Tell The Fish to Shush
Beginning
Reading
Rational:
Through
this lesson students will be able to identify the phoneme /sh/.
Students will learn that some single sounds can contain more
than one letter and come in multiple spellings. We will also teach that
these letters together make up what we call a digraph. The students
will use the digraph not only in reading but also in writing. Students
will also learn that the digraph can show up at the beginning and end
of words.
Although there are multiple spellings for this word, we will
only focus on one.
Materials:
-
Big
letter S
-
Big
letter H
-
Poster
with tongue twister
-
One
Fish, Two Fish, Red Fish, Blue Fish By:
Dr. Seuss
-
Splash
worksheet (attached)
-
One
Fish, Two Fish, Red Fish, Blue Fish
workbook (an example is attached but teacher can use any selection from
the book they would like to)
Procedures:
1.
Teacher will hold up the letter s, can
anyone tell me what letter this is? Good, that is right, S. Can anyone
tell me the sound that the letter makes? That is right, /s/. Now try
this letter. (Teacher will hold up a picture of a H.
Anyone know what this letter is? Good! What sounds does it make?
Great, /h/! Now what do you think will happen when we put these two
letters together? Correct, they will make a new and different sound.
Who can tell me what that sound is? You are right /sh/ like in
the word shine. Did everyone hear it? Lets
say the word three times. (shine, shine, shine) Now I
want you to just say the phoneme. (/sh/, /sh/, /sh/). Good job.
2.
Now
we are going to do some more practice with this word. Remember that
we can find this digraph in the beginning and the end of words. With
the following words (shack, hush, shoot, bush)I want
you to say the word and then separate the digraph and then say the rest
of the word like we did with the word shine earlier. (Give students
time to say words to a classmate with the digraph separated from the
rest of the word) Very good everyone!
3.
Now I want you to say this tongue twister
to practice reading the word and getting down the sound.
I will read it once and then I want you to
read it with me the second time, The shark shared his shirt
and shoes with the fish that flashed some cash. Good now I want you
to say it again but this time when you hear /sh/ I want you to put your
pointer finger over your lips like you are asking someone to be quiet.
Repeat if some students are not participating or seem confused.
4.
Now I
am going to show you how I find the phoneme /sh/ in some everyday
words. For example we see it when it comes to our clothing. Do we hear
/sh/ in pants or shirt? Lets try it out, /p/-/a/-/n/-/t/-/s/. Nope, I
never told anyone to be quiet. Lets try shirt, /sh/-/ir/-/t/. I heard
it did you? /sh/-/ir/-/t/, yup there it was! I told someone to be quiet.
5.
Now I
want you to see if you can hear it in the following words, if you
do then put your finger over your lips; flash, brush,
comb, trash, sink, shoes, cow, sheep. Very good job, it seems that
everyone is really catching on!
6.
Now I
want everyone to come sit in a
circle on the floor. As we read One
Fish, Two Fish, Red Fish, Blue Fish I want you to tell your
neighbor to be quiet by placing your finger on your lips, not making
any noise, every time you hear the phoneme /sh/.
There are patterns in the book, if you know what I am going to
say next you can read some of the book with me.
7.
Students
will go back to their seats once we finish reading the book.
At their seats they will find a booklet with part of the book
typed out for them. Say: At your seat you
will find part of the book we just read.
I want you to go through it and circle everywhere you see sh.
Once you circle everywhere you see the phoneme I want you to
copy those words on to the lines provided below the text.
Go over the words with the students to make sure their answers
are correct. Every time you say a word
with the /sh/ sound be sure that students are using their quiet fingers.
8.
Students
will complete the
Splash
worksheet provided. On this worksheet they
will color in words that begin with
sh in one color, the words that end in sh
in another and once that do not contain sh a third
color.
Once you do this I want you to turn to the person next to you
and read them the words that contain the letters
sh in them. This will give the teacher some time to walk around
and help any students that still need help.
9.
For
the assessment you can take up their workbooks and the worksheet
and grade them on the progress they made to ensure they made progress
if they messed up at all on the workbook. While completing both of
these things I will also be walking around the room making notes of how
well they are working and whether or not they are using the strategies
I taught them earlier in the lesson.
I will then call the students up one by one to read off the
following pseudo words to me: bish, shet, kush, shap.
References:
1.
http://www.free-phonics-worksheets.com/html/phonics_worksheet_v1-31.html
2. http://www.bingocardcreator.com/bingo-cards/speech-and-language/words-that-begin-with-sh
3.
http://www.bingocardcreator.com/bingo-cards/speech-and-language/words-that-end-with-sh-sounds
4.
Chuck
the Chimp Chomps on Cheese By: Bridgette Clabby
http://www.auburn.edu/academic/education/reading_genie/projects/clabbybr.html