Emergent Literacy Design: Shhhh, It's Raining
By: Amber Dunlap
This lesson will help children identify /sh/, the phoneme
represented with sh. The students will learn to recognize /sh/
in spoken words by learning a meaningful representation (the
sound of raining pouring) and the letter symbols sh, practice
finding /sh/ in words, and applying phoneme awareness with /sh/
in phonetic cue reading by distinguishing rhyming words from
primary paper and pencil, glue, scissors, pictures of items with
and without the /sh/ sound, picture of pouring rain, copy of
The Crash in the Shed
Say: We are going to learn a sound today that sticks two letters
together to make the sound! The sound that we are going to make
is /sh/. Our mouth moves differently time we read different
words. We are going to be able to see how our mouth moves every
time we make the /sh/ sound. We make the /sh/ sound by sticking
the letters s and h together. The /sh/ sound is just like the
sound that a heavy rain makes. Display a picture of rain.
Everyone can make the /sh/ sound by putting our teeth together,
rounding our mouths, and blowing air through our teeth. Let's
pretend that we are playing in the rain and hearing the sound
that it makes. We are going to use a hand motion (wiggling
fingers coming down like rain) that is like the way rain falls.
Everybody together, let's say /sh/, /sh/, /sh/ and move our
hands in the rain motion.
Let me show you how to find out if /sh/ is in the word rush.
I'm going to stretch out rush slowly to help me find out.
Rr-uu-sshh. Slower: Rrr-uuu-ssshhhh. I could hear my /sh/ just
like the rain.
Let's try a tongue twister that will help us practice our /sh/
rain sound. The tongue twister is: "Shannon showed shins shaking
shiny shoes." Everyone say it together. Now stretch out each
word so that we can find /sh/. "Ssshhhannon sshhowed sshhins
sshhaking sshhiny sshhoes." Now this time we will separate each
/sh/ sound from the rest of the words. "/Sh/ annon /sh/ owed /sh/
ins /sh/ aking /sh/ iny /sh/ oes." Great job!
We are now going to practice writing our new /sh/ sound we have
learned. Everyone take out a sheet of primary paper for us to
practice on. Let's start by wringing the lower case s. Start
slightly below the fence go up and curve to the left, curve back
down to the sidewalk and then back up again, like you are making
the number eight but stop before you go back up. I will check to
make sure everyone does it correctly, and when you have it
correct, write it four more times. The next letter is the lower
case h. Start at the rooftop, come down to the sidewalk, and
hump over. I will make sure that everyone is doing that correct.
When I check that you are doing that correctly write it four
more times. Once we have completed writing each letter
separately we will put the s and. Together to practice writing
our /sh/ sound. We will write sh together five times.
Students will then be able to identify if they hear /sh/ in
differ words. Everyone put a thumbs up if the /sh/ in the
following words. Fished, pushed, catch, lashes, mosh, froth,
Say: Now, we are going to be able to use our skills of listening
for this /sh/ sound
when we read this book. Everyone needs a partner and you can
buddy up together. Every time you and your buddy hears the /sh/
sound you can high five each other. In this story, The Crash in
the Shed, Ben and Jess can't make up their minds whether to fish
or collect shells. Suddenly they hear a crash in the shed.
Sounds like trouble! Lets's read to find out what happens! [
After reading, get students back together and ask them what
words they found and write them on the board. Ask students if
they can think of any other words with the /sh/ sound and write
I will then model to see if /sh/ is in shoot or root. This word
is ssshhhooooottt. This word shows me that the /sh/ is there.
The student will identify if /sh/ is in the next few words: sham
or clam? Shrug or chug? Ships or lips?