Beginning Reading: Let’s go FISHING!
Rationale:
This lesson will be used to teach children about consonant digraphs. This lesson
will help them understand that sometimes two letters can come together to make a
single sound. With this lesson, we will be focusing on the digraph /sh/. We will
be working on our reading, writing, spelling, and speaking skills with words
that contain the digraph /sh/.
Materials:
- Chart
paper with my tongue twister/sentence (The ship sailed sharply at seven from the
shady shore)
- A copy of the decodable text "Shelly’s Shell Shop"
-
Elkonin Box with letters (s, h, e, p, u, e, i, r, t, o, v, l)
-
Primary Paper
-
Worksheet
Procedure:
1. First
I will ask the students, "When you want someone to be quiet what do you normally
say to that person?" "Shhhhh." Have them repeat the sound while they are put
their fingers in front of their mouths like they are telling someone to be
quiet. I will ask them if they feel that air when they make the /sh/ sound. The
/sh/ sound is made by putting your teeth together and pushing the air out. Do
you know what two letters go together to make this sound? The letter S
and the letter H. When you see these two letters together in a word
they make that special /sh/ sound. When you have these two letters together you
create a digraph which makes one sound with two letters.
2. I am
going to tell them that I am going to say a sentence and I want you to listen
for the words that have the /sh/ sound in them. The ship sailed sharply at seven
from the shady spot. Now let’s repeat the sentence a few times together. Raise
your hand if you hear the /sh/ sound in that sentence?
Good not let’s say the sentence again and when hear the /sh/ sound we
will make the /sh/ sound longer each time we hear it. The shhhhip sailed
shhhharply at seven from the shhhhhady spot.
How many times do you hear the /sh/ sound in this sentence? Then I will
post the sentence on the board on the chart paper.
3. Now
that we know the /sh/ sound is made from the letters S and H,
can anyone think of words that have the same /sh/ sound in them that are not in
our sentence? Get out your pencil and paper and write down as many words that
you can think of that contain the /sh/ sound. Once you are done we can share and
discuss our words with everyone.
4. After
everyone shares, we will begin the letterbox lesson. I would like everyone to
watch me spell the word shell with my letterbox. I will help model this as I
sound it out shhhh, e, llllll. Then we will have a list of words and each word
will be read out loud while each student spells them with their letter box
lesson. I will be walking around guiding them as we work together as a class. 2
phoneme: she, so 3 phoneme: push, sheep, put, back, shirt, 4 phoneme: stop
5. Begin
reading the story. Has anyone ever hears of "Shelly’s Shell Shop"? I will have
them all come to the floor for reading time while I read to them. This is a fun
book about shells and fish, but we will have to read to find out what happens to
these silly shells. Have you even gone to a store and they are not open so you
have to go to another one? I will read the each page to them. Then as a group we
will go back and reread the page and while we are rereading we will stretch out
the /sh/ sound whenever we hear it. This should be a fun book and activity.
Assessment: I will give the children a worksheet to assess their skills with
sounding out /sh/ words, recognizing /sh/ words, and comprehending /sh/ words.
They will read a short sentence and have to circle the pictures on the right
that had the words in the sentence. The pictures will be the /sh/ words. This
activity can be modified by having me read the sentence to them first. After we
are done we can share our answers as a class.
References:
Ryan, Cheryl. "Shelly’s Shell Shop."
www.readinga-z.com
http://www.funfonix.com/worksheets/book2_page29.php
http://www.auburn.edu/academic/education/reading_genie/odysseys/hooperbr.html