Rationale: In order for children to be able to read and spell words, they must first be able to recognize letters. Once they have mastered letter recognition, they must move onto phoneme blends and diagraphs. Diagraphs contain two or more letters and are combined to form one mouth move. This lesson will help children read, write, and spell words that contain the diagraph /sh/. The children will participate in and complete activities that will increase their knowledge of /sh/.
1. Chart paper with the tongue twister written on it “Shelly should shake the ship”
2. Marker for the chart paper
3. Letter boxes
4. Letters for the letter boxes
5. One Fish, Two Fish, Red Fish, Blue Fish by: Dr. Seuss
6. Chart with the chant, “Shh! Shh! Stop that Noise!” written on it
7. An assessment sheet for each student
1. Introduce the lesson by explaining that we have learned how letters make sounds, but in some cases two letters joined together can make one sound. “What do we say when we would like for someone to be quiet? Yes, we say shhhhhhhhhh. When you made that sound, what position were your teeth in? That is correct, they were together. You were also blowing air out of your mouth. Did you know that you are saying two letters to make one sounds? Let’s all say it one more time. Great job!”
2. “Now let’s all say a tongue twister together. Follow this pointer as I point to the words on the chart paper. Shelly should shake the ship. Let’s say it one more time, but this time stretch out the /sh/ sound in each word. Shhhelly shhhould shhhake the shhhip. Okay, one more time. But, this time let’s separate the /sh/ sound from the rest of the word. Sh-elly sh-ould sh-ake the sh-ip.”
3. “Now I am going to read you some words. If your hear the /sh/ sound in the word, then I want you to put your finger over your mouth. Ship, fin, share, fish, apple, shine, coke, hush, push, star, shape. Great job!! Can any of you think of a word that has the /sh/ sound in it?” Have your students raise their hand and tell you a word that they know that has the /sh/ sound in it.
4. Letterbox Lesson: Pass out letterboxes to each student and the correct letters that they will need. “Today when we spell words in our letterboxes, we have to remember that we have two letters that are going to make one sound. Let’s look at the word ship together. This word has three different sounds so it would go in three different boxes. Now I want you to do the rest of the words on your own. Remember that the letter “s” and the letter “h” make up one sound when they are put together.” Have your students spell the following words: (2) she, (3 boxes) fish, dish, shell, (4 boxes) splash. Walk around the room and make sure that the students are spelling the words correctly. Once they are all finished spelling the words, write the words on the board and have the students say the out loud. Have them stretch out the /sh/ sound.
5. Now have your class read One Fish, Two Fish, Red Fish, Blue Fish by: Dr. Seuss. “Class as you are reading this book, I want you to look for the words that have the /sh/ sound. After you have read the book through one time, get with a partner and write down all of the words that have the /sh/ sound in it.” After every group has completed this task, have each group share a different word from the book. Write the words on the board so that they class can see them.
6. Now, I want us all to chant, “Shhh! Shhh! Stop that Noise!” Follow along as I point to he words. I want us to get louder when we say a word with the /sh/ sound in it. Great job!! Now let’s see how many times we hear the /sh/ sound.”
7. Assessment: For class assessment give each student a sheet of paper with ten objects on it: ship, shell, fish, dish, washer, apple, boy, girl, phone, computer. Have the students circle the pictures that have the /sh/ sound in it. Then have them use three of the words with the /sh sound in them and write a sentence.
Meg Crow, Kelly Star
J. Lloyd Eldredge (1995). Teaching Decoding in Holistic Classrooms.
Englewood Cliffs, NJ: Merrill.
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