Beginning Reading Lesson Design
By: Bethany Bice
Beginning Reading Lesson Design
By: Bethany Bice
Rationale: When learning to read, children must learn to recognize letters and relate them to their corresponding sounds. Children must also have knowledge of letter combinations, called digraphs. Digraphs are certain letters that are found next to each other in words, and together they have a phonemic value that is pronounced as a single sound. The purpose of this lesson is for the students to learn to recognize the digraph /sh/, its sound in familiar words, and its spelling.
Materials:
1. Introduce the lesson to the group of students by explaining that sometimes two letters are put together to make a special sound. "Today we are going to learn what sound s and h make when they are put together. They say /sh/. This is the sound you hear each time someone asks you to be quiet. To help us better remember the /sh/ sound, whenever we say or hear it, let's put our finger over our mouth to make the "quiet sound." Let's try it together. Everyone say SSHHH! Very good! The /sh/ sound is also found in many words that we read and write."
2. "Let's try a Tongue Twister and see if we are able to recognize the /sh/ sound in any of the words." (The Tongue Twister should be displayed on a chart). "Shelly and Shawn went fishing for fish by the seashore." "Now let's say it together three times. Ready? Go!" (Students repeat the Tongue Twister three times). "Let's try it one more time and this time I want you to break off the /sh/ sound every time you hear it." (Students repeat the Tongue Twister). "SH-elly and SH-awn went fi-SH-ing for fi-SH by the sea-SH-ore." "Good job everyone!"
3. "Let's play a game! I am going to say two words and I would like for you to raise your hand and tell me which word has the /sh/ sound in it. Ready? Lets begin!" Short or Tall? Cat or Fish? Sock or Shoe? Boat or Ship? Shout or Yell? "Great job!"
4. "Let's get out our letterboxes and letters and practice spelling words with the /sh/ sound in them. Find the following letters and place them on top of your desk: a, c, d, f, h, h, i, k, l, n, o, r, s, t, u. I am going to show you how to spell the word ship using three boxes. Remember that the s and h go together to make the /sh/ sound. We will put s and h together in the same box. So, to spell the word ship, we have the sounds /sh/ /i/ /p/. The /sh/ sound goes in the first box, the /i/ in the second box, and the /p/ in the third box ö Ship! Now I want you to try to spell the following words using three boxes: fish, hush, shot, and dish. Using four boxes: crash and flash. Using five boxes: shrink."
5. When the students have completed spelling the words in their letterboxes, write the words on the board and have the students read them aloud.
6. "Now we are going to read a book by Dr. Seuss ö One Fish, Two Fish, Red Fish, Blue Fish. I want you to choose a partner and then go to the Reading Center to pick up your book. Return to your seat and then take turns reading the book to each other. If you are the listener, I want you to pay close attention and see if you can recognize any words with the /sh/ sound. If you hear the /sh/ sound, I want you to make the "quiet sign" by placing your finger over your lips."
7. For Assessment, the students will be given a picture page with pictures of a dog, shell, shoe, car, and ship on each page. Underneath each picture will be primary writing lines. The students will write the names of each picture on the line and if the picture has the /sh/ sound, the student will use their crayons to color the picture.
References:
Crow, Meg. "Swish the Fish."
Adams, Christina. "Fun with Fish."
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