Tell The Fish to Shush
By: Erin Hale
Through this lesson students will be able to identify the phoneme /sh/. Students will learn that some single sounds can contain more than one letter and come in multiple spellings. We will also teach that these letters together make up what we call a digraph. The students will use the digraph not only in reading but also in writing. Students will also learn that the digraph can show up at the beginning and end of words. Although there are multiple spellings for this word, we will only focus on one.
- Big letter S
- Big letter H
- Poster with tongue twister
- One Fish, Two Fish, Red Fish, Blue Fish By: Dr. Seuss
- Splash worksheet (attached)
- One Fish, Two Fish, Red Fish, Blue Fish workbook (an example is attached but teacher can use any selection from the book they would like to)
1. Teacher will hold up the letter s, can anyone tell me what letter this is? Good, that is right, S. Can anyone tell me the sound that the letter makes? That is right, /s/. Now try this letter. (Teacher will hold up a picture of a H. Anyone know what this letter is? Good! What sounds does it make? Great, /h/! Now what do you think will happen when we put these two letters together? Correct, they will make a new and different sound. Who can tell me what that sound is? You are right /sh/ like in the word shine. Did everyone hear it? Lets say the word three times. (shine, shine, shine) Now I want you to just say the phoneme. (/sh/, /sh/, /sh/). Good job.
2. Now we are going to do some more practice with this word. Remember that we can find this digraph in the beginning and the end of words. With the following words (shack, hush, shoot, bush)I want you to say the word and then separate the digraph and then say the rest of the word like we did with the word shine earlier. (Give students time to say words to a classmate with the digraph separated from the rest of the word) Very good everyone!
3. Now I want you to say this tongue twister to practice reading the word and getting down the sound. I will read it once and then I want you to read it with me the second time, The shark shared his shirt and shoes with the fish that flashed some cash. Good now I want you to say it again but this time when you hear /sh/ I want you to put your pointer finger over your lips like you are asking someone to be quiet. Repeat if some students are not participating or seem confused.
4. Now I am going to show you how I find the phoneme /sh/ in some everyday words. For example we see it when it comes to our clothing. Do we hear /sh/ in pants or shirt? Lets try it out, /p/-/a/-/n/-/t/-/s/. Nope, I never told anyone to be quiet. Lets try shirt, /sh/-/ir/-/t/. I heard it did you? /sh/-/ir/-/t/, yup there it was! I told someone to be quiet.
5. Now I want you to see if you can hear it in the following words, if you do then put your finger over your lips; flash, brush, comb, trash, sink, shoes, cow, sheep. Very good job, it seems that everyone is really catching on!
6. Now I want everyone to come sit in a circle on the floor. As we read One Fish, Two Fish, Red Fish, Blue Fish I want you to tell your neighbor to be quiet by placing your finger on your lips, not making any noise, every time you hear the phoneme /sh/. There are patterns in the book, if you know what I am going to say next you can read some of the book with me.
7. Students will go back to their seats once we finish reading the book. At their seats they will find a booklet with part of the book typed out for them. Say: At your seat you will find part of the book we just read. I want you to go through it and circle everywhere you see sh. Once you circle everywhere you see the phoneme I want you to copy those words on to the lines provided below the text. Go over the words with the students to make sure their answers are correct. Every time you say a word with the /sh/ sound be sure that students are using their quiet fingers.
8. Students will complete the Splash worksheet provided. On this worksheet they will color in words that begin with sh in one color, the words that end in sh in another and once that do not contain sh a third color. Once you do this I want you to turn to the person next to you and read them the words that contain the letters sh in them. This will give the teacher some time to walk around and help any students that still need help.
9. For the assessment you can take up their workbooks and the worksheet and grade them on the progress they made to ensure they made progress if they messed up at all on the workbook. While completing both of these things I will also be walking around the room making notes of how well they are working and whether or not they are using the strategies I taught them earlier in the lesson. I will then call the students up one by one to read off the following pseudo words to me: bish, shet, kush, shap.
4. Chuck the Chimp Chomps on Cheese By: Bridgette Clabby http://www.auburn.edu/academic/education/reading_genie/projects/clabbybr.html
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