Mom Says: SHH!
By: Sarah Abbott
I would use this lesson in the classroom to help students learn to recognize that when you put certain letters together, they make unique sounds in one mouth movement. Just as students need to learn how to recognize each vowel sound, they also need to learn the concepts of vowel and consonant digraphs to become fluent readers. Students that are beginning reader's needs to know that when you put two letters together that it can represent one sound. I will introduce the letters s and h, the sound that corresponds with these letters when combined sh and the mouth movements for the two letters.
Chart paper with tongue twister written on it: Shy Shelly Says She Shall Sew Sheets.
Class set of Elkonin Boxes with the letters: a,e,f,h,I,l,m,n,o,p,r,s, and u.
Marker Board with Markers
Book: One Fish, Two Fish, Red Fish, Blue Fish. by Dr. Suess. I will have enough for the class.
Worksheet for students to fill out. Pictures will be on the top of the paper. On the bottom of the picture I will put a line for the students to write what the object if. The students can also color the picture. The pictures I will use are: Shoe, Shovel, Fish, Ship, and Dish.
Ask students: "When you are being loud what do people tell you to do? Right! They say SH! Now let's say it together with our finger over our mouth." I will model first then the students will follow. "SHHH very good!"
I will then ask the students how their mouths are moving to make that sound, "Right! Pucker your lips and blow out with your teeth together, and make a SH sound. Great Job Guys!!"
Then I will teach the students the tongue twister. First, I will model and then the students will say it. "Okay guys; remember last time when we said a tongue twister to help us remember our B'sand D's Well today we are going to say one with Sh. Shy Shelly says she shall sew sheets. Now let's say it together. Great! Now let's exaggerate the Sh sounds in the tongue twister. SHHHy SSHHHelly Says SSHHe SSSHHall Sew SSSHHHeets. Great!"
"Now that we know what Sh sounds like and looks like, let's think up some words that has the Sh sound in them." Here I will write the words the students call out.
I will then pass out the books and have the class split up into groups of two. I will have one student read one page, and the other student read the other page. "Now we are going to read a book by Dr. Suess. Who likes Dr. Suess? Now pair yourself up with one other person and then you will take turns reading. For example, I will read the first page, and Susie will read the second page. Do you all understand? Good! Now let's get started."
After we read the book we will have a class discussion on the digraph Sh. "Ok guys now that we know about Sh does anyone have a question or does anyone not understand?"
Ok now I want you guys to spell some words. I will say the words and I want you to spell them. Shell, Shelf, Shop, and Rash. Ok we are going to spell these words in our letterboxes. So do you think that SH goes in one box or two? Right one box!"
"Great Job Guys! Ok now I want you to spell some more words for me. I am going to give you a worksheet that has pictures of different objects. And I want you to write the word of the object on the line under the picture. All of these words have Sh in them. You may also color the pictures." I will then give out the worksheets.
I will look at the worksheets and see if they understand. I will also assess them by listening to what they say and how discussion goes.
Giesel, Theodor Suess. One Fish, Two Fish, Red Fish, Blue Fish. Random House Publishers. 1960.
Brittany Anne Hanie
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