be represented by a
single letter or by a combination of letters.
A digraph is a combination of letters that make one single sound. The goal for this particular lesson is to
help students understand that digraphs are made up of more than one
letter but
only produce one vocal gesture. The digraph taught in this lesson is
/sh/. The children will learn how to
identify the digraph /sh/, its spelling, and its use in words and
language. Students
will be able to recognize audibly and visually the phoneme and grapheme
/sh/ in
text as well as learn to spell and read /sh/ words through the use of
letterboxes.
Materials:
Elkonin boxes for each student
Letter tiles of the letters [a, b, c, e,
f, h, i, l, l, o, p, r, s, t, u,
w]
Tape
Copy of the “Baa, Baa, Black
Sheep” poem for each student
One Fish, Two Fish, Red Fish, Blue Fish by Dr.
Seuss- enough for each pair of students
Primary paper for each student
Pencil for each student
Chalk
Copy of the shark coloring page
for each student
Copy of the sheep coloring page
for each student
Crayons for each student
TV and VCR
One Fish, Two Fish, Red Fish, Blue Fish, video
Copy of the /sh/ assessment
worksheet for each student
Procedure:
2.
“If you want someone to be quiet, what sound do you make?
"Shhh!" When you make that
sound, do you usually put your fingers in front of your mouth?
Let’s all make the /sh/ sound together. What do you feel?
You feel air."
3.
Model how to make the /sh/ sound.
“To properly make the /sh/ sound, put your teeth together and
blow out
of your mouth. As you make the /sh/
sound bring one of your fingers to your lips.
All together say shhh. Can you
think of any words that make the /sh/ sound?”
5. “For our next activity, we are going
to spell and read some words that contain the consonant digraph sh. Take out you letter boxes and
fold them until you have only three boxing showing.”
Model by holding up three boxes. “Also,
take out your bag that contains the letter tiles [a, b, c,
e, f, h, i, l, l, o, p, r, s, t, u, w]. Before
we begin the activity tape the s and h
together because they make one sound. Listen carefully to
my instructions and watch as I model the activity for you.
I am going to say a word then you are going to
spell the word in your letterboxes. Place the letters that make
up one
sound in one box. For example, if I say ship,
you would put sh in the first box because s
and h make the /sh/
sound. Next, you would put i in
the middle box because i makes the /i/
sound. Lastly, you would put the p in the last box
because
the /p/ is only one sound and it is the last sound in the word ship.” Demonstrate
on the board by drawing three
boxes and placing the correct phonemes in each box. “Now remember
that
our /sh/ makes one sound so this is why the two letters are taped
together; because
it makes one sound, it goes in one box. Now let's begin. I
am going
to say a word and I want you to spell it using the letters in front of
you. Remember only one sound for each box.” While
saying each word walk around the room monitoring
the student’s progress. 3 phonemes- [shell, fish, cash, shop, wish, bash]; 4
phonemes- [brush, flush, trash];
5 phonemes-[splash].
“Now I am going to
spell the words on the board and I want you to read them aloud.
For
example, if I put sh-i-p on the
board, you say each sound together to make the word ship.
The first sound is /sh/, the second sound is
/i/, and the third sound is /p/. Now say
the sounds together until you say the word ship.” Write each word on the
board and have the students read them as a class.
6.
“Now, I am going to read a poem called “Baa, Baa, Black Sheep” and I
want you to listen for the /sh/ sound.”
Read the poem aloud to students.
Have
you
any wool?
Yes,
sir,
yes, sir,
Three
bags full:
One
for
my master,
One
for
my dame,
And
one
for the little boy
Who
cries
in the lane.
Baa,
baa,
black sheep,
Have
you
any wool?
Yes,
sir,
yes, sir,
Three
bags full.
7. Pass out copies of
the book One
Fish, Two Fish, Red Fish, Blue Fish to each pair
of students as well as
a piece of primary paper and a pencil. “For our next activity, I
am going to divide you into pairs. Take
turns
reading a page from the book to each other. After you finish
reading the
book, write down all the words that have sh
and make the /sh/ sound.”
8. After each pair of
students has created a list of words that contain sh,
have each group share a word from their list. Write
the words on the board so that each
student can visually identify the sh
consonant digraph in several different words.
9.
Pass out the /sh/ coloring book pages of a shark and a sheep as
well as
crayons. Let each student pick out which
picture he or she would like to color.
“Now everyone is going to color a picture of an animal whose
name begins
with /sh/. What animal is this?” Hold up the picture of the shark.
“What animals is this?” Hold up the
picture of the sheep.
10. “As you color your /sh/ picture, I am
going
to let you watch and listen to the book we just read, One
Fish, Two Fish, Red Fish, Blue Fish, on video.
Try to listen for the words we just
identified that contain the /sh/ sound.”
Play the One Fish, Two Fish, Red
Fish, Blue Fish video for the students.
11. In order to assess each student’s
understanding
of the consonant digraph /sh/, give each student a worksheet with
several
pictures on it. Have several pictures that
contain the consonant digraph /sh/ on it as well as a word box with the
pictures’ names in it. Instruct the
students to match each picture to the correct word and write the word
underneath
the picture. “For our last /sh/
activity, each one of you will complete this /sh/ worksheet. Follow the directions: Match the word from
the word box to the correct picture.
Write the word in the space underneath the picture.”
References:
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