Rationale:

In order for a child to become a successful speller and reader, they need to understand that letters represent phonemes. A phoneme can either be represented by one single letter, or a combination of letters.  A diagraph is two letters are combined to make one sound. The diagraph we are going to be focused on today is sh=/sh/. Children will learn to recognize /sh/ by spelling and reading words that contain the diagraph in them. They will know that “s” and “h” together make /sh/.

 

Materials:

• Chart with: Should shy Shirley share her ship with Sherry?

• Pencil

• Primary Paper

• Book: Splish, Splash

• Letterboxes

• Letters

• Worksheet

• Words: fish, ship, sheet, mush, leash, share, shore, 

• Letters: f, I, s, h, p, e, e, t, m, u, l, a, r, o

 

Procedure:

• When we are at school and it is getting to noisy in the classroom, what does your teacher say? “Shhhhh!” That’s right! “Sh!” Everyone lets say “sh” together and watch what our mouth does. Everyone put your hand in front of your mouths, do you feel the air blowing out? Does anyone know what letters can make up the /sh/ sound? Good! “s” and “h”

 

• Now lets all say /sh/ together but this time we are going to place our index finger of our lips as if we were actually telling someone to be quiet.

 

• I am going to read the sentence on the chart, and I want everyone to listen for the /sh/ sound when you hear it put your finger over your mouth like you are telling someone to be quiet. “Should shy Shirley share her ship with Sherri?” Did everyone here the /sh/ sound? Now lets say it together a few times. Now lets stretch out the /sh/ in the sentence. Shhhhould Shhhhhhy Shhhhhhirley Shhhhare her Shhhhhip with Shhhherry? Can someone tell me how many of the words had /sh/ in it? “6”

 

• We know that C and H make /ch/. And now we know that S and H make up the /sh/ sound. Can anyone think of any other words that have the /sh/ sound in it? Lets get out a piece of paper and write as many words with /sh/ in it as you can think of. In a few minutes we are going to come to the board and write the words on the board.

 

• Now lets take out our letterboxes and letters that I have given you. We are going to listen to the words and put each sound in a box. I am going to show you how to spell fish in your letterboxes. “fiiiiisssshhhh” First I put the f in the first box, then the I in the second box, and the sh in the last box. “Does anyone know why /sh/ is in the same box? ... Because it is only one mouth movement! Okay class now it is your turn.” I will give a list of words for the students to put into their letterboxes. I will walk around the room to check students understanding. Now I am going to write a word on the board and I want you to read it aloud.

 

• Now lets turn to our neighbors and read a book Splish, Splash by Sarah Weeks. One student will read one page and the other student will read the next. Every time you hear the /sh/ sound you are going to place your finger over your mouth.

 

• Assessment: You guys have done so well today! I will now pass out a work sheet. This worksheet is going to let me know how well you know the /sh/ sound. In the worksheet you will read the words and color the word boxes that start with /sh/.

 

Resources:

https://www.superteacherworksheets.com/phonics-sh-ch.html

 

Weeks, Sarah. Splish, Splash. New York: Harper Collins. Print.

 

Extra practice: http://www.auburn.edu/academic/education/reading_genie/begin/millermbr.htmlBli

 

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