Sweeping with SHHH

 

 

 

 

 

 

 

 

 

 

 

 

Emergent Literacy

Lauren Ayres

 

Rational: This lesson will help the child identify the phoneme sh making the sound /sh/. By learning the sound /sh/ through the representation of a sweeping the child will learn to recognize /sh/ in spoken words. The student will also practice their phoneme awareness with /sh/ in phonetic cue reading by identifying rhyming words from last two letters.

 

Materials:

• Primary paper and pencils

• Clip board if not working at a table

• Shoe Man by Alice K. Kunka

• Tongue Twister Worksheet: “Sharon's wish, since she was a fish, was to swim and swish in the dishwasher.”

• Notecards with SHE, WILL, SHIRT, FISH, SHOE, NOT, SHAPE, WENT

• Picture cards of the following: shirt, bell, shoes, tree, fish, house

 

Procedure:

1. Explain: Every letter has its own sound and some of those sound’s change when we put two letters together. Like S says /s/ until we add a magic H, then it says /sh/. Today we are going to learn how to find /sh/ in different words. /sh/ is the sound a broom makes when you sweep. 

 

2. Let’s pretend we are a broom, /sh/ /sh/ /sh/. Now, see what lips and teeth are doing? Your lips are pushed out. And where is your tongue? It’s lifted off the bottom of your mouth but isn’t touching anything as we blow air out your lips.

 

3. Let me show you how to find /sh/ in the word wish. I'm going to say the word in slow motion and listen for the librarian. Ww-iiii-sh. Slower: Www-iiiii-ssssshhhhh. There it was! I felt my lips poke out and blow air between my teeth. I found the broom’s /sh/ in wish. Mix /sh/ word cards with some word cards not containing /sh/ and show students the cards. Have them say the word and be the broom if it contains the /sh/ sound.

 

4. Why don't we try to write the letters that make the /sh/ sound. Those letters are S and H. To write an S we start just below the roof, curving up to touch the roof, back around to the fence then curve back around and down to the sidewalk. You should have two humps between the roof and the sidewalk. To write an H, we draw a line straight down from the roof to the sidewalk, then come back up to the fence and make a hump, bringing the it down and touching the sidewalk."

 

5. Now let’s try a tongue twister. (worksheet). “Sam's shop stocks short spotted shirts.” Let’s draw out the librarian in all the words saying /sh/. “Sam’s shh-op stocks shh-ort spotted shh-irts.”

 

6. Ask student to tell you which work they hear /sh/ in. shame or blame? Fight or share? Shoe or sock? Now ask them to be the broom when they hear /sh/ in a word. Sharon's wish, since she was a fish, was to swim and swish in the dishwasher.

 

7.  Explain: I will say a word and I want you to find the part that makes the broom say /sh/. 3-phonemes-ship, fish, show, 4-phonemes- trash, short, and flash.

 

8. Student will read Shoe Man stressing the /sh/ sound. “We are going to read Shoe Man. It is about a girl who goes into a shoe store and sees lots of interesting things. Too see what happens at the shoe store we have to read the book.”

 

Assessment: Review word cards (both /sh/ and non /sh/ words) and ask child to identify words containing /sh/.

 

References:

 

McWilliams, Jordan. Sh… Beginning reading.

               http://missfreemansclassroom.weebly.com/lesson-plan.html

 

Shoe Man by Alice K. Kunka (1991). Sheck-Vaughn Company.