Rational: To learn to read and spell children need to be aware of phonemes and the different types.  This is crucial for them to participate in written and spoken language.  One of the goals for children is to understand that digraphs are two constants that make one sound.  The digraph that we are teaching is /sh/ and this correspondence will be taught through Elkin letterboxes.  The final goal will be that beginning readers will be able to spell and read words containing /sh/ phoneme in it.

Materials: Elkin letterboxes, the letters: A, B, C, D, E, F, H, I, 2L, P, R, 2S, U; the decodable book "Tish the Fish"and multiple copies, overhead, overhead sheet and pen, poster with the tongue twister: "Shelly and Shane should share their beach shells."  Written on it .  Zipplock bags for the letters and enough for all the students, and tape.

Procedure:
1. Introduce the lesson by explaining to the students that when some letters are placed together they make one sound.  In order to learn how to read we need to be able to tell when a sound is being made by two letters.
2. How many of you have even been to the library and had the librarian turn to you and say, "Shhh!  You're to loud!" (I raise my hand) Yeah! Me too.  Now let's pretend we are in the library now, but we are the librarians now.  Let us get those students quiet, altogether now, "Shhh!"
3. Let us practice our /sh/ with a tongue twister.  You model first pointing to each word as you say it.  "Shelly and Shane should share their beach shells."  Can you say it with me this time?
4. Excellent Job!  Now we are going to say it one more time stretching the /sh/ sound out in the words.  Those noisy students need to hear the librarian.  Sssshhhelly and Sssshhhane ssshhhould ssshhhare their beach ssshhhells!
5. Start the letterbox lesson: I am passing out he letters for today in the zipplock bags.  Take your letters out and do what with them?  That's right turn them on the lower case side.  Look up at me when done so I can tell that you are finished.  Next take a small piece of tape and tape the letters s and h together.  (Model the taping together) Make sure the s in front of the h.  Does anyone remember what sound s and h make together? /sh/ Yes, Great job!  Why are we taping the these two letters togther?  Yes, because they go together in one box.  Now I am going to demonstrate how the letterboxes work with the word shop.  (On the overhead) In the first box you put the sh, second box o, third box we place the p.
6. Have the students spell: ship, shell, fish, shell, dish; one another box and spell crash, brush, clash; open another box and spell splash.
7. On the overhead spell out the words randomly and have them read them aloud.
8. Pass out to every student Tish the Fish for them to read to themselves.  When they read /sh/ have them place their finger over their mouth so that you know they are looking out for the /sh/ sound.  After finishing the reading talk about the book and have volunteers point out the sh words in the book.
9. For assessment walk around the room while they are reading to themselves and have them whisper read to you at least three sh words.  Carry a checklist for assessment.
Reference: Elderidge (1996).  Teaching Decoding in the Holistic Classroom.  Englewood Cliffs, NJ: Merrill, 111-112

Illumination
mailto: jonespl
Home Page http://www.auburn.edu/rdggenie