Shhh..I am trying to sleep
Beginning Reading Design
Larkin Ade



Rationale: As children are learning to begin to read, the need to learn ways in which to spell words.  Letters represent phonemes (different sounds).  Digraphs contain two or more letters and are combined together to form one mouth move.  Digraphs can be found in many words.  This lesson will help students identify the digraph /sh/, Students will learn to read words in  /sh/ in spoken and written words.

Materials: elkonin boxes, letter manipulative f,I,s,p,h,e,d,l,l,u,w,a, "Shhh! Shhh! Stop that Noise!" on chart paper, The Rainbow Fish by Marcus Phister, published by Scholastic INC.  a piece of primary writing paper for each child, pencils, and crayons, a worksheet for each child with the pictures of a fish, shell, pencil, camera, and dish on it.

Procedure:
1. "Remember, we are learning letters make different sounds by the way our mouth moves.  Today we are going to learn sh=/sh/.When we are all trying to go to sleep and someone is being really loud what do we tell them?  That's right!  We say Shhh!  Today we are going to  learn that when one puts s and h together we get the sound /sh/.  I want everyone to make the /sh/ sound together.  Putting your teeth together and blowing air out makes this sound.  Not only do we say /sh/ when we want to go to sleep but we say it in many other words.

2. "There is a saying that will help us to remember the sound.  I am going to say it once then I want you all to say it with me three times.  (point to chart paper) "Shhh! Shhh! Stop that noise!"  Ok, now I want us all to say it three times together.  Good Job!"

3. Now I am going to say some words and I want you to put your finger over your mouth like you were telling someone to Shhh and then tell me which word you hear the /sh/ sound in.  Ok, let's begin.  Everyone listen for the /sh/.  Ship or car? Fish or crab? Wish or dream? Push or pull? She or he?  Great job everyone.

4. Everyone, please get your letterboxes and letters out now.  For today we will need the following letter.  Once we get them out remember to lay them down lower case side up. F, I, s, h, e, d, l(you will need 2 l), u, p, w, a.  When I call out a word I want you to spell it in your boxes.  "Remember that since the digraph sh makes one sound, sh will go in one box.  (Model the word dish for students, by drawing boxes on the board and putting d in first box, I in second box, and sh in third box.)  Ok, here are the words. Call words out one by one. 2 phonemes-she, 3 phonemes-fish, ship, push, 4 phonemes-shell, shape.  Now I am going to write the words on the boards and as I do I want everyone to read them aloud.  Way to Go!"

5. Ok, now we are going to read the book The Rainbow Fish.  As each of you read, I want each of you to look for the /sh/ sound.  After you have read the book, get with a partner and write down all the words you hear /sh/ in.

6. Now, it is time to get out your primary paper and pencils.  The question for the day is, if you were the rainbow fish, what color would you want your scales to be?  Please write about that topic on your paper.

7. Assessment:  I will give each child a picture sheet with pictures of: a fish, shell, camera, pencil, and dish.  If the picture contains the /sh/ sound, the children will color it.  If it does not, they will leave it blank.

8. References:
The Rainbow Fish by: Marcus Phister. Published by Scholastic INC.

Eldredge, J. Lloyd, Developing Phonemic Awareness.  Teach Decoding in Holistic Classrooms.  New Jersey: Prentice-Hall, 1995. Pages 50-70.

Reading Genie Website: http://www.auburn.edu/rdggenie (Breakthrough-lesson design from preservice students)

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