Sheep on a Ship
Emergent
Literacy
Rationale: To learn how to read and
write,
children must be able to comprehend that letters stand for different
phonemes
and that some of the same letters don't have the same phoneme meanings. Teaching phonics includes incorporating
decoding, encoding, and spelling all in one subject.
Children must be able to detect phonemes in
spoken words before they are able to match the equivalent letters to
their
phonemes. Being knowledgeable about
simple diagraphs is one of the important fundamentals for learning
spoken
words. Diagraphs are "voiceless"
groupings of two consonants. Some
students get confused and don't understand why some 2 letters combined
make one
sound. This lesson will help students to
identify sh=/sh/. They will be able to
recognize /sh/ in spoken words by learning a corresponding hand gesture
that
goes along with the phoneme and also a picture that represents the
phoneme. The students will also be able
to practice finding /sh/ in different words and pictures.
Materials: Primary paper, pencil,
poster board
with "Shelly sheered
the sheep's shaggy wool shawl on the ship."; drawing paper and crayons;
Book: Sheep on a Ship By: N. Shaw. Pictures of words (sheep,
dog, cake,
sail, trash, seal, splash, drum, shape, dish)
Procedures:
1. Introduce the lesson by explaining that we are going to learn about
the
diagraph, /sh/. Explain that some
letters like to stick together as friends and the friend's s and h
stick
together and make one sound /sh/. Today,
we're going to work on the sound /sh/.
After we learn how to say the /sh/ sound, we will then learn how
to pick
out written words with the /sh/ sound.
At first, it may be hard to spot the /sh/ letters together, but
once you
practice, you'll be able to find and pronounce /sh/ in every word!
2.
Have you
ever heard anyone tell you to be quiet by making the noise /sh/? That's the noise we will make today as we
learn about the letter friends s and h.
Let's pretend we are trying to read and we need everyone to be
quiet. Will you help me tell everyone to
be quiet? Say /sh/ while putting your finger over your lips like this
(model
how to put your finger over your lips and saying /sh/ at the same time). I don't think anyone heard
us‰¥Ïeveryone is
still so loud! Let's try again and tell
everybody to be quiet by making the /sh/ sound: /sh/.
3.
Now, let's
try a tongue twister (on poster). "Shelly
sheered the sheep's shaggy wool shawl on the ship."
Now let's say it again three more times. Those
letter friends are kind of tricky, but
you'll get it! Now let's say it again, but this time let's stretch the
/sh/ at
the beginning of the words, like this.. "Ssshhhelly ssshheered the
shhheep's
sshhaggy wool sshhawl on the sshhip."
This time, let's break the /sh/ sound on each word: "/sh/elly
/sh/eered the /sh/eep's /sh/aggy wool /sh/awl on the /sh/ip."
4. (Have
students take out
primary paper and pencils). Remember that the letters s and h go
together as
friends and make the /sh/ sound. Let's
write these letters together. We're
going to first draw the letter s. We are
going to start just below the fence.
Curve up until you hit the fence and then curve back down
towards the
sidewalk, but when you get to the sidewalk, spring halfway up towards
the fence
and stop. Now let's draw our h right beside our s.
Let's start at the rooftop and bring your
pencil straight down to the sidewalk and make a hump just below the
fence and
come back to the sidewalk. Good. We have
made our friends s and h. What kind of
sound does sh make? /sh/. That's right.
After I have given you a sticker, I want you to make 6 more
letter
friends of sh. Remember when you see s
and h together, that's the signal to say /sh/.
5.
Let me
show you how to find /sh/ in the word rush. I'm going to stretch rush out
in a VERY slow motion and I want you to listen for the
/sh/ sound. When you hear the /sh/ sound
in the word rush, I want you to cover
your lips with your finger and make the sound with me.
R-r-r-u-u-u-sh-sh-sh. Good
job!
Now I'm going to read a sentence to you. I want you to put your
finger
to your lips when you hear the /sh/ sound in the words. "Shelly
sheered the sheep's shaggy wool shawl on the ship."
6.
Call on students to answer and have them
tell me how they
know the /sh/ sound in each word. Do you
hear /sh/ in he or she? wish or desk? sheep or peep? check or brush?
shake or
make? cheese or dish?
7. I think you
are beginning to turn into experts with /sh/.
Show me how good you have gotten at hearing /sh/ by putting your
finger
over your lips every time you hear /sh/ when I read this book called Sheep on a Ship. In this story,
the sheep all fall asleep on
the calm green sea, but they are then suddenly awakened as dark clouds
form
into a storm. The sheep aren't able to
sail their ship anymore because of wind and the rain, so they abandon
the ship
and go on a raft. Do the sheep survive
the terrible storm in the small raft? To
find out, we'll have to read Sheep on a Ship. Read
the story to them. Read the story again
and have the students
put their finger over their lips, like they are making the /sh/ sound,
every
time they hear words with /sh/. After
reading the story a second time, have the students draw a sheep and
write a
message using inventive spelling.
Display their work in the classroom.
8. For
assessment, I'm going to
pass out the random pictures of
the different objects. Some of the
pictures have the /sh/ sound in them and some do not.
Have students circle every object that has the
/sh/ sound in it. (Pictures include: sheep,
dog, cake, sail, trash, seal, splash, drum, shape, and dish).
Reference:
Consonants,
Blends, and Diagraphs.
http://www.mybreakfastreadingprogram.com/consonants.htm
Jacobs, Ashley. (2007). Shelly Goes to Sherman's Shoe Shop. An emergent
reading
design. Auburn University Reading Genie Website: retrieved February 25,
2008. http://www.auburn.edu/academic/education/reading_genie/encounters/jacobsel.html
Picture of
finger over lips.
Retrieved February 25, 2008.
http://images.jupiterimages.com/common/detail/15/17/22141715.jpg
Rosko,
Natasha. (2007). Shh! I'm Reading. An emergent
reading
design.
University
Reading Genie Website: retrieved February 25, 2008. http://www.auburn.edu/academic/education/reading_genie/encounters/roskoel.html
Shaw,
