Lauren Buck
Emergent Literacy Lesson Design

Sh, Sh, Please Hush

Rationale:     To learn to read and spell words, children need the alphabetic insight that
letters stand for phonemes and spelling map out the phonemes in spoken words.  Before children can match letters to phonemes, they have to recognize phonemes.  Recognizing blends such as sh = /sh/ is difficult for young children.  This lesson will help children learn how to recognize it in spoken language and also how to find it in word by learning the symbol.

Materials:     Primary paper and pencils, two chants: “Shh, Shh, Stop that Noise” and
“Shoes Shoes Shoes”,  Chart with tongue twister “She saw sea shells on the sea shore.”, flashcards with each ‘s’ word from tongue twister, pictures of a shoe, sink, dish, bowl, shirt, tie, pants, shorts, fish, dog.  Book Mrs. Wishy Washy,  Crayons and blank paper.  A coloring sheet with the same pictures as listed above for each child.

Procedures: 1.) Introduce the lesson by saying that we are going to learn another secret to reading.  Today we are going to learn which words have the sh = /sh/ sound.  Say /sh/.  Good job.

                  2.) Have you ever been told to “sh” or “hush” by one of your teachers or parents?  I know that I have.  We are going to read these two chants.  Hold you finger to your mouth when you hear the “sh” sound.

                 3.) Let’s practice writing the sound /ch/.  I will model this at first.  First, we will start just below the dotted line, move up to the dotted line in a slow curve like a snake down to the floor.  That’s an “s”.  Now move over just a little to the very top, make a straight line down to the floor.  Without lifting your pencil, go back to the dotted line and make a hump and back to the floor.  This is an “h”.  Now you try it.  I will talk you through it.  Great job!  Make 5 more /ch/ by yourself now.

                 4.) You did such a great job on the last part.  Let’s try something a little more difficult.  Here is a tongue twister.  I am going to read this to you and you write it down the best way you can.  I will read it through once and then go word by word.  Pay close attention to the “sh” sound we practiced before.

                 5.) We are going to work with some flashcards now.  Do you hear “sh” in shoe or sink?  Dish or bowl?  Tie or shirt?  Pants or shorts?  Fish or dog?.  Hold up pictures for everyone to see.  Say:  Repeat the word with the “sh” mouth move.

                 6.) Do a book talk and read Mrs. Wishy Washy by Joy Cowley.  Talk about the story with the class.  Then have the students name the words that have the /sh/.  You will need to read the story to them again going page by page.

                 7.) Now have the children come up with a word of their own and draw a picture of it.  Have them write the word(s) on it as best they can.  These can be presented to the class.

Assessment: 8.) Pass out the picture page of /sh/ words and have the students color the pictures that have /sh/ in them.  Have them write the word as best as they can.

Reference: Chants:  CTEC 4911  Dr.Taylor  2001
 Joy Cowley  Mrs. Wishy Washy
 Adams, Marilyn.  Beginning to Read.  University or Ill., 1990.

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