Shhhhhhhh!!!!!
Beginning Reading Design:
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. This particular lesson focuses on the digraph
/sh/. The lesson is designed to help students learn to read, write,
spell and
speak words that contain the digraph /sh/.
Materials:
Chart
paper with the tongue twister: "Shelly‘s aunt, Sharon shears
sheep" on it
Class
set of the book by Dr. Seuss, One Fish, Two Fish, Red Fish,
Blue Fish
Class
set of Elkonin boxes, with the letters (a, b, c, e, f, h, i, l,
p, r, s, and u.)
Overhead
Primary
paper and pencils for each student
Work
sheet with pictures on one side and on the other side a blank for
them to write the
word that would match the picture.
Words can include ship, sheep, shed, shin,
rash,
mush, and push.
Procedure:
1. Ask students, “When your mom wants you to be quiet what does she
tell you?
"Shhh!" Ask them to put their hand in front of their mouth as they
repeat the sound. Ask them what they feel. "Air." Tell them: That’s right! The /sh/ sound is made by
putting
your teeth together and pushing the air out of your mouth. Ask if they
know
what letters go together to make the /sh/ sound? "An S and an H."
Tell them that when you see these letters together in a word, they make
that
special sound. This sound is called a
digraph.
2.
Tell students: I am going to say a sentence, listen hard for words that
have
/sh/ in them. Shelly‘s aunt, Sharon shears sheep. Now
let's repeat that sentence a few times
together. Raise your hand if you hear the /sh/ sound in that sentence?
Good,
now lets say it, but make the /sh/ sound longer each time we hear it in
the
sentence. Shhhhhhelly‘s aunt, Shhhhhhharon shhhhhhhears shhhhhhheep?
How many
times do you hear the /sh/ sound in that tongue twister? “4.”
3.
Now that we know that /sh/ is made from
the letters S and H, can anyone think of any words that were not in our
sentence that have that sound in them? Get out your paper and pencil
and write
as many words that you can think of. (You can have several of the
students
share their words and discuss them with the class.)
4.
After a quick discussion, you can begin the letterbox lesson. Have
everyone get
out their Elkonin boxes and letters for the lesson.
Tell them, “I would like everyone to start by
spelling she with their letters, like this [model]. (Continue
with 2
phoneme: she, 3 phoneme: ship,
shell, fish, cash, 4 phoneme: flesh, brush, flush.)
5.
After the kids have spelled all the words, use your own letters to
spell the
words on the overhead and have them read them as a class after modeling
once.
6.
Tell them: “We are now going to read One Fish, Two Fish, Red Fish,
Blue Fish
by Dr. Seuss,” and ask if any of the students have ever read this book?
Give
the students a short book talk and then pass out the class set. Send
the
children into their reading groups and take turns reading pages. This
is a good
review, because the children will practice reading /sh/ in a hands-on
fashion.
Assessment: Give the students the
worksheets and explain directions. They
are to identify the pictures by writing the name of the picture across
from
it. Since some pictures may be difficult
for them to decipher, you can give assistance in coming up with the
correct
names.
References:
Seuss, Dr. (1960). One Fish, Two Fish, Red Fish, Blue Fish.
Random
House, Inc: New York, NY. 1960.
http://www.auburn.edu/academic/education/reading_genie/begin/millermbr.html