Shhhh!!!! Be Quiet!

Shh!! Be Quiet!

Emergent Literacy Design

MaeLee Mathis

 

Rationale: This lesson will help children identify /sh/; the phoneme represented by SH. Students will learn to recognize /sh/ in spoken words by learning a meaningful representation (Shhhh!!! Be quiet!) and the digraph /sh/, practice finding /sh/ in words, and apply phoneme awareness with /sh/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

Materials: Primary paper, pencils, copy of A Crash in the Shed by Geri Murray, glue, scissors, pictures of things with and without the /sh/ sounds, list of words for students to listen for /sh/ sound: FISH, SHIFT, PUSH, CATCH, MASH, PEN, PLUSH, and picture of the smiling face holding one finger over his mouth imitating "shhh!!"

Procedures:

1.      Say: Today we are going to learn about a certain sound we all make every day. This sound is two letter stuck together. Our moves move in different ways when it comes to different sounds. We are going to see how our mouths move when we make the /sh/ sound. The /sh/ sound is made when you place the letter s and h together. Has anyone ever told you, "Shhhh!!! Be quiet!"? Well, we make the /sh/ sound when we tell someone "Shhh!! Be quiet!"

2.      Everyone can make the /sh/ sound by placing our teeth together, making a circle with your mouth, and blowing air through our teeth. Now, I want everyone to pretend that someone is being really loud and we need to tell them to quiet down. Place your finger over your mouth and say, "Shhhh!!! Be quiet!"

3.      Let me show you how to find out if /sh/ is in the word ship. I am going to stretch out ship slowly to help me find it. Sshh-ii-pp. Slower: SSShhh-iii-ppp. I can hear the /sh/ just like when we told someone to be quiet.

4.      Let's practice our /sh/ sound in a tongue twister. The tongue twister is: Shelly should sell shirts on the shore. I need everyone to say it together. We will now stretch out each word to try and find the /sh/ sounds in the sentence.  "Ssshhhelly ssshhhould sell ssshhhirts on the ssshhhore." This last time we will separate each /sh/ sound from the rest of the words. "/Sh/ elly /sh/ ould sell /sh/ irts on the /sh/ ore." Good job everyone! You are making great progress on this /sh/ sound!

5.      We are now going to practice writing the /sh/ sound we have learned today. I need everyone take out their pencils and paper. We will start by writing the lower case s. Start right below the fence, go up and curve to the left, curve back down to the sidewalk, and the back up again, like you are making the number eight but stop before you go back up. Raise your hand to let me know you have made the letter s so I can check yours to make sure you are doing it correctly. After I have checked you off, please write the letter s five more times. The next letter we will practice is the letter h. For this letter, you will start at the rooftop, come straight down to the sidewalk, and hump over the fence. Again, raise your hand when you have written this and let me check you off. After you have been checked off, please write this letter five more times. Now we will write these two letters together five times to make sure we know how to write the /sh/ sound.

6.      Let's see if we can hear the /sh/ sound in some different words. Everyone raise your hand if you hear the /sh/ sound in the following words: fish, shift, push, catch, mash, pen, and plush.

7.      Say: We will now read a book, A Crash in the Shed, by Geri Murray. Give a book talk:  This book is about Tim and Jan. They want to go fishing, so they go to the shed to get what they need to fish and hear a crash; their cat Elf knocks something off the shelf. Will they be able to go fishing after this or not? Read the book to the class and have the students place their finger over their mouth as if they are telling someone to be quiet every time they hear the /sh/ sound.

8.      Lastly, I will model to see if the /sh/ sound is in shade or blade. The SH tells me to be quiet, /sh/, so this word is ssshhhh-ade, shade. Now I will let you all try some for me: shore or chore, shoe or tow, shake or take, and go or show?

9.      For the student's assessment, I will give them all a worksheet that has several pictures on it of a cat, shell, ship, truck, and a shoe. Students will cut out the pictures that have the correspondence of /sh/ and place them on a piece of primary paper. They will then write what the item is above the picture and color it after they placed all items on the paper.

 

 

References:

Bowden, Megan. (2013). Shower the Flowers with Shhh http://www.auburn.edu/~mbb0018/bowdenel.htm

Decodable Text:

Murray, Geri. A Crash in the Shed. Genie Collection, 2006.

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