Fishing
for some Shopping!
Rationale: To accomplish students to decode words in reading, students need to learn the components that make up the alphabetic code 䴋 graphemes and their corresponding phonemes. This lesson focuses on grapheme-phonemes correspondence sh = /sh/. This is a diagraph, because two letters come together and make on sound. This lesson will help students recognize and know when they see s and h together it makes the /sh/ sound.
Primary paper and pencil
Poster with tongue twister: "Shawn wished for a shell to share with Shannon."
Whiteboard and markers
Paper fish cut-outs with one word written on each fish: sharp, fish, ball, shell, hand, ship, book, sheep, pig, bed, wish, shop, car, dress, hat [one for each child in the classroom]
Bowl to put paper fish in
Elkonin letterboxes [large one for teacher & smaller, individual ones for students]
Letter tiles for teacher and students: a,d,e,f,h,i,m,o,p,r,s,t,u,w
The book: One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss.
Word page with: shark, sheet, cat, shoe, dog, duck, fish, candle, ball, book, sheep, shell, frog, shirt
Procedure:
1) To
introduce the lesson I would
start off saying: "We have been
practicing each letter has its unique sound, today we are going to be
learning
how to put letters together to make new sounds! Have you ever had
a
teacher or parent ask you to be quiet? What sound do they usually
make to
ask you to be quiet? Shhh‰¥Ïthat's right! I know
you have
heard me
say Shhh throughout some days! The /sh/ sound is found in many of the
words we
use all the time. /sh/ is a very special sound because it is made
up of
two letters! Whenever two letters together make one sound, we
call it a
digraph. The sh digraph is made up of the letter s followed
by the letter h." [Show students the letters s
and h
on the board as this is being explained.]
2) "Now we
are going to practice asking each other to
be quiet by saying, 'Shhh' Watch me first and then it will be your
turn."
[Teacher puts a finger to mouth while modeling for students the
/sh/
sound.] "Now everyone get their fingerr ready‰¥Ï
Shhh. Great
job! Do you feel a little bit of air coming out of your mouth
when you
make that sound? What are your teeth doing? That's right‰¥Ï
they are
together!
That is the sound that the letters s and h make whenever you see them
together.
Let's practice that sound one more time. Ready? [Teacher brings
her
finger to her mouth to begin the sound] Shhh. Very
good!"
3) "Now,
let's try a fun tongue twister!" [On
poster] Read through the tongue twister once. "As we read
through the tongue twister this time I want you to listen for the /sh/
sound,
every time you hear the /sh/ sound, I want you to pretend to be asking
someone
to be quiet by putting your finger up to your mouth. "Shelly
and Shawn went fishing for fish by the seashore."
Have students stretch the /sh/ sound in the words to emphasis
it. "Ssshhhelly
and Sssshhhawn went fisshhhing for fisshhh by the seassshhhore."
4) I
would like for you to get your primary paper
and pencil. Now you know how to identify
sh=/sh/ by hearing the sound of /sh/.
Let's write it out so that you can identify it on paper.
[Teacher model
on the board] "First start your pencil at the rooftop. Then make a
slight
curve and cross at the fence and make one slight curve to the left and
end at
the sidewalk." Then the teacher tells the student to practice on their
primary paper.
5) "Next we are
going to play a fishing game!"
Bring out the fish bowl with paper fish inside. Demonstrate for
students
what they are going to be doing. Reach into the fish bowl and pick a
fish. "Everybody is going to get to catch a fishhh from our
fishhh
bowl. There is a word written on each of the fish. [Show
word on
fish teacher has selected] Some of the words have the /sh/ sound
in them
and some do not. [Ask students if the teacher selected a fish
that has
the /sh/ sound or not.] When you get your fishhh read the word on
it
silently to yourself to determine if it has the /sh/ sound in it. Now,
if the
word on your fishhh does have the /sh/ sound in it, I want you to raise
your
hand. If it does not have the /sh/ sound I want you to make a fish face
with
your mouth."
5) [Pass out
boxes and letters to each student.] "Now
we are going to spell some words that have the /sh/ sound in
them. I am
going to do one first for you to see. I am going to spell
shop. I
will stretch it out /sh/ /o/ /p/. You hear the /sh/ sound?
I know
that two letters make that /sh/ sound. Will I put that in one box
or two?
That's right, one, since it together makes only one sound!"
Finish
spelling the word. Give students the remaining words to spell one
at a
time: [2: ash 3: shut, mesh, sad 4: fish, swish, shred]
Guide them through the first few as to how many boxes to use, but then
allow
them to do it on their own. Be sure to encourage students to read
the
words after they have spelled them. Teacher can be assessing
through observation
during this.
6) Now I am
going to read the book One Fish Two Fish Red Fish Blue
Fish by Dr. Seuss. I
would like for you to get your primary paper and pencil.
Now you know how to identify sh=/sh/ by
hearing the sound of /sh/. .
7)
Assessment: Give each student a word page with
some words that do contain the sh digraph and some that do
not.
Have students circle the words that have the /sh/ sound in them.
References:
Borders,
Emily. Shake with A. http://www.auburn.edu/rdggenie/connect/bordersbr.html
Williams, Amy. Choo Choo! All Aboard! http://www.auburn.edu/academic/education/reading_genie/connect/williamsel.html
"How to Print Letters", The Reading Genie website,
http://www.auburn.edu/academic/education/reading_genie/letters.html
Click to return to Voyages
index.