Beginning
Shiny Shells
on the Shore
Beginning
Rationale:
A
single phoneme,
which is a vocal gesture in spoken words, can be represented by more
than one
grapheme. It is important for children
to begin to recognize these phonemes.
When a phoneme is mapped out by more than one grapheme, it is
called a
digraph. A digraph is the combination of
two letters that make one sound (there are both vowel and consonant
digraphs). One such example is sh
= /sh/ and this lesson will focus on
teaching this digraph. The students will
complete a letterbox lesson to meet this goal.
Materials:
a,
s, h, f, I, e, l, p, t, u, b, r, o,
n, w
Procedure:
1.
Introduce lesson by
asking students, “When you walk into a library, what does the librarian
say to
make sure you stay quiet? Right, she will say /sh/” (model /sh/ sound
with one
finger over your mouth). “Put your
pointer finger over your mouth and say /sh/ with me (model first). Okay ready /shhhh/! Great job!
See how your tongue starts at the roof of
your mouth and moves behind your teeth.”
2. “Now
the /sh/
sound is a very special sound because it is made from two letters
instead of
just one. S and h written together
make the /sh/ sound.”
3.
“Let’s look at
this tongue twister. Shawn found shiny
shells on the shore. Now say it with
me! Great job! Now
when we say it, we’re really going to
stretch out the /sh/ sound each time we hear it and make our /sh/ sign. Listen to me first. Shhhawn
found shhhiny shhhells on the
shhhore. Now let’s say it together!”
4.
“Let’s listen for
the /sh/sound in some words. Let me show
you first. Now do I hear the /sh/ sound
in foot or shoe?
Let’s see fffooottt
(stretch out each phoneme) or shhhoe. I
hear it in shoe! Now you try.
Do you hear /sh/ in sheep or lamb? Close
or shut? Show
or movie? Great job with
those words!”
5. Have
students
take out their letterboxes and letters, and draw letterboxes on the
board to model
spelling. Remind students that one sound
goes in each letterbox. “Now we are
going to practice spelling some words with our /sh/ sound in them. Let me show you first. Now
if I want to spell wish, I’m going to listen for the
sounds in the word. /Ffff/ ish
is the first sound I hear so I put f
in the first letterbox. Then /f/ /iiii/
/sh/ is next, so I put i in the next
box. Okay now what sound is left? /Fi/
/shhhh/; that /sh/ sound we are learning is last so I put sh
in the last letterbox.
Now you are going to try! Open up
two letterboxes and spell the word ash. Open three boxes and
spell shine,
wash, ship, and shut. Next, open up four boxes and spell flash,
brush,
and shrub. Great job!” (walk
around the room while calling out these words to assist any students
who may be
having trouble.)
6. Have
students put
away letterboxes and tiles. “Now that
you have spelled these words we are going to practice reading them! Watch me first… if I see w-a-s-h,
first I’m going to look at that a.
It says /a/ and w says /w/ so together they
say
/wa/. And I know the sh
says /sh/, so if I put all the sounds
together, I say /wash/. Now you are
going to try!” Write on the words on the
board one at a time and have the students read them out loud.
7. Next
read One Fish, Two Fish, Red Fish, Blue Fish
by Dr. Seuss to class. Book talk: “There are so many different types of fish in
this book, and some of them seem very silly!
Look at all the different types of fish.
Do you think they all do different things? Let’s
read to find out what they are
doing!” While reading have students make
the /sh/ sign every time they hear a word with the /sh/ sound in it. Once finished reading the book, the students
will work with a partner to make a list of /sh/ words that they heard
in the
story.
8. For
assessment, I
will call each student back to my desk individually.
They will be given a list of pseudowords on
note cards with the /sh/ sound in them.
They will read each card to me so I can see if they can
accurately read
these words. (Words are: shep, resh,
nosh, shate, flish, trush)
Dr. Suess.
One Fish, Two Fish, Red Fish, Blue
Fish. Random House Books for Young
Readers. 1960.
Kendrick, Lauren.
“Ssshhopping for Ssshhells.” http://www.auburn.edu/academic/education/reading_genie/innov/kendrickbr.html
Smelley, Sara.
“Shopping for Shoes.” http://www.auburn.edu/academic/education/reading_genie/catalysts/smelleybr.html