said the Fish
order for children to become
fluent readers, they must first understand that letters represent
which are the vocal gestures that they hear. Students must also
vocal gestures are represented by graphemes, which are the letters they
These phonemes can be represented by a single letter or a combination
letters. But regardless of whether they are made up of one or more
phonemes make up one single sound. When a combination of letters makes
sound, we call this a digraph. The goal of this lesson is to get
understand that digraphs are made up of more than one letter but only
one vocal gesture. The digraph taught in this lesson is /sh/.
Students will be able to recognize audibly and visually the
phoneme and grapheme /sh/ in text.
white board and white board
with tongue twister on it “Shelly shops for fish food,
One Fish Two Fish Red Fish Blue
Fish. Geisel, Theodor
Seuss. Random House
Publishers, 1960. (Enough for each child to have their own)
with pictures on it with line under word (ship,
shirt, dog, shoe, house, shell, hand)
you’re getting too loud in your class, what do you think that the
teacher might tell you to do? Shhh……that’s right! Shhh is a very
special sound that we are going to talk about today. Remember when we
talked about words and how words are made up of special things called
sounds. Well would you believe that /sh/ is a sound? But it’s not just
a sound, it’s a special one. Many times when we hear one sound, it is
written with one letter, but sometimes we have special sounds that are
spelled with two letters. /Sh/ is an example of that. When we find an S
and an H right next to each other, they make the special sound /sh/ (write
S and H on the board when you are explaining this).
let’s pretend that we’re all being too loud and lets all say /sh/
together. Ready? /sh/! Very good. Now let’s do it again, but when we
say /sh/ lets put our fingers over our mouths like we’re really telling
someone to be quiet. Ready? /sh/ Very good!
I want to read you a special sentence. Each time you hear our special
/sh/ sound I want you to put your finger over your mouth, like you’re
telling somebody to /sh/. Ready? Here I go:
- Shelly shops for fish food, shells, and ships.
- Now I’m going to show you the
sentence that I have written and when I point to each word that has
/sh/ in it, I want you to put your finger over your mouth and say /sh/.
let’s read the sentence together and each time we hear the /sh/ sound,
let’s stretch it out, just like this fissssshhhhhhh. Ok? Sssshhhhelly
sssshhhhops for fisssshhhh food, sssshhhhells, and sssshhhhips.
I’m going to write some words on my board (small white board in
lap). When I turn the board around, I want you to say /sh/
if you see the /sh/ in this word. Ready? (Write first word on board
(dish). Give all students the opportunity to say /sh/ if they think it
is in this word. If you hear students say /sh/ then ask them where they
see the /sh/ in the word and have them point to it. Then ask students
when they hear the /sh/. Whether it’s at the beginning or middle or end
of the word. Then repeat this for each word following).
it’s your turn to find some /sh/ words. I have a copy of One Fish, Two
Fish, Red Fish, Blue Fish for each of you. With a partner I want you to
take turns reading the book. When you come to a word that has a /sh/ in
it, I want you to write it down. When everyone is finished, we will
make a poster of the ocean and write all our /sh/ words in the ocean,
since our book is about fish. (Give students time to finish reading
the book and writing their words down. As a class compile a list of the
words with /sh/ in it)
I am going to give you a sheet of paper that has some pictures on it.
First of all, I want you to write the word underneath the picture,
telling me what the picture is. Next I want you to circle the picture
if it has our special /sh/ sound in it. If you need to say the word out
loud to figure out if it has our special sound then that is fine, just
remember to use your inside voices. When you are all done, you can
color the pictures. (picture sheet will have pictures of ship, shirt, dog, shoe, house, shell, hand)
Butcher, Shona. (2003). Fish
Fish Fish. A beginning reading design created by Shona
University Reading Genie Website: retrieved March 15,
Geisel, Theodor Seuss. One
Fish Two Fish Red Fish Blue Fish. Random House Publishers,
CLICK HERE TO
RETURN TO GUIDELINES.