The Fish
say “Shhh”
Beginning
By: Lauren
Beno
Rationale:
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.
Children who
are beginner readers need to understand that two letters joined
together can
represent one sound. This is known as a digraph. The digraph that we
will be
focusing on in this lesson contain the letters “s” and “h” which
together make
a /sh/ sound. This lesson will help students identify the /sh/ sound in
words.
The students will learn to recognize the /sh/ sound in spoken words
through the
use of meaningful representations such as the mouth moves, hand
gestures, and
tongue twisters. With these exercises, I hope that the students will be
confident and expressive when reading and decoding words containing
this sound.
Materials:
1. Pencils and Primary Paper
2. Crayons
3. Lower case letters for each student (a, b, c, e, f, h, i, l, l,
o, p, r,
s, t, u, w) in a zip-lock bag
4. Letter box squares for each student
5. Book (One Fish, Two Fish, Red Fish Blue, Blue Fish by Dr. Seuss)
enough
copies for each pair of students.
6. Marker board with markers
7. Tongue Twister copies for students.
8. Sh worksheet with pictures; however, it must include
pictures that
include
the sh digraph and others that do not. Ex:
ship, bag,
fan, shell, sheep,
fish, shoes, and cap for the matching game.
Procedures:
1. Students need to
understand that every letter
has its own mouth move and makes a particular sound. Explain to
students that, “Today we are going to talk about a special
phoneme. We
already know the sounds s and h make when they are by
themselves,
but today we are going to find out the sound that they make when they
are
together. Whenever s and h are together, they
make the
special sound /sh/, like in shark and fish. The /sh/ sound can be
tricky but
with some practice you will be able to spot all kinds of words that
make the
/sh/ sound.”
2. Have
you ever heard a mother say /sh/ because a baby was sleeping? That’s
the mouth
move we make when we say these words. Now I want you to put your finger
to your
lip and say sh. What do you
feel? You
feel air. We say /sh/ when we want someone to be quiet because
they are
too loud.
3. Let’s begin by saying a tongue
twister: “Shelly shops for fish food, shells, and
ships.” (This will
be displayed on chart paper in the front of the class). Who can tell me
what
sound they heard the most? They will say /sh/. “Great! Now class I want
everyone to say the tongue twister with me three times. Now let’s say
it again,
but this time I want you to drag out the /sh/ in the words while making
the
hand gesture. Shhhhelly shhhhops for fishhhhhh food, shhhhhells, and
shhhhhips.
Awesome!
4.
Now we are going to
use individual letters and Elkonin boxes to spell words with the /sh/ digraph. When we spell words using
our letterboxes we need to remember that only one sound can go into
each box.
“Who can tell me how many boxes I need for the word she?” Two that is
right!
“Who can tell me the two sounds?” They will say /sh/ and /E/.
5. Lets say that you want to spell the
word “shop”.
Well it has three
sounds which were /sh/, /o/, and /p/ (Model this for students
on the
marker board). In the first box we will put the /sh/ sound
which would
be the letters s and h. In the second box we will put
the /o/
sound which would be the letter “o”.
In the third box we will put the /p/ sound which would be the letter “p”. Great job class!
Now I am going to say several words with the /sh/ digraph in them and I
want
you to try to spell them using your letters and letterboxes.
6.
The students will spell words
using individual letters and letterboxes.
“Everyone take your bag of letters and your letter boxes and lay
them
flat on your desk. I want you to turn over your letters so that you can
read
each letter.” The following are a list of words that the teacher will
call out
to the students:
3
phonemes: shell, fish, cash, shop,
wish, bash
4 phonemes: brush,
flush, trash
5 phonemes: splash
Letters
needed: a, b, c, e, f, h, i, l, l, o,
p, r, s,
t, u, w
1.
I am thinking of animal that
lives in the sea.
Answer: Fish
2.
I am thinking of
something a genie can grant.
Answer: Wish
3.
I am thinking of something
you can find at the beach in the sand.
Answer: Shell
4.
I am thinking of something
you wear on your feet.
Answer: Shoe
8. Pass out copies of the
book One Fish, Two Fish, Red Fish, Blue Fish to each
pair of
students as well as a piece of primary paper and a pencil. "Do yall
like fish? well this book i s all about fish of every differerent
color, shape, age, size, and talent. It's a fun book to read and it has
our "sh" sound in mahy words. For our next
activity, I am going to divide you into pairs. Take turns reading
a page
from the book to each other. After you finish reading the book,
write
down all the words that have sh and make the /sh/ sound when
you come
across these words.”
9. Each student
will be a given a worksheet with various pictures on it that has the “sh”
digraph and makes the /sh/ sound. . Some pictures will not have the
digraph “sh”
and won’t have the /sh/ sound. There will be a row of pictures and a
row of words , the students will then have to match the words witht he
pictures , this will allow me to see if they have an
understanding of the "sh" diagraph.
References:
http://www.auburn.edu/academic/education/reading_genie/constr/gravesbr.html
http://www.auburn.edu/academic/education/reading_genie/constr/mckeanbr.html
Random House
Publishers, 1960.