Kelly Terrana
Beginning Reading

Fishing for Fish

Rationale:  Children first learn individual phonemes for individual letters of the alphabet, but in order for children to advance in their reading ability they must have knowledge of letter combinations called digraphs, such as /sh/.  Children must also learn that certain letters are found next to each other in words.  Together, they have a phonemic value that is pronounced as a single sound.  This lesson is intended to help students recognize the digraph /sh/.  They will be able to read and spell words that contain the phoneme /sh/.  They will participate in paired reading groups and complete an assessment activity in which they match pictures together that have the /sh/ phoneme.

Materials:  Chalkboard; ãThe fish and the sheep were shocked to see the sharkä written on the board; The Rainbow Fish, by Marcus Pfister (enough copies for the whole class); Activity handout for each student in which they will match the word to the picture that contains the /sh/ phoneme; pencils; and tape.

Procedures:
1.  Introduce the lesson by explaining that sometimes in words ãtwo letters get together and make a special sound.ä  ãToday, boys and girls, we are going to learn about the sound and the mouth move that the letters S and H make when they get together.  Letâs all practice that sound together, /sh/. (Repeat).  Next time we say it, letâs focus on how our mouth moves when we say the sound.  Say /sh/.  When I make the /sh/ sound my teeth are together and my lips pucker up as the air leaks through my teeth.  We can hear the /sh/ sound in many words, and later in this lesson we will learn to recognize and read different words with the /sh/ sound.  Sometimes the /sh/ sound is at the beginning of words, and sometimes the /sh/ sound is at the end of words.ä

2. ãLetâs try our tongue twister so that we can practice hearing different words with the /sh/ sound.  After I say the sentence we will repeat it together, but first I want you to listen to me say it.  The fish and the sheep were shocked to see the shark.  Iâm going to say it again and stretch out the /sh/ sound.  The fishhh and the shhhheep were shhhhocked to see the shhhhark.  Now letâs say it together.  (Class repeats together.)  Now say it again, but this time stretch out the /sh/ sound in each word.  (Students stretch out the /sh/ sounds.)   Did you hear how you said the /sh/ sound at the beginning of shark?  Yes, thatâs right, in the beginning of the word, shark, you stretched out the /sh/ sound.ä

3. ãLetâs try to think of some words together as a class that have the /sh/ sound in them.  Who would like to tell me a word that has the /sh/ sound in it?  (Students volunteer responses, and the teacher writes correct examples on the board.)  These are all great examples of words that have the /sh/ sound in them.

4. ãNow we are going to do a short activity in which I will call on people to tell me which word they hear /sh/ in.  Who would like to try first?  Ok, Sarah, I am going to read you two words, and I want you to tell me which word has the /sh/ sound in it.  Here we go:  shave or cut?  sting or smash?  shrug or hop?  lash or break?ä  (Teacher calls on a different student for each example.)

5. ãNow we are going to read a fun book called, The Rainbow Fish.  We are going to hear lots of words with the /sh/ sound in them.  This is a book about a fish that has beautiful scales that glitter and shine.  Other fish in the sea donât have beautiful scales like the Rainbow Fishâs and they want to have beautiful scales too.  The Rainbow Fish doesnât want to share at first, and weâll have to read the book to see if the other fish also get to have beautiful scales like the Rainbow Fish.  I want you to pair up with someone else and find a quiet corner in the room.  Take turns reading the book one page at a time.  Help each other out if you get stuck on a word  Remember to use cover-ups and vowel first blending.ä

6. For Assessment:  The students will be given an activity work sheet in which there are large boxes with pictures of: a fish; a rake; sheep; a dog; ship; and a plane in their own boxes.  Students will also be given cutouts of the words: fish; rake; sheep; dog; ship; and plane.  The directions will tell students to tape only the words that have the /sh/ sound on the boxes with the matching picture that also has the /sh/ sound.  Thus, rake, dog, and plane will not have the words taped onto the box; fish, sheep, and ship will.

References:
ãShhh!ä  By Hilary Brannon.  http://www.auburn.edu/rdggenie/insights/brannonbr.html
ãShhh·She is Sleeping.ä  By Dara Davis.  http://www.auburn.edu/rdggenie/insights/ddavisbr.html
(Words containing the /sh/ phoneme found at):
Fry, E., Fountoukidis, D., and J. Polk.  (1985).  The NEW Reading Teacherâs Book of Lists.  Prentice-Hall, Inc.  Englewood Cliffs, NJ.
Phister, Marcus.  (1992).  The Rainbow Fish.  New York, North-South Books.
 

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