Emergent Literacy Design: Shhhh, It's Raining

 

Emergent Literacy

By: Amber Dunlap

 

Rationale: 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 beginning letters.

 

Materials: 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

 

Procedures:

1.     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.

2.    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.

3.    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.

4.    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!

5.    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.

6.    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, plush.

7.    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 them also]

8.    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?

 

Assessment: Students will be given a sheet of paper. They will have to identify the pictures that have the /sh/ sound. They will cut the pictures with the /sh/ sound out and glue them onto another sheet of paper with the correct correspondence written on top of it.

 

Reference:

Murray, Geri. The Crash in the Shed. Reading Genie Collection, 2006

 

Chamberlin, Alison. Chugga Chugga Choo Choo - http://www.auburn.edu/academic/education/reading_genie/journeys/chamberlinel.htm

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