Ms. Kelley's Reading Site
Rationale: This lesson will help students identify /sh/, the phoneme represented by sh. Students will learn to recognize /sh/ in spoken words by learning a meaningful representation (shushing the crying baby), practice finding /sh/ in words, and apply phoneme awareness with /sh/ in phonetic cue reading by distinctive rhyming words from the beginning letters.
Materials: Primary paper and pencil; charts with "Shelly shopped for shells by the shore"; the book Shelly's Shell Shop; word cards with SHINE, SHARE, SHORT, SHIN, WASH; writing worksheet practicing /sh/ (cited below); whiteboard and markers
Procedures:
1. Say: A tricky part of our written language is learning what letters stand for-the mouth moves we make as we say words. Today we are going to work on noticing the mouth move /sh/. We spell /sh/ with the letters s and h. You make a /sh/ sound when shushing someone.
2. Let us stick our finger to our mouth like we are asking someone to be quiet, /sh/, /sh/, /sh/. [Pantomime sushing a crying baby] Notice where your top teeth are? (Touching your bottom row of teeth). When we say /sh/, we blow air through our bottom and top rows of teeth.
3. Let me show you how to find /sh/ in the word fish. I will stretch fish out in really slow motion and listen for me shush the crying baby. Fff-i-i-sshh. Even slower Fff-i-i-i-i-sh-sh-sh. There it was! I felt my bottom teeth and top teeth tough and air blew through them. I can feel shushing the crying baby /sh/ in fish.
4. Now, let us try a tongue tickler [on chart]. "Shelly shopped for shells by the shore." Everybody say it three times together. Now this time when we say it, we will stretch out all of the words so that we can hear the /sh/ sound. Ssshhelly ssshhopped for ssshhells by the ssshhore. Now, let us say it again, but this time break the /sh/ sound off the word: "/sh/elly /sh/opped for /sh/ells by the /sh/ore."
5. [Students take out primary paper and pencil]. Say: remember when we put the letters s and h together they spell /sh/. I am going to write the letters first, then we will write them together. [Model how to write s and h]. For the lowercase s, start just below the fence, then make one c going to the left, and then curve back down to make another c to the right towards the sidewalk. Then, right next to the s we are going to make a little h. We start at the rooftop, make a straight line all the way down to the sidewalk, come back to the fence, and make a hump to the sidewalk. Now, using your very best handwriting, I want to see everyone's sh. When you have finished this, I will give you a sticker on your paper, and want you to write seven more sh just like the first one.
6. Call on students to answer and let them tell how they knew: Do you hear /sh/ in Ship or boat? Shoe or foot? Dish or apple? Shape or tile? Say: Let us see if you can spot the mouth move /sh/ in some words. Shush the crying baby by putting your finger over your lips if you can hear /sh/: sheep, sun, rush, bush, this, five, show, boy.
7. Say: Let us read "Shelly's Shell Shop." The author tells us about Shelly's shell shop that is near alot of ships. Shane wanted to go shopping for shells, but you will have to read to find out what happens when he goes shopping. [Read it through completely one time without stopping]. Read it again and ask students to write down words when they hear /sh/. Then, have the studens pick a word from their list and draw a picture of it. Display their work.
8. Show SHINE and model how to decide if it is shine or fine: The sh tells me shush the crying baby, /sh/, so this word is sshh-ine, shine. You try some: SHARE: share or give? SHORT: short or tall? SHIN: shin or fin? WASH: wash or bath?
9. Assessment: distribute the worksheet. The students are to complete the worksheet by coloring words that begin and end with the /sh/ sound.
References:
Book: Ryan, Cheryl. Shelly's Shell Shop. Learning A-Z.
Worksheet: https://www.superteacherworksheets.com/phonics/sh-word-color_WFRTM.pdf
Shush the crying baby with.. Sh, sh, sh
Emergent Literacy
Kaide Kelley
