Shhh!
I heard a
crash!
Beginning Literacy
Rationale: As students begin to read on their own, it
is important that they have the phoneme correspondences necessary to
decode
words that are not sight words. One group of phonemes that are hard for
students to decode without knowing is digraphs. In this lesson, we will
focus
on the sh=/sh/ correspondence. The students will learn to read,
spell,
and hear words with the /sh/ vocal gesture.
Materials: tongue twister chant on lined
paper,
letterboxes for each student, laminated paper letters for each student
in a
baggy (letters needed: f, i, s, h, p, m, a, o, r, t), letters with
magnet on
the back to stick on board, copy of The Crash in the Shed from
the
Reading Genie website, pencil box for each child for the phoneme kit,
worksheet
with pictures with /sh/ and non-/sh/ in them, pencils
Procedure:
- Okay ladies and gentlemen, today we
are going to continue talking about phonemes. Can anyone remind me what
a phoneme is? (A vocal gesture.) Right. Today we are going to be
talking about a special phoneme. Our phoneme for today and the next few
days is the sound that the letters s and h make together.
- S and h are special friends. When they
are together, we call them a digraph. Di means two and in this case
graph is a letter or letters. So digraph means two letters.
- When my friends s and h are together
they make the sound /sh/. Say that with me, shhhhh. Good! Now close
your eyes and think about what your mouth does when you say shhh. What
is it doing? (Lips puckered out and air seeps out between the teeth.)
- Okay, now I am going to show you a
picture to help you remember our new phoneme. Here it is! (Show picture
of the smiley face.) What is he doing? He is saying, "shhhh." Like when
you tell someone to be quiet, right? Shhhh. Put your finger over your
mouth like the smiley face and say shhh.
- Now it is time for our weekly tongue
twister! Here it is! (Show the chart paper with tongue twister: Shhh, I
heard a crash in the shabby shed's bushes.) Say it with me this time.
Okay, now whenever you hear that shhhh I want you to put your finger
over your lips like the smiley face and draw out the shhhh.
- I want everyone to listen very closely
now. I am going to say some words and I want you to tell me which one
you hear shhh in. Let me tell you what I mean, if the words were lash
or brow, I would think to myself, lash, brow. Lash has that shhh sound,
right? Okay, let's get started. (Words: fish or dog, trash or garbage,
pan or dish, sink or shower?)
- Everyone get your letterboxes out of
your phoneme kit. We are going to do a letterbox activity now. I want
you to make your boxes so that there are 3 boxes. Who can tell me what
the boxes stand for? (Phonemes in the word.) If I were going to spell
the word "splash" I would do it like this: /s/, /p/, /sp/, /spl/, /a/,
/spla/, /sh/, /spla/ /sh/, oh, splash! Spell the words as I say them.
(3 phoneme words: fish, ship, mash) Now make 4 boxes. (4 phoneme words:
flash, short)
- Now I want you to look in your reading
folder and get out the new packet. Our new book is called The Crash
in the Shed. Booktalk: This book is about Jan and Tim. They are
trying to decide if they want to go fishing or looking for shells. They
decide to do both. When they go to the shed to get their gear to fish
and search for shells, their cat, Elf, jumps up and causes a big crash!
I wonder what is going to happen next? I want you to all whisper read
the book to yourself at your desk. I am going to call several of you up
to my desk at a time to read to me.
Assessment: Each student will complete a
worksheet by
coloring in the pictures that have the /sh/ phoneme in them.
References: