Sh!Sh! Stop that Noise!
Lindsey Tomlinson

Rational: In order for children to read and spell, it is important for them to be able to recognize letter combinations or digraphs. Digraphs are two letters that make only one sound. An easy digraph to begin with it /sh/. This lesson will help children to read, write, and spell words that contain /sh/.

Chart paper with the chant:
(1.)Sh! Sh! Stop that Noise!
Sh! Sh! Stop that Noise!
Come on boys, tell all the girls
Tell all the girls to stop that noise!
Boys:Sh! Sh! Stop that Noise!
Sh! Sh! Stop that Noise!
Everyone: Come on girls, tell all the boys
Tell all the boys to stop that noise!
Girls:Sh! Sh! Stop that Noise!
Sh! Sh! Stop that Noise!
Everyone: Sh! Sh! Stop that Noise!
(2.) One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss
(3.) Class set of Elkonin boxes
(4.) Letters: s, h, l, l, e, d, i, c, a, n, b, r, u, f
(5.) Primary Paper and pencils for students
(6.) Worksheet: pictures of car, ship, boat, shell, shoe, brush

1. “Every time this classroom gets too loud, what do I say? That’s right, “SH!” I want everyone to put their pointer finger in front of their mouths and say “Sh” as long as they can. Ready, on the count of three we are going to do this together, 1-2-3. SH! Can anyone tell me what happened to your mouth when you did this? Was there air coming out of your mouth when you made the /sh/ sound? Good, you put your teeth together and blow out of your mouth. Now, does anyone know what two letters make up the /sh/ sound? Yes, the letter s and the letter h are put together to say /sh/.  When two letters are put together to make only one sound, it is called a diagraph. The /sh/ sound is a digraph.

2. Now, I’m going to read a sentence, and I want you to listen for the /sh/ sound. “Short Shelley sold shells Saturday.” Did everyone here the /sh/ sound when I read that sentence? I am going to read it again and when you hear the /sh/ sound I want you to put your pointer finger in front of your mouth. (Read the sentence very slowly so the children can think about each part of the word.)  Now, we are going to all say it together. Everyone read the sentence. We are going to draw out the /sh/ sound while we read. “Shhhhort Shhhhelley sold shhhhells Saturday.” Good job!

3. Wonderful job! We are going to read this chant on this chart paper. The chant is called, “Sh! Sh! Stop that Noise!” We are going to split up this chant between the boys and girls in the classroom. I have labeled the parts of the chant.  (Read the chant together)
Good job everyone! Let’s try it one more time. I want you to say the chant, but when you hear the /sh/ sound put your finger in front of your mouth so I know you know the sound!

4. Everyone take out your primary paper and pencil. We are going to spell some words that have the /sh/ sound in them. I’m going to write s and h on the board together to make the /sh/ digraph. Everyone think of two words that have the /sh/ sound in them and write them on your paper. Once everyone is done we are going to share these words aloud.

5. All those words were good examples of using the /sh/ sound. Now, remember how we talked about /sh/ being a digraph? Does anyone know what that means? A digraph is where two letters make one sound. Everyone get out your Elkonin boxes. When we put the /sh/ sound in a box will it take up one box or two? Good, only one box! I’m going to show you how you would put the word “ship” in the boxes. Now, everyone together we are going to spell out some words.” (Have the children spell out the following words: shell, she, dish, cash, shot, brush.

6. Now, we are going to read One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss. Read the story. After you are done reread the story and ask the children to put their fingers in front of their mouths when they hear the /sh/ sound.

7. Assessment: Have a worksheet with pictures on it that do and do not have the /sh/ sound in them. Have the children write the name of the objects underneath the pictures of the ones that contain the /sh/ sound. Review all the worksheets to make sure everyone understands.


Eldredge, J. Lloyd. 1995. Teaching Decoding in Holistic Classrooms. Merrill: Ohio. P.104-107.

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