Rationale: To learn to read and spell words, children must learn the digraphs that stand for specific mouth moves. Students must learn that a diagraph is a letter combination that makes one sound. The purpose of this lesson is to help children identify the letter combination /sh/. The children will learn to identify /sh/ when reading and writing words with the /sh/ diagraph.
Materials: Chart with “Shelly sells sea shells and fish by the sea shore”, One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss, elkonin boxes and letter manipulatives (s, h, i, p, o, f, w, c, r, l, e) for each child and a handout with the words fish, ship, cat, shoe, jet, and shell written on it.
1. I will introduce the lesson by telling the children that sometimes when two letters are put together, they make the same sound. Today we are going to talk about the sound that “s” and “h” make when they are put together.
2. Have you ever been talking too loud and someone says, “Shhh”? This is the sound that “s” and “h” make when they are put together. Let’s all try saying /sh/ together. Good, now can anybody tell me what your teeth are doing when you say /sh/? That’s right, your teeth should be clinched together.
3. Let’s read the tongue twister on the chart together. “Shelly sells sea shells and fish by the sea shore.” Now, let’s say it two more times. Let’s say the tongue twister one more time and stretch out the /sh/ sounds we hear. “SSHHelly sells sea SSHHells and fiSSHH by the sea SSHHore.”
4. Listen for the /sh/ sound as I say some words. Do you hear /sh/ in ship or boat? Plate or dish? Shoe or sock?
5. Now, let’s try to spell some words that have the /sh/ sound in them. Use the blackboard to model how to spell a word in the elkonin boxes. I will demonstrate how letters that come together and make the same sound go in one box together. For example, in the word crash, you would only need four elkonin boxes because “sh” makes the same sound and goes together in one box. Make sure that each child has letterboxes and the necessary letters. Everybody open three boxes. Have the children spell ship, shop, wish, and fish. Now, I want everyone to open four boxes. Have the children spell fresh, slush, crash, and flesh.
6. I will write each of the words we have spelled in our letterbox lesson on the board. We will all read each of the words orally.
7. Now, I will hand out a copy of One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss to each student and have them read. Then, I will have them read the book again and tell me the words that have the /sh/ sound. I will call on students to tell me a word and write each word on the blackboard.
8. For assessment, I will hand out a page with the words fish, ship, cat, shoe, jet, and shells written on it and have the students circle the words that have the /sh/ sound in them.
Murray, Dr. Bruce. 2001. The Reading Genie Website. www.auburn.edu/rdggenie/breakthroughs/turnerbr.html
Eldredge, J. Loyd. 1995. Teaching Decoding in Holistic Classrooms, p. 104-107.
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