Mom Says:
SHH!
By: Sarah Abbott
Beginning
Reading
Rationale:
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.
Materials:
Primary Paper
Pencils
Chart paper with tongue twister
written on it: Shy Shelly Says She Shall
Sew Sheets.
Crayons
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.
Procedures:
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.
Assessment:
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.
References:
Giesel, Theodor Suess. One Fish, Two Fish, Red
Fish, Blue Fish.
Random House Publishers. 1960.