"Sh, Sh, Stop that Noise"
Mandy Woelfl
Beginning Reading

 

Rationale: In order for children to have a better understanding of words, they must have an understanding that some words have certain combinations (digraphs) that stand for specific mouth movements.  This lesson will help children recognize the phoneme sh=/sh/ in written and spoken language.  They will also have the opportunity to read and write the words that contain the /sh/ sound.  They will participate in a letterbox lesson as well as a small group activity. 

 Materials: 

* Letterboxes for the entire class with these letters for each child: (she, ash, fish, ship, shop, top, rush, brush, slush, crash, flesh, sash): f,i,s,h,p,o,t,b,r,l,u,a (make sure you have enough letters in case there are two of the same letters in the same word). 

* The book One Fish, Two Fish, Red Fish, Blue Fish by Dr. Suess. Pub. Dr. Suess Books

* Primary paper

* Pencils

* Tape

* Poster with the tongue twister: She shops with sheep for sea shells

* Worksheets with pictures and a word bank (Have the words ship, shop, shoe, bush, shell, sheep- with the corresponding pictures.  The words go at the top in a word bank with the pictures below).

 Procedures:

1. Introduce the lesson by explaining that sounds and the mouth movements we make, make up words. Today we will learn how to make the put the letters S and H together to make one sound.  The sound they make when put together is /sh/.  Everyone put your teeth together, put your finger to your mouth and say /sh/.  Do you feel the air on your finger?  Watch my mouth as I say the word Shop (say this slowly, pronouncing each phoneme and then the whole thing normal). Next we are going to look at some words with the /sh/ sound in them.

 

2.  Here is a silly  sentence that has only a few words with the /sh/ sound.  I will say it to you first, then we will say it together.  She shops with sheep for sea shells.  Ok, let’s say it together this time... Good, now lets try to say it three times in a row... That was fun!!  This time let’s stretch out the /sh/ sound so we can really hear it in each word.  SSHHe SSHHops with SSHHeep for sea SSHHells.  Who can raise their hand and tell me how many words in our silly sentence have the /sh/ sound?  That’s right, 4 words have the /sh/ sound in them.

 

3.  Now that we know some words that have the /sh/ sound in them, let’s try to write some words with the /sh/ sound in them.  Take out a pencil and I will pass out your letterboxes.  John will pass out envelops to everyone with letters in them.  Wait until I tell you to take out the letters.  Everyone should get just one envelope.  Raise your hand when you have received an envelope.  Ok, now take out your letters and turn to the lowercase side.  You should have 12 letters.  Raise your hand if you have all 12 of your letters.  Ok good, now, do you guys remember last week when we learned that the letters T and H can be combined to make the /th/ sound?  Good.  Do you remember when we used our letterboxes to create words with the /th/ sound and how those two letters took up how many letterboxes? That’s right, only one.  Well, S and H combined to make /sh/ will take up how many boxes?  Good, one as well.  So, everyone take out a piece of tape and let’s tape S and H together.  Good.  Now, let’s start with two letterboxes showing.  Everyone check your neighbor and see if you all have two letterboxes.  Good. Let’s do the word ‘she’.  Check your neighbor again and raise your hand if you have something different from your neighbor.  Ok, great!  Ok, since we know that we will have the same boxes as we have sounds, let’s try the word ‘aasshhh’. (I would walk around this time and see if everyone got it). Ok, someone raise your hand and tell me how many sounds and boxes this word should have. Kristen- that’s right, 2. Ok, now let’s try some words using three boxes: fish, sash, shop, top, rush, ship.  Very good!  Now let’s try some with four boxes: Crash, brush, flash, flesh.  You guys did wonderful!

 

4.  Now, each table is going to read One Fish, Two Fish, Red Fish, Blue Fish with a partner.  You may spread out if needed.  When you are finished, you may go to your seat, take out your primary paper and write our silly sentence on your paper (You may want to walk around the room and check on the groups to make sure they are on task and are reading ok).

 Assessment:   When you are done with your sentence, come up to the front table and pick up a work sheet where you will look at the pictures and then match the words in the bank (point to these as you explain and do an example).  Then you will write the correct word under each picture in the blank provided.  If you have any questions, re-read the directions, and if you still have questions, come ask me! Good luck!

 
References: 

www.auburn.edu/rdggenie/breakthroughs/cowhickbr.html 

J. Lloyd Eldridge (1995). “Teaching Decoding in Holistic Classrooms.” (pp. 54-55, 62-63).

Click here to return to Inspirations.