I Like to
Shuffle Along in My Shiny Shoes
Beginning
Reading Lesson Plan
Rationale: In order to read and spell words it
is important that children can identify
letters and their phonemes. It has been
shown that letter knowledge is one of the best predictors of reading
success. This letter will introduce the
letters s and h, the sound than corresponds with these letters when
combined
(sh), and the mouth movements for the combination of the two letters.
Materials: Primary paper, pencil,
chart with "Shelby and Shawn like to shuffle in their shiny shoes.";
letterboxes for each student with small letters needed for the lesson; One Fish Two Fish Red Fish Blue Fish
(by: Dr. Seuss, Random House Books, © 1960); dry/erase board;
marker
Procedures:
1.
“Today we are going to
talk about the letters s and h. We are
going to practice these letters together.
Who knows what sound s makes? What
about h? When we put those two letters
together it makes a sound that is a little bit different.
This sound is ssshhhh. Can
everybody practice making that
sound? Very good.”
2.
“Remember how we
sometimes use tongue twisters to help us remember sounds? Well, I have
a new
tongue twister for us to practice:
Shelby and Shawn like to shuffle in their shiny shoes. Let’s all practice saying this together. Very good. Now this time let’s all try to
stretch the /sh/ at the beginning of the words.
SSShhelby and SSShhawn like to sshhuffle in their sshhiny
sshhoes. That was wonderful.
As we are going through our activities today,
let’s remember /sh/ by remembering the shiny shoes.
3.
“We are now going to
practice writing the letters s and h.
Everyone takeyou’re your paper and pencil. I
am going to make the letter s on the board. Everyone
watch me. form a tiny c
up in the air, and then swing back. Now, I want you to try.
(Each student should attempt to
write the letter s). I will now going to
make the letter h on the
board. Watch me. I
will start at the rooftop, come
down, and hump over. Now, you try it. (Everybody
should attempt to write the letter h). Now I want everyone to
practice
each letter 3 times. Once you have done
this, put the s and the h together and write this combination 5 times. Remember as you are writing what sound the s
and the h put together makes.
4.
Now that we have
completed that activity, I have a fun game I want us
all to play. Each person has a set of letterboxes and letters on their
desk. We are going to use these letters to
help us spell out a word according to its sounds. I
will show you what I mean. The word I am
going to model is ship. I will first
find the vowel for my word which is the i. In this word, the
letter i
makes the /i/ sound. I will then figure out what this word begins
with. I am thinking that sh-ip begins
with /sh/. I remember this because I
remember sh and shiny shoes. So, I have
the sh and the i. Now, I have to think
about what this word ends with. Let me
think. Sh-i-p. I
think this word ends with the letter
p. Sh-i-p. This
word is ship.”
5.
Each child will then
practice the words:
2 phonemes:
ash, she
3 phonemes: ship, shop, cash,
fish, shell
4 phonemes: shift
The
letters that will be used for this lesson will be: a, c, e, f, h, i, l,
o, p,
s, t
6.
“I am so proud of each
of you for working so hard in your letterbox lessons.
I am now going to read the book One Fish, Two Fish,
Red Fish, Blue Fish.
While I am reading, I want you to raise your hand everytime you hear
the sound
/sh/. When we are finished reading we
will go back through the book and list these words on the board.”
7.
“The last activity we
will do is drawing a picture. I want
each of you to draw a picture of an object that has the letters /sh/ in
it. For example I might draw some dirty
ashes that are left in my fireplace after a fire. When
everyone is finished we will talk about
how many /sh/ words we could think of and share our unique pictures
with the
class.”
8.
For assessment, use
teacher observation as each child spells words in their letterbox
lessons. The main thing to look for is
that the child
is placing the s and the h in the appropriate places and knows what the
letters
s and h sound like when put together.
Also, check pictures and make sure each child’s picture
correlates with
a word that contains the /sh/ sound in it.
References:
http://www.auburn.edu/rdggenie/guides/mcintoshbr.html
Success For All
Reading Development Team. Fast Track Phonics for Roots.